Reflective Synopsis
Well here I am, after five weeks of undertaking the Managing E-Learning course I have finally gain the knowledge required to begin my assessment piece. To be honest when I was notified that I had to complete this course externally I was extremely apprehensive and as a result I doubted my abilities. As this was my first external course at university I was unsure what to expect and who to turn to. Prior to the commencement of the course I read through the course profile which stated the assessment tasks and criteria. My initial thought was how I was going to be able to submit these assessment pieces.
Well here I am, after five weeks of undertaking the Managing E-Learning course I have finally gain the knowledge required to begin my assessment piece. To be honest when I was notified that I had to complete this course externally I was extremely apprehensive and as a result I doubted my abilities. As this was my first external course at university I was unsure what to expect and who to turn to. Prior to the commencement of the course I read through the course profile which stated the assessment tasks and criteria. My initial thought was how I was going to be able to submit these assessment pieces.
I am a person who enjoys using social networking sites such as Facebook. However, I have limited technological knowledge. Therefore, when it came time to participate in the week one and two De Bono Thinking Hats Wiki I was slightly anxious. Although this was the case I felt at ease after opening the wiki and realising that the De Bono Thinking Hats were incorporated as a scaffolding tool. I found this tool useful as I was provided with clear direction and guidance.
Traditional teaching saw children learning through the rote process in a group. Rote learning is the process by which information is retained through memorisation by repetition (Dictionary.com, 2011, p. 1). Although this style of learning was successful in the 21st century it is no longer sufficient. Today children are familiar with fast-paced technology (Jones, Jo & Martin, n.d., p. 2). The main aim of e-learning is “shifting from teaching and learning about ICT to teaching and learning with and through ICT” (Smart Classrooms, 2008, p. 1). E-learning is designed to transform students learning and classroom practices. As this is the case, as a learning manager it is vital that we continue to be lifelong learners due to the continual advances in technology. Within the 21st century technology is used to “engage, enhance and extend learning in pedagogically sound, flexible and innovative ways” (CQUniversity, 2011, p. 4).
Technology is becoming more important in everyday life. Therefore it is vital that learning managers become confident in incorporating ICT tools within the learning context. At first I felt nervous about using these tools for my assessment. Although this was the case I felt a sense of pride in what I have achieved over the past five weeks. I believe that I have gained the skills and abilities to incorporate some of these ICT tools within my lesson plans. I have also enhanced my knowledge of the learning theories and now fully understand when the most appropriate learning theory is in place according to the instructional design (Mergel, 2001, p. 1).
Technology has been known to be overwhelming and frustrating at times however, it is a useful tool that helps to enrich, enhance and facilitate learning (Southwest Educational Development Laboratory, 1999, p. 1). I highly recommend that when incorporating ICT into any learning experience that the learning manager has a devised back-up plan as ICT be unpredictable at times.
Throughout my reflective synopsis the legal, safe and ethical guidelines will be discussed. I feel that all students should be educated on the possible dangers linked to the World Wide Web. Furthermore an analysis and reflection has been incorporated on four possible ICT tools that could be utilised in my future classroom to engage and enhance students’ learning.
Legal, Safe and Ethical Guidelines
When planning learning experiences that incorporate the use of ICT tools it is vital that the legal, safe and ethical guidelines are understood and abided by. ICT tools assist learning managers to engage the students in the learning journey. Although this is the case, learning managers need to be aware of the dangers associated with the World Wide Web.
Students need to be educated of these dangers and the possible implications that could occur. Throughout my schooling life I often uploaded images from Google to attach to my assessment pieces. Although there was a bibliography attached, the images were never referenced correctly. I was never aware of the implications of my actions nor was I ever educated on this issue. Copyright provides the creator ownership of their work. It prevents others from re-producing the work without permission (Smartcopying, n.d., p. 1). It was not until I began university that I was informed of the importance of recognising the ownership of information, images and videos.
Images, videos and webcam footage of students can cause learning managers unwanted stress and challenges to deal with. Learning managers must be aware of the implications that can occur if digital images are found on personal computers or digital devices. This is due to the images being used inappropriately. Depending on the schools policy determines what steps learning managers are required to take in order to prevent illegal activity from occurring with the images (Teachtoday, 2008, p. 1). This will ensure that the students’ safety and personal information is kept private and confidential.
Learning managers hold a duty of care for the students. Therefore, it is their responsibility to ensure that all students are using and viewing appropriate websites. Schools have set in place provisions to help protect the students’ safety and wellbeing. To assist learning managers in upholding their duty of care, learning intentions for the students should be clear and concise when incorporating ICT tools. Internet filters and software can be installed to enable the learning managers to monitor what sites students are viewing on the World Wide Web (eNotes, 2011, p. 1). ”Whilst the ongoing consideration of safety potentially limits the freedom of online exploration, it must be adhered to and well managed” (CQUniversity, 2011, p. 7). As a learning manager it is important to be a role model for the students. The correct legal, safe and ethical practices should be utilised within the classroom.
