Information and Communication Technologies or ICT’s are fast becoming a vital area of learning for all students who are now living as digital natives. It is e-learning, or in other words, content that is delivered with the use of computers, cameras, iPods, MP3 players, mobile phones and the Internet that students need to be competent in using to become lifelong learners in a technological society. The Queensland Studies Authority (2010) states “Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations. ICTs include the hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated.” Holmes and Gardner (2006, p.1) continue with “e-Learning is unquestionably the major ‘mission critical’ in education systems the world over, and is likely to remain so for the foreseeable future.” So e-learning must be included into pedagogy by using instructional strategies that are improved with the use of the most modern technology. Discussed in detail, will be four tools that can be incorporated into the classroom with links to learning theories and a pedagogical framework. By using these technologies in the classroom environment, they have the potential to enhance the learning for students across all Key Learning Areas. Reich and Daccord (2008 p.200) state “Powerful multimedia publishing tools that once could only be found in major studios are now available free with new computers or on the Web. With practice, broadcasting a radio show, making a video tutorial, creating slides for a lecture, or designing a simple Web page can be done in a few short class periods. Using these tools, we can now let students demonstrate their understanding and learning in a much wider array of media.”
Learning Theories
Although there are many learning theories, three of the most published and widely accepted theories are those of behaviourism, constructivism and cognitivism. These three theories connect with different ICT’s and with a comprehensive understanding, help in delivering pedagogical instruction. Firstly, behaviourism is largely attributed to the work of B F Skinner. Skinner believed behaviourism “was the only observable and measurable response to learning” Smith, Lynch & Knight (2007, p.21). Behaviourism involves a person learning through repetition as described by McInerney, (2005, p.588) “...a process of transmitting external knowledge to students through demonstration, reinforcement, and controlled and sequenced practice.” Therefore, behaviourism involved the teacher stating facts and figures which the students learnt through repetition and practice (Wink & Putney, 2002).
Piaget believed a person could not learn effectively through just the acquisition of knowledge, but rather should construct knowledge from information they already know and believe. Therefore, the teacher is seen as more of a facilitator rather than a supervisor (Smith, Lynch & Knight, 2007). This theory became known as constructivism and is still highly regarded in today’s society. Piaget also recognised the importance of brain activity in the role of learning. Piaget’s theory therefore, holds that the human mind is constantly constructing information (Mergel, 2001). This constant constructing of information allows the learner to enhance their already known knowledge.
The final theory is Cognitivism, and relates to a person’s schema and the behaviour changes that occur as we learn. Learning-theories (2010) state “Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.”
Pedagogical Framework
Although there are many learning frameworks in existence, the Dimensions of Learning (DoL) Framework (Marzano & Pickering, 1997), provides “a comprehensive model that uses what researchers and theorists know about learning to define the learning process” Marzano & Pickering (1997, p.4). It is divided into five sections known as the five dimensions and provides an overview of the five types of thinking to ensure the learning manager has effective strategies to teach their students. This framework is based considerably on the constructivism learning theory as several references are made to ascertaining a student’s prior knowledge and responding to their social and cultural environments. Further information on the DoL can be found by clicking on this link.
Digital Tools
The first digital tool that can be implemented within a classroom is a blog. By clicking on this link, you can view what a blog is and how it is defined or as Brooks-Young (2010, p. 68) states “A blog is an online writing tool that consists of dated entries posted in reverse chronological order so that the most recent entry appears first. Entries, which may be just text or include embedded links and images, may consist of a sentence or two or be quite lengthy.” This tool has many applications for teaching students, ranging from posting poetry, book reviews, peer reviews, peer assistance and portfolios of work. As Warlick (2005, p. 134) states “weblogs are a natural for the classroom, because blogging is about literacy. To blog is to read and write. When students are blogging as a class, they are writing in order to read, and reading in order to write. It is, in a real sense, a self-sustaining instructional activity of literacy. You just feed in the curriculum by way of the subject matter.” The blog can also be used to connect students to a topic (hook), as an interaction tool for parents to observe what the students are working on and teachers are able to post various resources, share ideas, summarise lessons and display homework expectations. The blog is also great for students to critically reflect on their own and other student’s postings.
