Through a futures orientated lens, it can be relevant to say that in a society like todays, technology is only going to become more advanced as time goes on. We live in a world overflowing with information communication technologies (ICTs), access to the World Wide Web and digital tools I never thought would exist this time five years ago. Prensky (2001) urges that “today’s teachers have to learn to communicate in the language and style of their students” (pp.4) on all levels and across the curriculum. This means that educators need to maintain a constant mindset that is focused on providing their students with the necessary skills to understand and control technology, whilst encouraging them to embrace the advanced world they live in.
In saying this, I have recently been investigating and analysing the endless amount of digital tools that are available for my use in the classroom, and reflecting upon how each tool can be used to facilitate, support and enhance student learning. Each tool that I have chosen to explore during this synopsis will be discussed in relation to numerous theories and frameworks including the engagement theory framework, Bloom’s higher levels of thinking, dimensions of learning and productive pedagogies (Kearsley and Shneiderman, 1998; Bloom, 1956; Marzano and Pickering, 2006; The State of Queensland, 2002).
Kearsley and Shneiderman’s (1998) engagement theory was a framework that really appealed to me, as I could easily comprehend the underlying concepts of the theory in relation to technology based teaching and learning. The aspect that was amplified to me the most was the emphasis Kearsley and Shneiderman (1998) put on the “positive role that can technology can play in human interaction and evolution (pp. 6). In my blog posting about the framework ( view my blog and concept map), I emphasised how impressed I was with the realistic approach of the theory, believing that the framework would be somewhat of a necessity in my classroom.
Digital Tool 1 – Learning Management Systems (LMS):
A learning management system is used for the learning purpose of accessing and gaining information, as it allows its users to access resources and assessment requirements whilst allowing them to become involved with online collaboration with other users of the system. Having been exposed to LMSs through university, I found myself reflecting upon how useful I have found this digital tool ( view my blog) and how enthused I am to utilise such system in the classroom. Siemens (2005) implies that networked learning, much like the learning that would occur through the use of a learning management system, is the way of the 21st century. With this in mind, a learning management system would largely suit a cohort of ‘digital natives’ as, according to Prensky (2001) they have become accustomed to receiving information fast and function better when networked. I have found that all learning management systems are very much collaborative based, which is such an important factor for today’s learners, who thrive on constant engagement with their peers. After reflecting on a discussion with a fellow peer in relation to learning management systems ( view Sarah’s comment) I began to ponder the vast amount of opportunities and benefits that learning management systems can offer to myself and the students, such as the creation of a virtual classroom.
A learning management system relates quite specifically to the dimensions of learning framework, particularly dimension two – acquiring and integrating knowledge (Marzano & Pickering, 2006, pp.43-111), as the students can discover and figure out information for themselves, whilst gaining a sense of independence, which is ultimately what today’s students crave. Kearsley & Shneiderman’s engagement theory outlines that the fundamental idea of the framework is for students to be “meaningfully engaged in learning activities through interaction with others and worthwhile tasks” (pp.1), which is essentially what a learning management system provides the students. Being so collaborative based, a learning management system can be related to Kearsley and Shneiderman’s views on collaboration. They believe that through a learning management system such as a virtual classroom, the extent and ease of interaction amongst all participants significantly increases, as well as access to new information (pp. 6). This notion of collaboration through a learning management system will amplify the importance of classroom relationships, which in turn, would enhance the motivation, level of engagement and involvement the students and their parents have with the content, and the teacher.
Digital Tool 2 – Online Concept Maps:
Concept maps are an effective digital resource used to extend and refine new and old knowledge in the classroom. Through using a program called Bubbl.us, the different features of a topic or idea can be sorted and organised into relative sections to create an overview or ‘bigger picture’ of the concept. Having explored the tool for myself, I discovered just how beneficial such tool can be for all learners. ( view my blog)
An online concept map relates directly to the theory of cognitivism, which focuses on learning through a mental processing lens. Cognitive theorists believe that online concept maps are a valuable tool to use in the classroom as they assist information organisation and linking, which will essentially allow the students to easily extend and refine this knowledge. According to McInerney and McInerney (2006) concept maps are “beneficial in facilitating learning and recall” and aim to help the with the learners ability “to make clear to themselves what similarities there are between concepts, thereby improving generalisations of learning” (pp.113). This engaging tool relates to dimension two in the dimensions of learning framework, having a specific focus on organising declarative knowledge. Marzano and Pickering (2006) state that tools, like online concept maps, “frequently help students construct meaning and store, or remember, the information they are learning” (pp.61). The creation of an online concept map links directly to the first phases of higher order thinking (Bloom, 1956) including ‘knowledge’, ‘comprehension’ and ‘application’ which teaches the students to locate, distinguish and show the relationship between the key ideas of a topic being discussed during a lesson (Dalton & Smith, 1986). This can also relate to the deep understanding process outlined in the productive pedagogies framework. It is through this deep understanding that students “grasp the relatively complex relationships between the central concepts of a topic” (State of Queensland, 2002, pp.3) which, in essence, is the main aim of an online concept map.
