Blog Synopsis
It is inevitable that in today’s society, students are highly influenced and motivated through the use of digital technologies. As educators, it is important that we implement these technologies throughout students learning experiences to ensure they are attaining the knowledge and skills necessary in becoming ‘digitally literate’. In order to do this, we need to use Information Communication Technologies (ICT’s) in and across all Key Learning Areas (KLA’s) within everyday classroom situations. It is through this that we can encourage active learning, offer supportive environments, engage students in classroom tasks, enhance students learning needs and assist in the development of becoming a lifelong learner.
However before beginning to use digital technology it is important that students are aware of netiquette. Netiquette involves using the appropriate rules and regulations to effectively communicate with online users. These rules and regulations need to be followed in order to prevent conflict and ensure students are establishing positive and supportive teaching and learning environments. Learning mangers and students must also follow legal, safe and ethical practices while participating in online learning.
The purpose of this synopsis is to analyse the usefulness of four digital tools and their association with a range of learning theories and frameworks. These four digital tools include PowerPoint, Images, MovieMaker and Learning Objects. This task will also provide links to the writer’s participation, relevant to the course being undertaken.
The first digital tool being explored is PowerPoint. In a classroom context, teachers and students are constantly being introduced to new topics that contain large amounts of information. PowerPoint is a highly effective digital tool in which this information can be stored and retrieved at various stages through a wide range of learning experiences. This form of technology allows both teachers and students to present and convey key messages about various topics relevant to their audience. Within a PowerPoint, teachers and students have the opportunity to create intriguing presentations as they incorporate the use of multimodal designs. These designs include images, animations, music, videos and links to other reputable resources. CISCO (2008, p. 14) highlights that by using multimodal designs, learning is enhanced and one’s higher-order thinking skills becomes increasingly apparent.
For teachers, this digital tool is a great way to engage students in classroom tasks and scaffold learning processes. For students, PowerPoint is extremely useful when demonstrating, arranging and sequencing the information learnt within a particular topic. This is related to the learning theory, ‘cognitivism’ as students ‘structure, organize and sequence information to facilitate optimal processing’ (Instructional Design Knowledge Base 2006, p.2)
This digital tool also allows each individual to participate in an inclusive and interactive environment. This is because, it caters for visual, auditory and kinesthetic learning needs, provides the basis for which debates can be formed, allows students to work collaboratively to find out new information, enables students to communicate their own thoughts and ideas and contributes to class discussions. Another advantage of PowerPoint is that it can be used for future educational and workplace purposes that in turn, lead to attaining the attributes of a lifelong learner. To view comments mentioned on PowerPoint please view writer’s blog.
The second digital tool is Images. Images are a useful learning tool when introducing and engaging students in a new topic. When using this digital tool, learning managers can form discussions, pose higher-order thinking questions, create and portray key messages and identify students’ prior knowledge within a specific topic. In agreement with this, Jonasson 1991, as cited in Mergel (1998), comments that when analysing and interpreting the meaning of an image one will reflect on their previous knowledge and experiences. Combining the use of images with text, can also increase students learning capabilities and help reinforce what is has taught and/or learnt. According to JISC Digital Media (2010, p. 1), ‘establishing a better balance between the use of images and the use of words, educators can increase the learning potential of their students’.
The learning theory that is being utilized while using this digital tool is constructivism. This is because students are reflecting on real-life experiences to generate their own interpretation of what the image is portraying (Instructional Design Knowledge Base, 2006, p. 1). By using images in a classroom environment, learning managers can create ‘authentic’ tasks for students in a wide range of learning areas. From this students will be able to adapt optimistic attitudes towards various tasks as the purpose for learning becomes evident. Marzano & Pickering (1997) coincide with this when mentioning that students are more likely to become engaged in tasks that are ‘authentic’.
Furthermore, this digital tool can be applied to future learning experiences and enhance students learning as they develop new understandings towards their previous experiences and apply them to new situations. To Access another blog in which the writer has learnt from view Professional Learning Journey. Also see appendix 1 under writer’s comments on images.
The next digital tool to be discussed is MovieMaker. MovieMaker is a digital tool used to create movies from still images. Similar to PowerPoint, MovieMaker allows students/learning mangers to use multimedia. They are able to import music, images and other videos from their own computer and/or the web. This program also contains features such as adding titles, special effects, and transitions on and between each slide/image. The final product can then further be shared on the internet, sent to others and saved on the computer. Cognitivism can be interwoven in this learning tool as students ‘communicate or transfer knowledge in an efficient and effective manner’ (Instructional Design Knowledge Base, 2006, p. 2)
As part of the Department of Education and Training (2001, p. 1) the elements of productive pedagogy that are being attained through this tool are; ‘Intellectual quality, Higher-order thinking, deep knowledge, deep understandings, substantive conversation, knowledge as problematic and metalanguage, as well as Connectedness aspects knowledge integration and connectedness to the world.