The second digital tool that can be used to enhance students learning is a PowerPoint. PowerPoint is a presentation program that students can use to engage audiences during presentations and highlight key information. The use of PowerPoint contributes to the ability for visual learner’s to absorb new information and can be used by the teacher to deliver content and expectations relating to tasks. This may assist the students understanding, as information is being delivered both verbally and visually. Click on this Link to read about how a PowerPoint is defined and how they can further assist learning.
Students and teachers are also able to create a PowerPoint with audio attached. An example would be for students to research a predetermined topic, such as Zoo animals, create a slide show and attach audio relating to each slide. Or a teacher could provide a PowerPoint with audio so that students can watch and listen at different times, for example, at home or when participating in group work. This way students can refer back to the information covered at a later point.
The third digital tool that can assist student learning is a Podcast. A Podcast is basically an audio file, usually in MP3 format, but click on this Link to read the definition and some applications in the classroom. Other uses of a Podcast include during excursions or experiments, students can make a voice recording to take verbal notes, they can also record interviews with school guests to be posted on the class Website, or make several recordings for a class Website for parents to see what they are currently working on. Another application is for the teacher to record information from a lesson so that students can listen to in their own time. Brooks-Young (2010, p. 29) states “Besides becoming consumers of existing files identified by their teachers, students can also become content creators. For example, they can dictate and record notes while working on research or on a field trip. Or they can create podcasts on topics ranging from classroom news to book reports to presentations.” The possibilities are endless and this form of learning can greatly assist auditory learners.
The final digital tool to be discussed is a Website. Websites provide students with the ability to enthusiastically participate in the discovery of new learning. Waterhouse (2005, p. 159) states “Computers and the Internet afford students the opportunity to find and use a wide variety of resources when they perform research. Such research is one of the most important aspects of a student-centered learning environment.” Click on this Link to read the definition of a Website and other benefits that they provide to students. The Internet offers almost unlimited information, so it is important to guide students when performing Web-based research so that it is designed to provoke and reinforce critical thinking (Waterhouse, 2005, p. 161). Another benefit for students accessing the Internet is that it encourages higher-order thinking skills. One of the most highly rated incentives for using telecommunications with students is increasing students’ inquiry and analytical skills according to Honey and Henriquez (1993).
Before using ICT’s and in particular any online technologies, educators must ensure that students are aware of correct etiquette. This is now known as Netiquette, as it relates to the Internet. Students also need to be aware of cyber bullying on social Websites and they need to know that not all Websites are safe. It is essential that educators ensure that students remain on Websites that are safe and know how to act and respond if problems arise.
In conclusion, these tools are just the start of what ICT’s are available to students and educators in this digital age. They are changing the way we teach and guiding the way we learn. And as Holmes and Gardner (2006, p.147) state “It has emerged as an unparalleled explosion of innovations, creating opportunities for enriched experiences in traditional education and for enhancing the breadth of opportunity and content for lifelong learning.” These technologies when related to excellence pedagogy can transform and enhance a students learning and provide support as students continue towards lifelong learning.
Reference List
Brooks-Young, S. (2010). Teaching with the tools kids really use. United States
of America: Corwin.
Holmes, B., & Gardner, J. (2006). e-Learning concepts and practice. London:
SAGE Publications Ltd.
Honey, M., & Henriquez, A. (1993). Telecommunications and K-12 education.
New York: Bank Street College of Education.
Learning Theories Knowledgebase (2010). Cognitivism at Learning-Theories.
Retrieved August 17, 2010 from
http://www.learning-theories.com/cognitivism.html
McInerney, D. (2005) Educational psychology – theory, research, and
teaching; A 25 year Retrospective. Educational Psychology, 25(6), 585-
599.
Mergel, B. (2001). Instructional design and learning theory. Retrieved August
10, 2010 from
http://www.usask.ca/education/coursework/82papers/mergel/Brenda.htm
Queensland Studies Authority. (2010). Essential Learnings - ICT’s. Retrieved
August 11, 2010 from
http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf
Reich, J., & Daccord, T. (2008). Best Ideas for Teaching with Technology. New
York: Myron E Sharpe.
