The way that learners of the 21st century learn is changing, and consequently the way that learning managers educate these learners needs to mirror this change. It has become widely evident that learning experiences not only need to contain the content knowledge of the topic, they need to cater for a variety of learning styles. These learning experiences then need to incorporate pedagogy that creates interest and engages the learners. Waterhouse (2005, p. 30) defines pedagogy as the art and the science of teaching. Learning experiences can be enhanced through e-Learning and be linked to several learning theories including behaviourism, cognitivism, and constructivism. A proficient learning manager will develop effective and engaging learning experiences by profiling and understanding how their learners learn most effectively and incorporating this knowledge with the content and the pedagogy to ensure that learning is facilitated. Colbert et al. (2008, p. 14) maintains that a teacher needs to display deep pedagogical knowledge, understand how students acquire and construct knowledge, and how positive disposition towards learning is developed. The application of technological tools into a learning experience in today’s classroom can greatly engage the learners. The framework identified as the TPACK framework, (Appendix 1) infers that digital technologies are integral and just as important as the learning managers knowledge and skills for maintaining the learners engagement. If learners are engaged in the classroom by creative, interesting and engaging learning experiences, then learning outcomes will be reached and students will achieve success. Prensky (2005) states “all the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it”. The use of eLearning can assist in developing and adapting learning designs to provide effective and engaging opportunities to cater for the learning styles of our 21st century learners. (Appendix 2) This is especially integral to the primary classroom of this century.
Defining eLearning is not an easy task, as this too is under constant change. Fasso (2011) suggests that the use of information technologies (ICTs) to enhance and engage learners will extend learning in a pedagogically innovative, sound and flexible way. This also constitutes a very basic description of what eLearning is. As well as being engaging and enhancing and pedagogically innovative, eLearning has become more and more affordable and is a versatile way of learning and communicating not only in the 21st century classroom, but in the everyday world. Communication and eLearning have a strong link to the learning theory of constructivism. Identified by Vygotsky (1962), social interactions have a important influence on learning through the strategy of scaffolding. The strategy of scaffolding has been explained by Van Der Stuyf (2002, p. 2) as “facilitating a student’s ability to build on prior knowledge and internalise new information”. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone (Olson & Pratt, 2000 as cited in Van Der Stuyf, 2002, p 2). This level is recognised as a learners zone of proximal development (ZPD) and is defined by Woolfolk and Margetts (2010, p. 55) as “the area between a person’s current level of independent functioning and what they can achieve with the assistance of others”. Likewise, Snowman (et al, 2009, p.47) view scaffolding as “helping students acquire knowledge and skills that they would not have learnt on their own”. Scaffolding can be incorporated into learning experiences through many thinking strategies. Participating in an activity through a wiki (Appendix 3) discussion regarding mobile phones and whether this form of technology should be used in the classroom allowed for the presentation of different perspectives. A thinking strategy known as De Bono’s Six Thinking Hats allowed learners to demonstrate ways of reckoning and encouraged thinking outside of the box. This was an excellent opportunity for scaffolding to occur as it is a beneficial way for thinking in different ways that can be incorporated in the classrooms of today. According to Frangenheim (2007), “the Six Thinking Hats forces the thinker to consider the problem in several dimensions, and is more likely to guarantee better thinking”. The use of a Web 2.0 tool, a wiki, has been found to be a great way for learners to be supported through a constructivist approach. These perspectives were presented through not only personal opinion but personal experience. Through these perspectives, the learning about mobiles phones was extended and the realisation of what such a tool could do was recognised. Giving learners the opportunity to participate in such a learning experience not only broadened their knowledge on the topic, but also helps them see that not everyone has that same ideas and values. Consideration also needed to be given to peers when editing, modifying, adding or removing information from a wiki page. The need to reflect on my participation (Appendix 4) with in this wiki was then necessary. Wikis are not the only eLearning tool that can be explored and experimented with in the primary classroom; others include concept mapping, podcasts, images, and web pages. The ones found to be of particular interest and could become powerful in the primary classroom educational context include Blogs, Digital Videos, online scrap booking tools such as Glogster, and the use of the IPod Touch.
