Information
and Communication Technology (ICT) in schools has been infused into the
curriculum, shaping teaching context to incorporate it into classroom subjects.
As it is compulsory to employ technology into everyday learning, it would
benefit student education further if it were utilised efficiently and
effectively. As a technology sceptic, I encompassed a limited amount of knowledge
where I was against technology in the classroom besides the fundamental uses of
Microsoft Word. After studying the effects of ICTs for learning design, I have
developed a new appreciation and greater understanding of technology.
eLearning
should engage, enhance and expand students and their abilities to encourage new
learning and promote knowledge retainment. It needs to be implemented into learning
content in correlation to the coursework to support students appropriately, not
just ‘for the sake of it’.
The application
of ICTs in learning content can be extremely beneficial to students as it focuses
on different skills and experiences compared to average classroom learning. These
skills include teamwork building, higher order thinking, using technology correctly
and appropriately, developing researching techniques and determining decent and
poor quality websites. Experiences such as connecting with like-minded people,
breaking the boundaries of the classroom walls, even communicating with
international students are all features of ICTs. The correct utilisation of
ICTs will support and recognise different types of learners (visual, verbal, kinaesthetic),
develop a deeper understanding of specific knowledge and facilitate association
with real life experiences. It must be advised that ICTs DO NOT constitute
learning, but constitutes the foundations for further learning.
In week
two, we were asked to participate in an online space activity called a Wiki.
This Wiki raised the issue of mobile phones in the classroom – should they be
allowed? This was the first time I participated in a Wiki activity, ending up being
a very enjoyable and exciting tool to use.
A Wiki
is an online space employed to emphasis collaborative learning as a
Constructivist approach. It is an interactive tool that encourages learners to absorb
other people’s opinions and ideas to then base their own opinions and ideas
from this new knowledge learnt and also
from previous knowledge. The Constructivist approach suggests that learning is always
active, as it is influenced by “social encounters” (Atherton, 2011), previous knowledge
and experiences, and constant reflection. The learning style of Constructivism
is not as open ended as it appears. The method is shaped by a scaffolded process
that illustrates learning to achieve specific goals such as social interaction.
This outcome can be confirmed in a Wiki activity, as teachers can follow and future
reference student thinking and reasoning. This is also an opportunity for
teachers to model appropriate and ethical behaviour to students in a controlled
environment. As content in a Wiki can be
edited and deleted, correct usage and behaviour, needs to be established.
The
Wiki activity involving the mobile phone issue was scaffolded appropriately, as
the de Bono method was incorporated to assist with information classification. This
helped to keep the page orderly and encouraged specific views by providing
questions to respond to.
A Wiki
is an online “record of discussions and conversations for future analysis and
reading” (Fasso, 2012a). It can be accessed and referred to at any time and
encourages occasional to regular reviewal and altercations of information and opinions
documented.
Following,
are four technological tools that I have selected to investigate and gain a
better understanding of. They have been selected from four different categories
– online spaces, multimedia, presentation devices and animation and simulation programs.
The
first tool that I have selected is a wiki. It is an online space where
information can be uploaded, collaboration can be facilitated and communication
can easily be achieved (Fasso, 2012a). I have also explored blogs and websites
that, like the wiki are grouped into the online spaces category but found both
of these restricting with group work.
I decided
to investigate a wiki to facilitate my own learning context, as it was a tool
for online spaces that I had not previously engaged in. I also decided to
explore a wiki, as I enjoyed the method of creating one for myself. I found it
was a very simple tool to utilise and encountered few problems throughout the
process.
I would
utilise the use of wikis in my classroom to promote teamwork and encourage
interaction, whilst teaching the importance of opinions, and learning how to
support them. I would use a wiki in a situation where students are required to
contribute their ideas freely on a specific topic. This would enhance collaboration
of ideas and encourage students to broaden their perspectives.
An
example of using a wiki in context with student learning would be structuring one
to help decide on a play to perform at the end of the term. The teacher
facilitates the learning by structuring the wiki with scaffolded questions to
assist students to contribute their ideas, reasoning and evidence on why their
preferred play should be chosen.
As a
wiki can be modified by anyone, there is a need for universal rules and
etiquette in the classroom. Although content can be removed easily and recovered
easily, it is an inconvenience to the teacher and students and wastes valuable
time in class.
The
Internet is an open environment that can be accessed by anyone, so online class
collaboration should be confined to school Internet bases where possible. To
demonstrate the correct use of a wiki in the classroom, a clear understanding
needs to be established and explicit modelling of correct procedures needs to
be provided by the teacher.
The
second tool that I have selected is a igital video. It is a mode of multimedia
that is often used for entertainment, conveyance of ideas, views and beliefs,
creative outlets, and evaluation and reflection. Other types of multimedia
include still images and audio files. Along with text, all of these devices combined
can produce a digital video. I decided to focus on digital videos as they encompass
a blend of multimedia forms, meaning the creator gets to manipulate and operate
a variety of devices.
Digital
videos can be utilised effectively in the classroom by engaging with students
through visualising, verbalising and demonstrating messages, views and beliefs.