Smith, R., Lynch, D., & Knight, B. (2007) Learning management:
Transitioning teachers for National and international change. Frenchs
Forest, NSW: Pearson.
Warlick, D. (2005). Classroom Blogging. The Landmark Project. North
Carolina: Raleigh.
Waterhouse, S. (2005). The Power of elearning. United States of America:
Pearson Education Inc.
Wink, J. & Putney, L. (2002). A vision of Vygotsky. [electronic resource].
Boston, MA, United States of America: Allyn and Bacon.
Appendix A
Blog comment list
July 12, 2010 - Great concept map, Bryce. I like the way you have linked the areas together. Perhaps re-arranging the bubbles around the multiple intelligence section could have further enhanced the appearance. Overall well done!
July 12, 2010 - Very interesting Bryce, I too can relate to the setting up and navigating of the blog pages. This has been very frustrating but I am slowly getting better.
August 25, 2010 - Hi Ange, I agree with you about using PowerPoint in the classroom. As Oulton (2007, p. 4) states “PowerPoint will allow you to:
Ø Gain and hold the audience’s attention
Ø Engage the audience in a communication process
Ø Help the audience to understand complex ideas and relationships
Ø Place ideas into short-term memory, which is clearly a prerequisite for placing ideas into long-term memory.”
Place ideas into short-term memory, which is clearly a prerequisite for placing ideas into long-term memory.”
So in the classroom, PowerPoint can be an effective tool to assist in students use of ICT’s as well as assisting learning across several other KLA’s.
August 25, 2010 – Hi Ange, I agree with your comments on Wikis. I too feel that because the information can be changed or deleted, the teacher must supervise the site and ensure all students know about correct Netiquette. But overall this technology used in the right way can enhance students learning and understanding through peer teaching. Doug
Received
Ange Collier said...
July 13, 2010 – I totally agree with the educational side of blogging Doug. It can allow students to communicate with their peers and receive comments that can act like feedback for them.
Jared said...
August 25, 2010 – Doug, I have to agree with you that websites do encourage do encourage and increase interest in a learning experience. I believe there are some constraints with using the world wide web within this environment but when planned for and carefully thought out by the learning manager these issues can be resolved to ensure seamless use of this ICT, and others, within a learning experience.The challenge is now back to us, as future learning managers, to be skilled and informed enough to be able to harness this great educational tool that is at our fingertips.
Bryce said...
August 25, 2010 - I like the idea of using podcasts. They are an effective way of allowing students to contact and talk with other students from around the world. And it also allows students to create and make podcast because as a result of using many of these podcast and creating podcasts students will develop an important skill that students can use in a real life context.
Learning Theories
Although there are many learning theories, three of the most published and widely accepted theories are those of behaviourism, constructivism and cognitivism. These three theories connect with different ICT’s and with a comprehensive understanding, help in delivering pedagogical instruction. Firstly, behaviourism is largely attributed to the work of B F Skinner. Skinner believed behaviourism “was the only observable and measurable response to learning” Smith, Lynch & Knight (2007, p.21). Behaviourism involves a person learning through repetition as described by McInerney, (2005, p.588) “...a process of transmitting external knowledge to students through demonstration, reinforcement, and controlled and sequenced practice.” Therefore, behaviourism involved the teacher stating facts and figures which the students learnt through repetition and practice (Wink & Putney, 2002).
Piaget believed a person could not learn effectively through just the acquisition of knowledge, but rather should construct knowledge from information they already know and believe. Therefore, the teacher is seen as more of a facilitator rather than a supervisor (Smith, Lynch & Knight, 2007). This theory became known as constructivism and is still highly regarded in today’s society. Piaget also recognised the importance of brain activity in the role of learning. Piaget’s theory therefore, holds that the human mind is constantly constructing information (Mergel, 2001). This constant constructing of information allows the learner to enhance their already known knowledge.
The final theory is Cognitivism, and relates to a person’s schema and the behaviour changes that occur as we learn. Learning-theories (2010) state “Cognitivism focuses on the inner mental activities – opening the “black box” of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata.”