Learning managers need to closely monitor students when using ICT tools. This is due to the number of inappropriate materials students can be exposed to. These include pornography, sexually explicit resources, offensive or violent materials (CQUniversity, 2011, p. 7). Students should not be afraid to use ICT tools in the classroom as a result of these materials potentially exploiting them. The World Wide Web provides children with “opportunities for educational growth and fun.” However, there are concerns attached that have to be monitored and prevented (Net Safe Kids, 2003, p. 1).
Reflection on ICT Tools
Blogger and Wikispace
Within the first group of tools that were explored, I chose to analyse Blogger and Wikispace.
Although before this course I had never participated in either of these ICT tools, I have come to realise the importance of incorporating these tools into a classroom setting. “Blogs are web logs that are updated on a regular basis by their author. They can contain information related to a specific topic” (Varlack, 2009, p. 1). Similarly Wikispace uses wiki technology that “creates a webpage that anyone with access and modify—quickly and easily. A wiki is essentially a webpage with an edit button” (Wikis, 2008, p. 1).
Personally I prefer to use Blogger to organise information, attach links, images and videos as I have come to understand the layout and process that is required to create a blog. Although this is the case, Wikispace is a useful tool in an educational setting as the information can be uploaded and shared to numerous people.
Within the 21st century when it comes to communication, Blogs and Wikis could be useful tools to use when communicating between the parents and learning managers. It caters for a collaborative environment and encourages a democratic society. Not only can these tools be used for communication, they could also be used to display students’ work.
By incorporating this into the learning experience it encourages a student-centred learning approach. This in turn will provide the students with a sense of achievement and self-confidence when creating their own Wikispace or Blogger to display their work. By enabling students to create their own space, it will allow them to create a unique and customised layout in which their work will be displayed. By effectively integrating ICTs into the classroom, it increases the opportunities for the students to actively achieve the desired outcomes using technology (Tinio, n.d., p. 5).
Although students are given the responsibility when creating a Wikispace or Blog, learning mangers are required to monitor the information to ensure that the students’ safety is not jeopardised. Learning managers can also support the students to ensure that the intended learning outcomes will be achieved. By incorporating these ICT tools into the classroom it is an effective way to engage and create a fun and collaborative learning environment for the students.
To view the PMI for both ICT tools, please refer to Blog 2 - Group 1 ICT Tools
Voki
We now move onto the second group of tools where we focus on another useful ICT tool called a Voki. Vokis are an application that allows you to create personalised avatars. “It’s a great way to improve your students’ speaking and listening skills in an engaging and innovative way” (Technology4kids, n.d., p. 1). Vokis are an easy interactive tool that engages and motivates students in their learning.
Within an education situation, I believe that by incorporating the ICT tool Vokis into the pedagogy, it would cater for a diverse range of learning styles. Although this tool would engage the learners, I feel that it may cause distraction for some and therefore prohibit the learning. Learning managers could use this ICT tool as a teacher aide to assist with the lesson delivery. By using the avatar it enables the students to become more engaged in the instructions than simply having to listen to a learning manager. Once the initial fascination of using the Voki within the classroom is eliminate, I believe that this tool could be useful resource which will assist learning managers and save a lot of time when delivering the lessons.
In addition Vokis could be a tool that students could create and use to help assist them with their oral presentations. For some students who are terrified when it comes to speaking in front of an audience, this tool could be used to reduce their stress and anxiety when it comes to this element of presentation. Although there will be situations where students are required to present orally, this tool could ease the students into public speaking. By enabling the students to create their own avatars, they can personalise it by allowing their creativity to run free. When creating the Voki there is one limitation when it comes time to add the voice over. There is a set time limit for the speech aspect of the Voki. In order to overcome this issue a number of Vokis could be created. The learning theory present when using this ICT tool would be cognitivism. Cognitivism is believed to understand learning as a mental process. By integrating ICT tools into the classroom prepares the students for the digital world.
To view the PMI for the ICT tool, please refer to Blog 3 - Group 2 ICT Tool
Prezi
Prezi is a “web 2.0 tool that contains concept maps, posters and presentations, all in one nicely integrated unit. It allows us to create non-linear presentations where we can zoom in and out of a visual map containing words, links, images, and videos” (Prezi, n.d., p. 1). Before this course I was not aware of this ICT tool let alone how to create one or make suggestions how to use this tool in a classroom. Therefore, I was quiet unsure what to expect and how to create a Prezi. Although this was the case I found the number of tutorials useful as the instructions were clear and concise.
