ICTs: How can they be used and what methods are best?
After working diligently through the courseware for ICTs for Learning Design, I have discovered numerous examples of ICTs that can be implemented into classrooms to enhance learning experiences. ICTs, when combined with effective engagement theories can be used to broaden the experiences, knowledge and interactivity of the learning process. In this synopsis I will discuss the ways in which I would use some of these ICTs within my own teaching as well as discuss how effective learning design theories can be used to ensure that successful and meaningful outcomes are achieved.
There is no better place to begin than the foundations for effective learning. I have discovered through the courseware a theory put forth by Kearsley and Shneiderman. The theory explains that unless students are engaged in the topic, then meaningful learning cannot hope to be achieved. These theorists have adapted their ideals on engagement theory using the formula “relate-create-donate” (1998). This formula, when applied enables students to work in groups, a far cry from learning in the past where students were expected to learn individually and with little opportunity for collaboration. Through my time spent in my Embedded Professional Learning classrooms I have been able to witness the benefits of group work versus the focussed and solitary pursuit of individual tasks. As I discussed with my Mentor Teacher, Mrs Wales on my second day she prefers, “learning in groups because it allows the teacher to become less of a dictator at the front of the class and more of an assistant to each group’s learning.” When looking at this theory from Kearsley and Shneiderman I am hopeful that by adopting this approach to learning my students will not only learn the material set forth to them, but also become better learners for the future.
Becoming better learners also requires the Learning Manager to make learning interesting and this can be achieved by including some of the fantastic ICTs I have discovered and revisited in the past seven weeks. The first of these was creating this Blog. Being able to engage in Blog work has enabled me to be able to share what I have learned not only with those in the course but the global community too. I would love the opportunity to develop a class Blog for assessment purposes. I have discussed through my own Blog the benefits and approaches to blogging I hope to employ in my own future classrooms. http://samanthasjourney-gdlt.blogspot.com/2010/03/my-thoughts-on-wikis-and-blogs-in.html I have also discussed in this posting Wikis. Having created my own Wiki as an example, http://magic-of-rainbows.wikispaces.com/ I would also love to have my students experiment with this technology. Wikis can be created in whole class scenarios or in smaller groups. The most engaging thing about Wikis is that students donate these back to the real world and they can be used as learning tools for anyone who cares to look. The creation of a Wiki also brings me to the article written by Heath (2001). In this article Heath discusses how Mode 1 knowledge is “discipline-based” whereas Mode 2 knowledge is “trans-disciplinary” and “characterised by the production in teams”. This last point further establishes that the theory from Kearsley and Shneiderman enables a much more comprehensive and inclusive learning environment. Creating a learning environment for the masses rather than singular and exclusionary as in Mode 1 knowledge.
Creating a Voki Avatar was an incredibly fun exercise and I know that by introducing one into my classroom the students will be engaged from the start. I have thought of several ideas for how I would incorporate a Voki into the classroom and with the versatility of the different characters one is able to create there is the potential for the teacher to find out if the students really are listening, especially if the Voki “teacher” is the one asking the questions. I have discussed further my thoughts on the application of a Voki into my teaching here, http://samanthasjourney-gdlt.blogspot.com/2010/04/avatar-not-quite-as-great-as-james.html. Within this posting to my Blog I have also discussed creating my own ePortfolio. The portfolio I have on Mahara will allow me to be able to gather and store all of the work I have done to become a professional in the education world. And like me, I feel that students should have a record of their own progress. The use of an ePortfolio like Mahara would allow students to create separate views for each year level and also allow parents to track the learning journey of their student. Seeing is believing, and an ePortfolio allows the viewer to see the growth and achievement of the student.
The final two ICTs I will explore in this synopsis are PowerPoint presentations and Flickr. PowerPoint presentations can be enormously beneficial in the learning process. As seen in my own PowerPoint presentation, http://samanthasjourney-gdlt.blogspot.com/2010/04/my-powerpoint-how-great-are-these.html, I created the Powerpoint presentation to suit the flow of my lesson delivery. The benefits of a PowerPoint presentation mean important and notable facts can be represented in each slide and this allows for discussion and engagement from the learners. In my own presentation I have asked questions and kept my factual statements succinct and to the point. Too much information on PowerPoint presentations can detract from what needs to be learned and also has the potential for disengaging the learners. Teaming a presentation with animations or song can also help to improve its appeal. And the most impressive thing about these kinds of presentations is that anyone can create them. Students can use PowerPoint to assist with oral presentations as well as consolidate the important information gathered in easy to comprehend and interesting mediums. Flickr can also help in this regard. By uploading photos to Flickr students can create a presentation and also have their photos available on the internet for everyone to view. I have also discussed in my Blog one way to use Flickr in English creative writing or as the theme for an Arts project. http://samanthasjourney-gdlt.blogspot.com/2010/04/school-playground.html
After having the opportunity to engage in these many ICTs I look forward to the potential role these will play in my classroom. When the Learning Manager applies the knowledge gained from the 8 Learning Management Questions (Smith and Lynch) as well as the Dimensions of Learning (Marzano et al 1998), the potential for engaged learning is exponential. Students can learn the curriculum while making it interesting, fun and engaging and when one looks at Dale’s Cone “direct, purposeful experiences” (http://www.acu.edu/cte/activelearning/whyuseal2.htm , 2010) is listed as the most important attribute to learning. All of these ICTs create the opportunity for hands on group work, and when the options are creating chalk and talk classrooms or classrooms where students are using the technologies available to them to stay engaged and focussed the choice is easy. I want to create learners who can make contributions to the world they live in, who can use the tools around them to make learning interesting not just for them but also the global audience.
References:
Active Learning Online Why use Active Learning
http://www.acu.edu/cte/activelearning/whyuseal2.htm 2010
Heath, G Teacher Education and the New Knowledge Environment http://www.aare.edu.au/01pap/hea01582.htm 2001
Kearsley G and Shneiderman B Engagement Theory: A framework for technology-based teaching and learning http://home.sprynet.com/~gkearsley/engage.htm 1998
Lynch & Smith Eight Learning Management Questions
http://moodle.cqu.edu.au/mod/resource/view.php?id=44470 2010
Marzano RJ & Pickering DJ (et al) Dimensions of Learning: Teacher’s Manual (2nd ed.) 1997 Alexandra, VA
Prior S My Journey http://samanthasjourney-gdlt.blogspot.com/ 2010
Comments on Blogs:
Carolyne Thornton’s blog: Ideas on Vokis
http://learningjourneycaro.blogspot.com/2010/04/voki-for-student-centred-lesson-on.html#comments
Kylie Gupwell’s blog: Ideas on Youtube
http://kyliegupwell.blogspot.com/2010/04/youtube-teachertube-and-me.html
Megan Irwin’s blog: Ideas on DoL and Habits of Mind
http://megirwin073.blogspot.com/2010/03/all-coming-together.html
Natalie Arthur’s blog: Ideas on Flickr
http://nataliearthurgdlt.blogspot.com/2010/04/just-been-thinkin.html
Professional Conversations
Kath Wales- Mentor Teacher 14/04/2010
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