Pedagogical Framework
Although there are many learning frameworks in existence, the Dimensions of Learning (DoL) Framework (Marzano & Pickering, 1997), provides “a comprehensive model that uses what researchers and theorists know about learning to define the learning process” Marzano & Pickering (1997, p.4). It is divided into five sections known as the five dimensions and provides an overview of the five types of thinking to ensure the learning manager has effective strategies to teach their students. This framework is based considerably on the constructivism learning theory as several references are made to ascertaining a student’s prior knowledge and responding to their social and cultural environments. Further information on the DoL can be found by clicking on this link.
Digital Tools
The first digital tool that can be implemented within a classroom is a blog. By clicking on this link, you can view what a blog is and how it is defined or as Brooks-Young (2010, p. 68) states “A blog is an online writing tool that consists of dated entries posted in reverse chronological order so that the most recent entry appears first. Entries, which may be just text or include embedded links and images, may consist of a sentence or two or be quite lengthy.” This tool has many applications for teaching students, ranging from posting poetry, book reviews, peer reviews, peer assistance and portfolios of work. As Warlick (2005, p. 134) states “weblogs are a natural for the classroom, because blogging is about literacy. To blog is to read and write. When students are blogging as a class, they are writing in order to read, and reading in order to write. It is, in a real sense, a self-sustaining instructional activity of literacy. You just feed in the curriculum by way of the subject matter.” The blog can also be used to connect students to a topic (hook), as an interaction tool for parents to observe what the students are working on and teachers are able to post various resources, share ideas, summarise lessons and display homework expectations. The blog is also great for students to critically reflect on their own and other student’s postings.
The second digital tool that can be used to enhance students learning is a PowerPoint. PowerPoint is a presentation program that students can use to engage audiences during presentations and highlight key information. The use of PowerPoint contributes to the ability for visual learner’s to absorb new information and can be used by the teacher to deliver content and expectations relating to tasks. This may assist the students understanding, as information is being delivered both verbally and visually. Click on this Link to read about how a PowerPoint is defined and how they can further assist learning.
Students and teachers are also able to create a PowerPoint with audio attached. An example would be for students to research a predetermined topic, such as Zoo animals, create a slide show and attach audio relating to each slide. Or a teacher could provide a PowerPoint with audio so that students can watch and listen at different times, for example, at home or when participating in group work. This way students can refer back to the information covered at a later point.
The third digital tool that can assist student learning is a Podcast. A Podcast is basically an audio file, usually in MP3 format, but click on this Link to read the definition and some applications in the classroom. Other uses of a Podcast include during excursions or experiments, students can make a voice recording to take verbal notes, they can also record interviews with school guests to be posted on the class Website, or make several recordings for a class Website for parents to see what they are currently working on. Another application is for the teacher to record information from a lesson so that students can listen to in their own time. Brooks-Young (2010, p. 29) states “Besides becoming consumers of existing files identified by their teachers, students can also become content creators. For example, they can dictate and record notes while working on research or on a field trip. Or they can create podcasts on topics ranging from classroom news to book reports to presentations.” The possibilities are endless and this form of learning can greatly assist auditory learners.
The final digital tool to be discussed is a Website. Websites provide students with the ability to enthusiastically participate in the discovery of new learning. Waterhouse (2005, p. 159) states “Computers and the Internet afford students the opportunity to find and use a wide variety of resources when they perform research. Such research is one of the most important aspects of a student-centered learning environment.” Click on this Link to read the definition of a Website and other benefits that they provide to students. The Internet offers almost unlimited information, so it is important to guide students when performing Web-based research so that it is designed to provoke and reinforce critical thinking (Waterhouse, 2005, p. 161). Another benefit for students accessing the Internet is that it encourages higher-order thinking skills. One of the most highly rated incentives for using telecommunications with students is increasing students’ inquiry and analytical skills according to Honey and Henriquez (1993).
Before using ICT’s and in particular any online technologies, educators must ensure that students are aware of correct etiquette. This is now known as Netiquette, as it relates to the Internet. Students also need to be aware of cyber bullying on social Websites and they need to know that not all Websites are safe. It is essential that educators ensure that students remain on Websites that are safe and know how to act and respond if problems arise.
