Managing E-Learning introduces student learning managers to the different types of technology available and helps us to explore its potential in a classroom setting. Throughout this course we have been encouraged to think about tools in depth with the use of careful scaffolding such as Edward de Bono's thinking hats, PMI tables and SWOT analyses.
The technologies I explored are divided into four distinct groups: group 1 is inclusive of online spaces, group 2 consists of multi-media technologies, group 3 contains interactive, multi modal presentational tools and group 4 includes simulations and animations. While these technologies are becoming an important component in many learners' lives it is critical that they are used in to reinforce learning with individual learners and learning preferences in mind. Koehler (2011) recommends that educators combine technological knowldege, pedagogical knowledge and content knowledge to truely intergrate technology into classrooms. I have grappled with this concept over the past six weeks and have attempted to increase my understanding of all three of these components. I have seen my opinions change and my knowledge grow and I hope one day that I can help my learners have the same experience.
Group 1
Group 1 technologies (online spaces) consisted of wikis, websites, blogs and microblogs.
To better understand online spaces I contributed to a a campus wiki and even created my own wiki page. I understand the many risks of wikis in the classroom and have reflected on them accordingly in my Week Two Reflection. However it is important to understand their possible benefits too. An example of such benefits can be seen in Polymath. Polymath was coined by Timothy Gowers, a mathematician of the University of Cambridge, when he considered it in a blog entry in 2009. This idea snowballed into a wiki-style online space where mathematicians discussed and contributed to the solution of a previously unsolved mathematical problem. The problem was solved through online collaboration thanks to ITC (Aron, 2011). Although wikis have existed for years the idea of professional mathematicians collaborating through them is revolutionary and demonstrates that their full potential in problem solving and education is still being developed. I have considered their possible uses within my classroom in Week Two Reflection, as well as explored my safe, legal and ethical guidelines.
Another technology belonging to group 1 is Weebly. I reflect on my own experiences in Weebly as a Tool as well as considering their strengths, weaknesses, opportunities and threats. Through my experience I gained a valuable insight into how websites could be used to direct student learning and furthermore I began to consider other possible uses for websites, which can also be seen in Weebly as a Tool.
The third and final tool I've explore in group 1 is Blogger. My own personal blog was an adventure! I've learnt so much and have begun to see its value as an educational tool. Please see my recent post on Blogging to understand my opinions on how it could be used in the classroom.
Group 2
Group 2 technologies include of images, audio tools and videos. Such multimedia tools are available through sites such as YouTube; please refer to More on YouTube for an explanation on the technology. More on YouTube also discusses the strengths, weaknesses and opportunities that exist for YouTube as a potential tool for classroom learning. I also explore an incident that shocked the Internet community and considers the risks of YouTube being a user generated database. In my post YouTube I collaborate with another E-learning student to present rough video footage of a discussion about YouTube's potential. In this post I have also considered safe, legal and ethical guidelines and the potential uses of YouTube in a classroom, but there are undoubtedly many more uses for YouTube as a learning tool and I am continuing to research its potential.
Further possibilities of multi-media include combining pictures/photographs with sound clips. While I didn't create audio files I am familiar with most audio files, downloading pod casts for personal use and recording my own voice onto my mobile phone. I can be self-conscious about the sound of my voice when it is unsupported by other media such as video or a picture stream. I believe that it is likely that some students share my concern and because of this I focused on editing photographs to explore group 2 further. To see my results please view my posts Flickr and Picnik and Photobucket. I have also included postings of the original images, available to view at Flickr, Photobucket and Picnik, which also considers the safe, ethical and legal guidelines of posting photographs online.
Group 3
Group 3 technologies are presentational tools which can include Powerpoints, Prezis and Glogsters. I found that group 3 technologies provided the opportunity to bring group 1 and group 2 technologies together: online spaces could be linked to through Powerpoint presentations, videos, images and sounds could be embedded into Powerpoint presentations or Glogsters. To broaden my knowledge on presentational tools I chose to explore Glogster by viewing other Glogsters and creating my own. My discoveries and my creation along with two of my favourite Glogsters for an educational context can be viewed in my posting Glogster. This post also considers possible uses of Glogster in my classroom and the safe, legal and ethical guidelines. I also created several Powerpoints for my own benefit to further familiarize myself with the technology. I used new techniques I was discovering through my E-learning. To see my brief reflection and a screenshot of part of a presentation see my posting Powerpoint.