Digital Tool 3 – Wikis:
A WIKI is primarily a collaboration tool that would allow students to transform information to develop new understandings through first accessing, gaining, extending and refining the information. Upon reflecting about this digital tool in my blog ( view my blog) three key factors appealed to me regarding what makes a wiki such an effective learning device. They were - fun, sharing and collaboration. However, after experimenting and exploring the world of WIKI, I soon discovered that my initial preconceived ideas about the tool were soon shattered, along with the expectations I had. When further focusing on the benefits of incorporating WIKI into the classroom, a discussion with a fellow peer ( view Jess’s comment) altered the way I viewed WIKI, and my disappointment was soon amended.
Due to being so collaborative, the use of a WIKI supports Kearsley and Shneiderman’s (1998) engagement framework. They imply that ongoing collaboration “increases the motivation of students to learn” (pp.1). The use of a WIKI in a classroom environment, and beyond, can be directly related to Vygotsky’s (1962) constructivism theory, which suggests that “knowledge is often applied in an e-learning context through real-world simulations and collaborations with other students.” (Lein, 2010). In addition to this, a WIKI can be related to the productive pedagogies framework, particularly social support. This pedagogy states that “all members of the class can learn important knowledge and skills” in a climate that embraces “mutual respect amongst all members of the class” which will in turn, contribute to overall achievement (State of Queensland, 2002, pp. 10). Also linking to WIKIs is the productive pedagogy of academic engagement which observes students “showing enthusiasm for their work by raising questions, contributing to group activities and helping peers” (pp.11), which is essentially the underlying actions that a WIKI encourages.
Digital Tool 4 – Digital Video:
The use of digital videos in a classroom environment encourages an engaged atmosphere in which there is an obvious purpose to present knowledge to an audience. Having investigating the various uses of digital videos for the classroom and reflecting upon the instances in which I have used and been exposed to digital videos in the learning environment, I have come to the realisation that this particular digital tool is one that comes with many benefits for both the technologically savvy students and the learning manager ( view my blog).
From a pedagogical perspective, digital videos can have an immense impact on the student’s from academic, social and emotional angles. According to Kearney and Schuck (2004) the creation of digital video’s as a learning experience can place a strong emphasis on discovery learning and provide the students with authentic learning opportunities (pp. 9). This directly relates to the emphasis that is placed on authenticity in Kearsley and Shneiderman’s engagement framework. They imply that it is necessary for students to engage in projects that have a realistic focus (pp. 4). The creation of a learning experience that is based around the use of digital video gives students the opportunity to direct their own learning, whilst developing a full understanding and appreciation of a topic in the particular key learning area (pp. 61). Relating specifically to dimension four of Marzano and Pickering’s (2006) dimensions of learning framework, digital video’s, and its associated activities, encourages students to use knowledge meaningfully. The learning manager can do this through helping them perceive the task as meaningful and relevant, which will result in the students feeling motivated to acquire the knowledge they need to successfully complete the task (pp. 189).
Therefore, after experimenting and exploring a wide variety of digital tools, I have now begun to understand, embrace and appreciate the place each of these learning devices has in the classroom. I have gone on a technological journey that has not only highlighted the importance of integrating technology into the classroom, but has made me revaluate my mindset about these digital tools and just how positive they can be for myself, and the students. In saying this however, the pedagogy behind the tools is just, if not more, important than the actual implementation as it ensure that the students are scaffolded and guided around the learning device in a creative and engaging way, that will make them well informed members of the 21st century society we live in today.
To view my reference list please click the below link:
Reference List
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