Through participation with in this course it has become evident that the power of a web2.0 tool such as a blog has endless possibilities within the primary school classroom context. At first it was necessary for myself to identify and comprehend what a blog really was and draw some comparisons (Appendix 5) with wikis. Through a blogging activity, learning can be transformed as these tool can be used by both the teacher and the learner. One way a teacher could use this tool would be to display previous learners work as examples of the tasks that are required. This could be of assistance to learners who need a visual display of what is required. Of course, it is important to always keep in mind the legal, safety and ethical issues involved with uploading materials on line. A student may like to use this tool as a place to be creative within a writing activity, when completing an individual task or to record his/her own thoughts and research ready for participation within a collaborative task. Likewise, a teacher can post comments to assist the learners and provide feedback and scaffold learning. If scaffolded correctly within a blog, learners could demonstrate levels of higher order thinking. Richardson (2006, p. 32) defines real blogging as linking analysis and synthesis that articulates deeper understanding to the content, and as being linked and written with the potential audience response in mind. A strong benefit of a blogging tool is that being a Web 2.0 tool, only the owner of the blog is able to edit, change, or delete the blog postings. Therefore, this allows the learner total control over their own work.
There are advantages and disadvantages associated with the use of blogging, and it is for this reason that a blog is not the ideal tool for a collaborative learning activity as only comments can be posted and nothing can be altered or added to by other learners within the group. This leaves the alterations of tasks to be completed by the owner of the blog and therefore this may not be effective in a collaborative learning environment.
After constructing a short Digital Video of my own, (Appendix 6) this is the second tool that I chose to investigate and explore further. Digital videos can be made known to learners, or can be something that the learners produce for themselves. Through producing their own videos, learners are allowed to express their creativity. Digital videos could be produced collaboratively and would require learners to use higher order thinking skills and processes. It is an excellent tool to use in a primary classroom with older learners requiring minimal guidance for the actual creation of the video instead allowing for the learners to explore. Kearsley & Schneiderman (1998) acknowledges the ‘engagement theory’ specifically promotes student activities that involve the cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation in which students are motivated to learn due to the meaningful nature of the learning environment and activities. Digital videos can be incorporated through all KLA’s and it is not necessary to have access to a digital video camera, as video as can be created with the use of still images, and then overlayed with audio. There are some issues to be considered when uploading photos and music. All photos should be referenced even if they are your own and no photos should be made available to view unless the people in them know and have granted permission for you to do so.
Glogster is an up to date modern online tool that enables learners to create their own interactive posters. Interaction with glogster allows learners to explore their creative side and incorporate audio, podcasts and upload the content into their glog. My attempt at a quick glog can be viewed here. (Appendix 7) The versatility of glogster allows for its use across all KLA’s within the primary classroom. A poster for a presentation or display could be created with this tool to display information. I personally cannot think of a subject that Glogster could not be incorporated into. The engagement with this tool allows for fostering teamwork and co-operative learning or working individually. Teachers could also use this type of presentation to display learners' works and achievements, for parents and carers to view online. Within most family contexts, the need for both parents to be committed to employment, it is sometimes inevitable that they miss some of the learning and achievements of their most valuable asset, their children. What better way for them to be involved with their child’s learning and be able to view this either in their own time or by having the child show them and explain what they did and how they did it. The ability of this tool to be monitored by the learning managers, provides a safe, private and secure fun experience that (Glogster, 2011, as cited in Renton, 2011) states “enables schools to meet and exceed educational technology and content area standards for creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship”.
