I have recorded this Reflective Synopsis as an audio file. The script follows along with References and Reference list.
To date, this course has provided avenues of exploration of some excellent eLearning (using electronic educational technology in teaching and learning) tools. Lessons have been scaffolded accordingly and incorporated foundational research on learning theories, digital pedagogy (using digital technology to teach) and eLearning tools. It has been structured so that the pre-service teacher is exposed to a wealth of relevant websites and information, so that a solid resource base is compiled upon completion.
The use of ICT’s is becoming increasingly prominent in
the 21st Century classroom. The current generation
seamlessly transition between their ‘real’ and digital lives (BECTA 2008,
p.12). Loosely coined the “Net Generation”, it seems only natural to move
away from traditional, industrial focused behaviourist modes of teaching and create
pedagogical applications that allow for authentic experiences and interactions
to be used in the ‘real’ world. Acknowledging
the critical role that ICT’s are deemed to play in the future of economic
growth, development and success within a globally competitive market, allows
for the development of content creators, technology innovators and digitally
fluent users of technology (Howell 2012 p.147).
It is recognised that student’s today require education that will
empower them in modern society and schools should aim to transform teaching and
learning about ICT to teaching and learning with and through ICT. In undertaking this Constructionism approach,
eLearning aids to secure economic growth and the stability of the future (DETA:
eLearning for smart classrooms 2008, p.3).
Using ICT’s in the classroom should aim to engage this
digital generation, improve individualised learning opportunities and spark
innovation in learning through meaningful, engaging and connecting
units of work (DETA: eLearning from smart classrooms 2008, p. 1).
Learning theories are fundamental to the success of the implementation
of ICT's in the classroom, as they scaffold learning and anchor the lesson
around creative, experimental and purposeful activities. If used in alliance to
an appropriate learning theory, eLearning can develop skills that are
affective, metacognitive, higher ordered and collaborative. The ways in which eLearning can occur are
endless and standard software programs can be used in numerous ways. For example using PowerPoint in conjunction
with the SAMR model, teachers can scaffold lessons beginning with simple tasks
and move through to more complex activities.
Through PowerPoint, teachers can ask students to demonstrate
critical literacy in a presentation by enhancing texts with visuals or
animations to support their ideas and understandings. Students are initially able to organise and represent their idea’s
using the Smart Art function, move onto producing
interactive quizzes with hyperlinks in PowerPoint and finally can present their unit of work as a
self-running multi-modal text and set-up a ‘kiosk’ for peer interaction to collaborate information, ideas, techniques (Connectivism).
Although some tasks may involve some degree of rote learning, this approach
allows teacher’s to take on a facilitator’s role in learning and tasks are
essentially learner-based.
Along with resources available, I believe that the greatest impact on
eLearning effectiveness comes down to the individual teacher’s attitude,
motivation and confidence in implementing eLearning. This facilitating role requires teachers to
receive ongoing support and the professional development of teachers is
imperative so that teachers are kept abreast with emerging technology.
Training provided to pre-service teachers should be
relevant, encourage heightened collaboration, expand professional networks and
be informative on the policies in place for the safe, legal and ethical use of
ICT’s in the classroom.
In the
period of 2008 – 2011, as part of The National Secondary Schools Computer Fund,
the government pumped a cool $900 million to purchase new or upgraded ICT’s in Australian
secondary schools (Education Queensland: 21 steps to 21st Century
1-to-1 success, 2011 p. 16). That is
some serious dollars and it sends a very clear message to pre-service teachers
such as myself - either skill-up and embrace the technology or quite frankly,
get left behind.
Although governed and guided by authoritative bodies e.g. Education
Queensland, as it stands today, educational facilities have individualised
policies on how they safely, legally and ethically use ICT’s including Internet
usage, mobile devices and other related technology in their schools. However,
as the Government pour more funding into research projects, programs and
databases relating to eLearning, my concern is the that the future of
technology in Schools may encompass a streamlined and standardised (state-wide
or national) approach to delivering education.
With the introduction of databases such as OneSchool and OnePortal, I
hope that the outcome of this transitional period results in a more
personalised system, where individualised learning opportunities are not only
improved upon but become the focal point to meet the educational needs of individual
students.
REFERENCE
LIST
BECTA (2010). The impact of Technology: Value-added Classroom Practice. Sourced on 24th April, 2015 at http://webarchive.nationalarchivves.gov.uk/20110130111510/http:/becta.org.uk
Department of
Education, Training and the Arts (2008). elearning
for smart classrooms. Sourced on 26th
April, 2015 at http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity (1st edition), South Melbourne Vic: Oxford University Press.
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