Group 4
Group 4 technologies are quite open ended (CQU, 2011) but are inclusive of animations and simulations which I explored by creating my own Dipity Timeline and a Go Animate clip. These can be viewed in my postings Dipity Timelines and Go Animate Animations. Both I considered to have academic merit due to their clean, professional presentation and simplicity.
Concluding
After broadening my understanding of many different types of technologies through this course I need to consider how I can apply my new found knowledge to my classroom in conjunction with the Dimensions of Learning in order to achieve learning outcomes. I believe that successful incorporation of E-learning technologies into a 21st century classroom could enhance the attitudes and perceptions of learners. Marzano and Pickering (1997) state that attitudes and perceptions affect the students' abilities to learn. Technology can be used to create positive attitudes and perceptions about tasks for students hold positive views about ITC in an educational context (Haywood, Macleod, Haywood & Mogey, n.d., p.4). Students believe that well designed tools are convenient, accessible, flexible and supportive of learning (Phillips, Maczewski & Wand, 2002, p.3). Furthermore, the comment feature that is found on (or if necessary can be added to) group 1 technologies allows for learning managers to provide appropriate feedback where needed. These features can also be used to allow peers to critically evaluate others work, which can assist in ensuring students understand what a set tasks requires them to do (Marzano & Pickering, 1997).
Technology can also allow learners to practise desired habits of mind which can enhance students' ability to learn. With careful guidance students can be shown how to restrain impulsivity and how to plan appropriately, two habits of mind that Marzano and Pickering consider important (Marzano & Pickering, 1997). This can be done by encouraging learners to think carefully about what they post on the Internet and ensuring that as their learning manager you have educated these learners about safe, legal and ethical behaviours online.When educators apply their knowledge of content, technology and pedagogy as recomended by Koehler (2011), I believe that technology can reinforce learning. It has the potential to allow learners to acquire and integrate knowledge because it gives students the chance to construct meaning, organize and store knowledge. This can be done in conjunction with the theory of constructivism (Naismith et al., 2004, p.3). ITC can help to create opportunities for students to discover or figure out new information for themselves by being a source of accessible information or an interactive learning program aimed at developing knowledge in learners' minds. ITC also has the potential to help students to extend and refine knowledge. ITC can provide students with graphic organisers (such as Dipity Timelines) and also allows for student structured tasks, both of which are recomended by Marzano and Pickering (1997). However, in my opinion, outside of establishing positive attitudes and perceptions, ITC finds its greatest potential in allowing learners to use knowledge meaningfully. Being digital natives 21st century learners could genuinly benefit from being set tasks that will allow them to use knowledge in a way that is meaningful to them. By setting learners a task that they can relate to their technology rich life a learning manager can give them the oppertunity and freedom to become enthusiastic about that task and practise skills that they believe are relevent to them. The world is changing. Our methods of teaching and the learning tools we use need to keep up to ensure the best possible learning outcomes can be achieved for all our learners.
References
Aron, J. (2011, May). Maths can be better together. NewScientist, pp. 10-11.Central Queensland University. (2011). Group 4 technologies. Retrieved August 2, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186326
Department of Education and Training (DET). (2002). Productive Pedagogies. Retrieved from http://education.qld.gov.au/
Haywood, J., Macleod, H., Haywood, D., & Mogney, N. (n.d.). The student view of ITC in education at the university of Edinburgh: Skills, attitudes & expectations.
Retrived 16 August 2011
http://homepages.ed.ac.uk/jhaywood/papers/studentviews.pdf
Koehler, M. (2011). TPACK: technological pedagogical and content knowledge: what is TPACK?. Retrieved from http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D.E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (1997). Dimensions of learning teacher's manual (2nd ed.). Alexandra, VA: ASCD.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. Birmingham, UK: Nesta Futurelab.
Phillips, B., Maczewski, M., & Wang, M. (2002). Evaluating the usability of web-based learning tools. Retrived from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.15.9246&rep=rep1&type=pdf
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved August 15, 2001 from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
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