In a learning context, this form of digital technology could be useful for capturing moments on excursions, undertaking science experiments (showing the lifecycle of a plant) and reflecting on learning experiences. Schuck & Kearney (2004, p.10) comment that the three major modes of digital videos are ‘communicating, observing and reflecting’. These skills can be used in situations outside of the classroom environment and assist in the development of a lifelong learner. In order to view the comments left on the writer’s blog about MovieMaker please view writer’s blog
The final digital tool being explored is Learning Objects. Learning Objects can be used across all Key Learning Areas (KLA) for all year levels. The purpose of a learning object is to assist and enhance students learning by providing them with a range of engaging activities. Education Queensland (2010, p. 2) comments that ‘digital resources such as learning objects, aims to enhance the learning process and models good teaching and learning’.
It is through these tasks that students are required to use their critical thinking skills as they analyse, interpret and collect information relevant to the topic being utilized. Cosstick (2010), makes a valid point when stating ‘learning objects are most useful in extending and refining knowledge after the basis of a topic has already been established and understood’. (To view this comment please visit this link) By incorporating learning objects into a subject matter that has already been discussed students can then determine what information is relevant to the learning experiences they have previously undertaken and how to apply this knowledge to new situations.
Cognitivism is interwoven within this digital tool as students use a range of appropriate learning strategies to successfully complete the task at hand (Instructional Design Knowledge Base, 2006). The productive pedagogy in which this tool is addressing are intellectual quality; higher-order thinking, deep knowledge, deep understanding, substantive conversation, knowledge as problematic and metalanguage as well as connectedness elements including knowledge integration, Background knowledge, connectedness to the world and problem-based curriculum (Department of Education and training, 2001). Learning objects contribute to developing the skills associated with 21st century learning and therefore provide the link to lifelong learning.
It can be seen that the above digital tools are all necessary in enhancing the skills in which students need in becoming ‘digitally literate’. Learning managers need to continue to use Information Communication Technologies (ICTs) in their everyday curriculum activities to ensure students are acquiring the Knowledge and Understandings used to effectively function in the 21st century. These knowledge and understandings also demonstrate that students are attainting the attributes of a lifelong learner. Using digital technology in the classroom will aid in the process of creating supportive teaching and learning environments as learning managers and students’ experience a range of inclusive, engaging and authentic tasks. By adapting the use of learning theories and frameworks to these digital tools, learning managers can optimise students learning and prepare them for future learning experiences.
References
Cisco systems Inc. (2008) Multimodal Learning Through Media:
What the Research Says. Cisco: USA.
Cosstick, J. (2010). E-learning on the go 2.0. Retrieved from
http://www.elearningonthego.blogspot.com/
Department of Education and Training (2001) Elements of productive pedagogies.
Brisbane, Queensland Government.
Education Queensland (2010). The Learning Place. Retrieved July 31, 2010, from
http://education.qld.gov.au/learningplace/
Instructional Design Knowledge Base. (2002-06). Select Instructional Models/ Theories to Develop Instructional Prototypes. Retrieved 22 August, 2010, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
JISC Digital Media (2010). Using images to reinforce Learning. Retrieved from
http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-to-reinforce-learning/
Mazarno, RJ. & Pickering, DJ (1997). Dimensions of Learning: teachers manual (2nd
Ed.). Aurora, Colorado USA: MCREL
Mergel, B. (1998). Learning Theories & Instructional Design. Retrieved 22 August, 2010, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Ryan, K. (2010). My E-Learning Professional Journal. Retrieved from
http://kbmryan.blogspot.com/
Schuck, S., & Kearney, M (2004). Teaching and Learning across the School Curriculum
with Student- generated Video . Students in the Director’s Seat. University of Technology. Sydney, Australia.
Turner, C. (2010). Professional Learning Journey. Retrieved from
http://cmturner.blogspot.com/2010/08/digital-tool-of-pictures-can-be.html?showComment=1282445438269_AIe9_BESWBcw64WuqQMBmoDsEcLIFlVqEgF1_83yVxSiqVgF1oWkjUDKV65LAM-8DP7spqdmobDgujW47KALoGO3lea2-BjSvCIql4X9NPQnQtQ_ziENjSBxvaQVe3h81R7MXNZB5SF7Bby4YuJX2GvfCt1L
Appendix 1
Kym
Jennah, I agree that students can use MovieMaker to reflect on their learning journey but, I also believe movies can be used for students to observe an investigate class activities which show their knowledge and understanding of the content being studied.
Writer’s comments
I agree that images are useful when establishing students’ prior knowledge and understandings within a topic. I also believe they are useful when engaging visual learners.
In my experience as a learning manager, concept maps are an excellent way to determine students’ prior knowledge. These maps can then be revisited later in order to determine the growth in students knowledge and understanding of particular learning area.
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