In conclusion, these tools are just the start of what ICT’s are available to students and educators in this digital age. They are changing the way we teach and guiding the way we learn. And as Holmes and Gardner (2006, p.147) state “It has emerged as an unparalleled explosion of innovations, creating opportunities for enriched experiences in traditional education and for enhancing the breadth of opportunity and content for lifelong learning.” These technologies when related to excellence pedagogy can transform and enhance a students learning and provide support as students continue towards lifelong learning.
Reference List
Brooks-Young, S. (2010). Teaching with the tools kids really use. United States
of America: Corwin.
Holmes, B., & Gardner, J. (2006). e-Learning concepts and practice. London:
SAGE Publications Ltd.
Honey, M., & Henriquez, A. (1993). Telecommunications and K-12 education.
New York: Bank Street College of Education.
Learning Theories Knowledgebase (2010). Cognitivism at Learning-Theories.
Retrieved August 17, 2010 from
http://www.learning-theories.com/cognitivism.html
McInerney, D. (2005) Educational psychology – theory, research, and
teaching; A 25 year Retrospective. Educational Psychology, 25(6), 585-
599.
Mergel, B. (2001). Instructional design and learning theory. Retrieved August
10, 2010 from
http://www.usask.ca/education/coursework/82papers/mergel/Brenda.htm
Queensland Studies Authority. (2010). Essential Learnings - ICT’s. Retrieved
August 11, 2010 from
http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr7.pdf
Reich, J., & Daccord, T. (2008). Best Ideas for Teaching with Technology. New
York: Myron E Sharpe.
Smith, R., Lynch, D., & Knight, B. (2007) Learning management:
Transitioning teachers for National and international change. Frenchs
Forest, NSW: Pearson.
Warlick, D. (2005). Classroom Blogging. The Landmark Project. North
Carolina: Raleigh.
Waterhouse, S. (2005). The Power of elearning. United States of America:
Pearson Education Inc.
Wink, J. & Putney, L. (2002). A vision of Vygotsky. [electronic resource].
Boston, MA, United States of America: Allyn and Bacon.
Appendix A
Blog comment list
July 12, 2010 - Great concept map, Bryce. I like the way you have linked the areas together. Perhaps re-arranging the bubbles around the multiple intelligence section could have further enhanced the appearance. Overall well done!
July 12, 2010 - Very interesting Bryce, I too can relate to the setting up and navigating of the blog pages. This has been very frustrating but I am slowly getting better.
August 25, 2010 - Hi Ange, I agree with you about using PowerPoint in the classroom. As Oulton (2007, p. 4) states “PowerPoint will allow you to:
Ø Gain and hold the audience’s attention
Ø Engage the audience in a communication process
Ø Help the audience to understand complex ideas and relationships
Ø Place ideas into short-term memory, which is clearly a prerequisite for placing ideas into long-term memory.”
Place ideas into short-term memory, which is clearly a prerequisite for placing ideas into long-term memory.”
So in the classroom, PowerPoint can be an effective tool to assist in students use of ICT’s as well as assisting learning across several other KLA’s.
August 25, 2010 – Hi Ange, I agree with your comments on Wikis. I too feel that because the information can be changed or deleted, the teacher must supervise the site and ensure all students know about correct Netiquette. But overall this technology used in the right way can enhance students learning and understanding through peer teaching. Doug
Received
Ange Collier said...
July 13, 2010 – I totally agree with the educational side of blogging Doug. It can allow students to communicate with their peers and receive comments that can act like feedback for them.
Jared said...
August 25, 2010 – Doug, I have to agree with you that websites do encourage do encourage and increase interest in a learning experience. I believe there are some constraints with using the world wide web within this environment but when planned for and carefully thought out by the learning manager these issues can be resolved to ensure seamless use of this ICT, and others, within a learning experience.The challenge is now back to us, as future learning managers, to be skilled and informed enough to be able to harness this great educational tool that is at our fingertips.
Bryce said...
August 25, 2010 - I like the idea of using podcasts. They are an effective way of allowing students to contact and talk with other students from around the world. And it also allows students to create and make podcast because as a result of using many of these podcast and creating podcasts students will develop an important skill that students can use in a real life context.