After creating a Prezi I analysed my initial reactions. To my disbelief I was proud of my efforts and ability. I always saw myself as the technically challenged type. However, I was amazed how simple it was to create a ‘master piece’. Prezi is an engaging tool that can be useful in the classroom. Students could design a Prezi to accompany an oral presentation. This is a useful engaging tool to help support the information that is being presented. This ICT tool can also be integrated into a number of curriculum areas such as The Arts. Prezis enable the creators to upload images, videos and text to the presentation. Therefore, students could design a Prezi as a display of their class work. In addition to the strategies mentioned, Prezi could be used as a hook to introduce a new subject topic.
The learning theories that would underpin Prezi would be cognitivism and social constructivism. When students are engaged in using this tool, cognitivism would be the theory present due to the mental processes that would be taking place. Learning managers can also structure collaborative learning when using this tool. Therefore social constructivism would be the underlying theory. Learning managers should use this ICT tool to its full capability and therefore enhance the students’ knowledge and understanding.
To view the PMI for the ICT tool, please refer to Blog 4 - Group 3 ICT Tool
Scribble Maps
Scribble Maps allows you to “zoom in on an area and then type text, draw a circle or a box around an area” (Byrne, 2009, p. 1). This ICT tool is a fun and interactive way for students to demonstrate their understanding of Geography. Learning managers have endless ways in which Scribble Maps can be integrated into the students’ learning experience.
Scribble Maps can be used to plot landmarks or simply to create a treasure map. The interactive whiteboard could be used as a resource in junction with Scribble Maps. This would encourage a collaborative learning process when mapping. By utilising this tool it will enhance students’ Geographic understanding and therefore, encourage students to continue to develop their knowledge.
The learning theories that support Scribble Maps are connectivism and constructivism. Scribble Maps requires the use of Google Maps. Therefore connectivism would be one of the main learning theories present when using this ICT tool. When collaborative learning is taking place while using this tool, a social constructivist approach would be used as the students continue to build individual knowledge.
To view the PMI for the ICT tool, please refer to Blog 5 - Group 4 ICT Tool
Conclusion
In conclusion I now understand the importance and value of ICT in the classroom. Learning managers are required to cater for a diverse range of learning styles. In order to do this ICT tools are incorporated into lesson plans. Not only can ICT tools cater for varying learning styles it can also encourages the students to remain engaged and interested in the learning. To ensure students understand the requirements, scaffolding is a useful tool that learning managers can use in order for the students to effectively achieve the intended learning outcomes. When the intended learning outcomes are achieved, this helps to build the students’ self-esteem and provides them with the necessary motivation and enthusiasm to continue with the ICT challenges.
References
CQUniversity. (2011). E-learning design principles. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, Retrieved from http://moodle.cqu.edu.au/file.php/17114/Week2Printable.pdf
CQUniversity. (2011). Learning theory and e-learning. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, Retrieved from http://moodle.cqu.edu.au/file.php/17114/Week1.pdf
Byrne, R. (2009). Free technology for teachers. Retrieved from http://www.freetech4teachers.com/2009/05/scribble-maps-easily-type-and-draw-on.html
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http://www.enotes.com/everyday-law-encyclopedia/internet-filters-schools-and-libraries
Jones, V., Jo, J., & Martin, P. (n.d.). Future schools and how technology can be used to support millennial and generation-z students. Retrieved from http://www.webkb.org/doc/papers/icut07/icut07_JonesJoMartin.pdf
Mergel, B. (2001). Instructional design and learning theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Net Safe Kids. (2003). Protecting children from pornography and sexual predators on the internet. Retrieved from http://www.nap.edu/netsafekids/
Prezi. (n.d.). How to use prezi. Retrieved from http://www.passyworld.com/passyPDFs/HowToPrezi.pdf
Smart Classrooms. (2008). E-learning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Smartcopying. (n.d.). What is copyright? Retrieved from http://www.smartcopying.edu.au/scw/go/pid/656
Southwest Educational Development Laboratory. (1999). Using technology to enhance learning. Retrieved from http://www.sedl.org/pubs/tec26/classtech.html
Tangient, L. (n.d.). Scribble maps. Retrieved from http://wheretostartwithwikisandblogs.wikispaces.com/Scribble+Maps
Technology4kids. (n.d.). Voki talking avatars. Retrieved from technology4kids.pbworks.com/w/page/24535850/Voki20Talking%20avatars
Teachtoday. (2008). Using digital images of students. Retrieved from http://www.teachtoday.eu/en/Teacher-advice/Using-ICT-Equipment-at-School/Using-digital-images-of-students.aspx
Tinio, V. (n.d.). ICT in education. Retrieved from
http://www.saigontre.com/FDFiles/ICT_in_Education.PDF
Varlack, J. (2009). What are blogs? Retrieved from
http://www.mednet-tech.com/newsletter/blogs/what-are-blogs
Wikis. (2008). What are wikis? Retrieved December 4, 2011, from http://blog.aids.gov/downloads/toolkit_wikis.pdf