Vardy and Curvin (2007) observed that new technologies such as iPods now permeate the lives and daily routines of many young children as they engage with these technologies in a variety of ways. This is evident due to the small device having endless possibilities within the primary classroom. This tool not only does the normal things like enable the user to take photos, record voices and all the other standard things that technology has allowed us to do, but also this palm sized product can connect you to the internet, record high definition(HD) videos, allow the use of both forward and back facing cameras, can be used to work collaboratively with in the context of not having to be seated next to the person with whom you are working, and the list goes on. The connection time on these devices is usually fast and therefore less time is lost in transitions from one activity to the next. Blogging, making a children’s digital library, recording podcasts, and uploading and downloading media are just some of the potentials. The growing list of educational apps allows for learner to participate with the use of ICT’s without even having to move from their seats. Morris (2011) (Appendix 8) defines the use of the iPod with in her primary classroom learning context as allowing students to learn at their own pace as stories and videos can be paused and replayed many times. It is a great way to reinforce concepts and encourage independent as well as co-operative group learning. I have also found the iPod Touch to be engaging for reluctant learners and helpful for students with learning difficulties. All good things must come with some draw backs and one of these is if the technology is not working and you need internet connection then other preparation will need to have been considered. Observations need to be made at all times that learners are remaining on task and on the correct activity that is being implemented. It could be hard for a learning manager to control the use of these devices if all learners were engaged with the device at the same time however through hands on exploration of this device the capabilities and potential for it to enhance learning just keeps on surprising.
QCAR (2007) identifies that applying ICTs for learning will assists students to become competent, discriminating, creative and productive. Likewise incorporating ICT’s will enhance learning across all Key Learning Areas (KLA’s). The eLearning tools that have been explored demonstrate that learning is a social context does not have to occur face to face. Through participation in my eLearning adventure so far, I have acquired a far broader knowledge about how these and other tools can be applied and used in the classrooms to enhance the learning of our 21st century learners.
References
Colbert, J.A., Boyd, K.E., Clark, K. A., Guan, S., Harris, J.B., Kelly, M.A., & Thompson, A.D. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge.
Fasso, W. (2011, Term 3). 21st century learners. Retrieved from: http://moodle.cqu.edu.au/file.php/17114/Week1.pdf
Frangenheim, E. (2007). Reflections on classroom thinking strategies (9th ed.). Loganholme, QLD, Australia: Rodin Educational Publishing.
Kearsley, G., & Scheiderman, B. (1988). Engagement theory: A framework for technology-based teaching and learning. Retrieved from: http://home.sprynet.com/~gkearsley/engage.htm.
Morris, K. (2011). Using an ipod touch in the primary classroom. Retrieved from http://primarytech.global2.vic.edu.au/2011/08/08/using-an-ipod-touch-in-the-primary-classroom/
Prensky, M. (2005). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
QCAR. (2007). Information and communication technologies (ICTs) cross-curriculum priority by the
end of year 3. Retrieved from: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf
Renton, J. (2011). Three benefits of using Glogster, a 21st century multimedia tool, in K-
12 classrooms. Retrieved from http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21st-century-multimedia-tool-in-k-12-classrooms/
Waterhouse, S. (2005). The power of elearning: The essential guide for Teaching in the digital age. Boston, USA: Pearson Educational, Inc.
Woolfolk, A., & Margetts, K. (2010). Educational Psychology. (2nd ed.). Frenchs Forest, NSW: Pearson Australia.
Van Der Stuyf, R. (2002). Scaffolding as a Teaching Strategy. Retrieved from
condor.admin.ccny.cuny.edu/.../Van%20Der%20Stuyf/
Vardy, J. & Kervin, L. (2007). Using iPod technology to engage primary students with the deconstruction and reconstruction of audio text. Retrieved from http://www.alea.edu.au/documents/item/88
Vygotsky, L. (1962). Social development theory. Retrieved from: http://www.instructionaldesign.org/theories/social-development.html
Appendices
Appendices
Appendix 1
Reflection about TPACK Framework.
Appendix 2
21st Century Learners
Appendix 3
Group 1 Mobile Phones
Appendix 4
My Participation in Mobile Phone Wiki
Appendix 5
Making it clearer to myself
Appendix6
My Digital Video
Appendix7
Glogster
Appendix8
Using an Ipod Touch in the Primary Classroom
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