It can be used as a valuable technique to analyse and critique, while also
presenting as a form entertainment. An example of utilising digital videos in
my teaching content involves asking students to select a movie, investigate acting
techniques and then reproduce a scene to film themselves. This activity highlights
all of the mentioned functions of digital videos – to select a movie (engage), investigate
acting techniques (visualise, verbalise, analyse and critique) and to reproduce
a scene to film themselves (demonstrate).
As a
digital video comprises of recorded footage, still images and audio files,
copyright guidelines apply. It is important to reference others work when used
to verify rightful ownership.
The third
tool that I have selected is a Glogster. It is a presentation tool that enables
interactivity and multimodal (text, audio, images and movie) sources (Fasso,
2012b).
I decided
to investigate Glogster, as it was a tool that I had not explored before like
the program PowerPoint and was simple to navigate, unlike Prezi (another
presentation device).
Glogster
is an online interactive poster that incorporates all forms of multimedia to
engage a targeted audience. It is an excellent tool for different types of learners
as it supports visual and auditory learners. Glogster can be used facilitate
higher order thinking by comprehending gathered information and then presenting
it creatively.
The
Glogster program can be utilised in a classroom environment to encourage
self-expression and creativity, emphasise visual literacy skills, communicate
and advertise messages/ideas/beliefs to a targeted audience, and to promote
group work constructively. This tool can be used to both communicate
information to students and as an assessment task for students to demonstrate
understanding. It can also be enjoyed at home, as class newsletters and reports
can be replaced with interactive posters; informing parents of upcoming class
work, school events and even results.
A specific
activity that I would incorporate into my teaching content to demonstrate an
effective application of Glogster involves asking students to create a poster
on an actor; featuring multimedia aspects such as still images, video footage
and/or audio files. This then will be presented to the class.
Glogster
is a secure website where pages can be set to private mode resulting in
students being able to operate in a safe, closed environment.
The
fourth tool that I have selected is a program called Zooburst. It belongs to
the Animation and Simulation group. I believe Animation and Simulation programs
are an important tool in creative classes such as Drama. They offer “complex
interactions and abstract concepts” (Fasso, 2012c) and assist with breaking down
the boundaries of the classroom. These programs replace the ‘real thing’ when
activities become too expensive or as a result of being too problematic to
achieve.
Zooburst
is an online program that allows creators to produce an interactive, 3D pop-up
book. Text and pictures can be utilised to devise these virtual books.
“Zooburst
is a valuable educational tool to use in the classroom because it contains
several powerful features that support student learning” (Ed Tech, 2011).
Firstly, it is a safe space for students as access as teachers can assign
students usernames and passwords. It also incorporates augmented reality which “has strong potential to provide both powerful, contextual,
in situ (unchanged) learning
experiences and serendipitous exploration and discovery of the connected nature
of information in the real world” (The New Media Consortium, 2010).
Even
though this tool seems childish, I would use Zooburst in my classroom to return
students back to basics. They would be required to generate a story with
minimal characters and focus on character subtext (what the character is
thinking) while the main story unfolds around them.
For the
last six weeks, I have engaged in numerous activities, countless tools and many
new and improved programs ranging from simple to use to much more advanced pieces
of technology. Some of these devices I have enjoyed experimenting with and will
most certainly use within my teaching content, while others not so much. After
studying the effects of ICTs for learning design, I have developed a new
appreciation and greater understanding of technology.
I have
selected four tools to investigate (Online Spaces, Multimedia, Presentation
tools and Animation and Simulation tools) and have further explored specific
programs and devices such as a Wiki, Digital Video, Glogster and Zooburst. These
tools will be utilised in my teaching content, as my prospectus of programs and
devices broadens and develops. My view on ICTs in the classroom has been
transformed as I can now see a place for them in learning. I do believe
however, that ICTs DO NOT constitute learning, but constitutes the foundations for
further learning.
References
Atherton,
J. S. (2011). Learning and teaching; Constructivism in learning. Retrieved
from
http://www.learningandteaching.info/learning/constructivism.htm
Ed Tech. (2011). Zooburst. Retrieved from
http://innovations.oise.utoronto.ca/edtech/index.php/ZooBurst
Ed Tech. (2011). Zooburst. Retrieved from
http://innovations.oise.utoronto.ca/edtech/index.php/ZooBurst
Fasso,
W. (2012a). Group 1 tools. Retrieved from CQUniversity, EDED20491 ICTs
for
Learning
Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=254727
Fasso, W.
(2012b). Group 3 tools. Retrieved from CQUniversity, EDED20491 ICTs for
Learning
Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=254732
Fasso,
W. (2012c). Group 4 tools. Retrieved from CQUniversity, EDED20491 ICTs
for
Learning
Design, http://moodle.cqu.edu.au/mod/resource/view.php?id=254738
The New
Media Consortium. (2010). Four to five years: Augmented reality.
Retrieved
from
http://wp.nmc.org/horizon-k12-2010/chapters/augmented-reality/
