Reflective Synopsis

ICTs for Learning

Source: Tim Wade (2010) Slides @ www.slideshare.net

I have learned over the last few weeks that ICT tools can be used to augment the different types of learning that we want to support in our students. With the understanding of how our brains function and the ways to get information through the filters - RAS and amygdala - of our students, I can appreciate how the use of digital pedagogy can be an effective way to engage our students (Willis, 2010).

For example, with visually attractive presentation of content and more meaningful classroom activities that use the technology tools and skills students will require in the 'real world'. It can also be used to support the types of learning we want our students to experience.

Behaviourism

Source: Google images

This type of leaning that occurs through practice, can be supported with ICT applications that use repetition and rote learning exercises, such as multiple choice quizzes. While this can be a useful form of learning, it doesn't really require students to use higher order thinking. As teachers, I think we are usually wanting more than a 'salivate at the sound of a bell' (Pavlov) type response from our students. However, there are situations and subjects where this learning can be very useful. My teaching area of maths utilises repetition and rote learning of number facts, formulas and mathematical rules. For a digital tool example, Maths Online provides online maths tutorials and opportunities for repetitious practice for students

Cognitivism

Source: Google images

For me, ' learning by doing' was one of the fundamental points here. If we want students to remember something, then they have to be given the opportunity to use it. Also, this theory examines the ways that our brain's filter gives preference to retaining information that is firstly new and novel, linked to prior knowledge and deemed important. However, unimportant, uninteresting, or out of context information is deleted and lost forever. Prezi and PowerPoint (I particularly enjoyed the examples of the virtual museum) are great digital tools to support this type of learning, as they enable students to use their creativity to demonstrate their understanding of content in a way that is interesting to them. This learning theory grew my understanding of the need to create learning experiences and assessment that allow students to do something with their knowledge. Also, that engaging our  students is important so that information gets through their brain filters. I have witnessed these principles in action, while observing an all-boys class use Adobe Flash to create simple animations.

Constructivism

Source: Google images

This one is easy and fun for the high school environment - learning through social interactions with other students and people who are experts (that's us teachers!). Students are able to share their experiences and knowledge with others and teachers are also able to provide access to experts (other than us). The first, peer learning, is supported through ICT tools such as wikis or online blogs and sharing comments. Another example, is having a class project to script, produce, record and edit a class video. The second, accessing professional knowledge, is also made a lot easier through the use of digital tools like online video conferencing (Skype), emails, podcasts or online tutorials and webinars.

Connectivism

Source: Google images

This learning theory was tailor made for our digital society and refers to the reality that information is available anywhere, anytime, to anyone with a device that has an internet connection. In fact, there is kind of an information overload, so we have the job of teaching our students how to properly source, sift and synthesize the information they need. An ICT that demonstrates this helpful function is TagGalaxy (to sort through Flickr images. The reality is that just about every digital tool enables students to learn through connecting.

SAMR Model use of ICTs for Teaching (Education Queensland 2013)

Redefinition	Technology allows for the creation of new tasks, previously inconceivable	Digital pedagogies have transformed all aspects of classroom teaching – for example, engagement is enhanced by aspects such as students collaborating online for group tasks and projects, assessment tasks are created and shared online, students can peer critique through discussion forums, content is provided through wikispaces and class websites.
Modification	Technology allows for significant task redesign	Students are able to respond to assessment tasks with a range of creative multimedia options and teachers use applications such as email, PowerPoint, interactive whiteboards and databases to modify the way they communicate (with students, staff & parents), deliver content, organise and store their resources.
Augmentation	Technology acts as direct tool substitute, with functional improvement	The use of ICTs enables students to more efficiently take notes, take quizzes online, conduct research online and teachers can present subject content in more appealing and engaging ways.
Substitution	Technology acts as a direct tool substitute, with no functional change	The use of ICTs enables teachers to substitute technology applications for tasks such as marking the roles, hand writing on the board, or paper handouts.

It is important to be creative, have the skills to use ICTs in our teaching and be able to properly scaffold our students to use ICTs in ways that transform their learning. The levels of learning from Bloom's Taxonomy really challenged me to consider ways to develop learning experiences that would promote higher order thinking through student tasks for applying, analysing, evaluating and creating activities. We need to understand how our students learn and be able to deliver content in different ways, drawing on the appropriate learning theory/s for the context. Using ICTs as one of the tools in our metaphorical belt, gives us the ability to not just substitute and augment traditional methods, but modify and redefine these. However, while exploring each of the different digital tools, it was evident that not all ICTs were appropriate for my teaching areas. It will be necessary to select ICTs that support the curriculum content I'm delivering appropriately, not just for the sake of using an ICT.

Source: Carrington (2014)

Safety and Ethical Issues for ICTs

Part of our responsibility is supporting our students to safely get the most out of their digital learning experiences. The first, most critical element of this is for us to be modelling the appropriate behaviours and expectations for our students. There are a range of protocols put in place to support ethical and safe behaviour in schools with the use of policies, ICT student usage agreements, internet filters and access controls. It is important also that students learn to appropriately communicate, work in collaboration and produce work with the use of ICT tools, to equip them for the rigors of life after school. They are still in the  learning phase, so we need to suitably monitor them while encouraging them to exercise their own suitable judgements.

The ICT Encounter so far

Source: https://lanceknight.com.au

There have been some steep learning curves, some frustrating moments and quite a lot of creative, exploratory and fun experiments. I took to some of the ICT tools more than others. I through the collaborative capabilities of a wiki are fantastic. I had heaps of fun creating a PowToons animation and can think of so many ways for my students to use this in my business classes (marketing, branding, presentations, advertising, school notices). I discovered new uses for applications I was already familiar with, like PowerPoint (audio, video and online sharing with SlideShare - awesome!), Google maps (submarine treasure hunt!) and Google docs (the offering of add-ons is impressive). I guess one of the enjoyable aspects, particularly for someone like me who loves learning, is that teaching requires proficiency in ICTs and given the rapidly changing nature of technology, I will always be challenged to keep up with advances - and my students, who will likely be one step ahead! Learning, and teaching, in the digital age is dynamic, challenging, collaborative, creative and fun.

References

Carrington. A. (2014) The Pedagogy Wheel. [image]. Retrieved from http://padagogy.net/wp-content/uploads/2012/07/padagogywheel550px.jpg

Education Queensland. (2013) The SAMR model: engage in deep learning and authentic contexts. [website]. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx

Willis. J. (2010). Edutopia Webinar – How the brain learns best: strategies to make learning stick. Edutopia. [Video file}. Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=eMZnfFD1maU