This reflective synopsis will address the aspects of what I have learned in e-learning over the past five weeks. I will reflect on
what elearning is and the importance of digital pedagogy across all the
technologies I have explored. I will discuss the importance of working legally,
safely and ethically online. The various theoretical underpinnings and frameworks
in ICT, such as TPACK, Bloom’s Taxonomy and the SAMR model will also be covered
within this reflection.
eLearing is the exploration and use of a broad range of information
and communication of technologies to provide new learning environments. These
learning environments may be interactive or accessed online from home or within
the community (Department of Education and Early Childhood Development [DEECD],
2013). Technology has allowed students to shift toward more
independent, student-led inquiry modes of learning. Technology is more than
just a tool used within the classroom, it changes how and what students are
learning (Howell, 2012, p.5).
It is stated by ACARA (2013) that all young people need
opportunities to play, learn, create and produce using a range of technology
solutions. Within this 21st century that we are living in students
and parents expect that children will learn and be taught via digital
technologies (Howell, 2012, p. 5). It is stated by Howell (2012, p. 5) that the use of technology in teaching has informed developments in learning theories such as constructionism and connectivism. Constructionism involves students
drawing their own conclusions through creative experimentation and the making
of social objects. I believe this to be an effective way of learning as this theory encourages the teacher to avoid an
instructionist position and rather assists students to understand and help one
another to understand. This theory can be used effectively with the help of
technology as students create authentic artefacts with peers (Howell, 2012, p. 6).
Technology pedagogical content knowledge (TPACK) is a
framework to understand and describe the kinds of knowledge needed by a teacher
for effective pedagogical practice in a technology enhanced learning
environment. This framework suggests the important approach of incorporating all
the different elements that inform pedagogical practice. TPACK suggest that as
a teacher I will need to understand and negotiate the relationships between
three main components in order to integrate technology effectively. The first
component is technology, it is vital to know how to use technology when
teaching. The second being pedagogy, I will need to know what teaching strategy
would be most effective. Lastly content, of course it’s important to know what
content is to be covered (Howell, 2012, p. 30).
I will always need to be considering ways in which I can extend student's thinking and abilities to take their learning into higher order thinking. In order for me to achieve this I will implement teaching and learning through ICT's by combining the approach of the SAMR model together with Blooms Taxonomy. I will consider what tools fit appropriately within each level of the Taxonomy framework and SAMR model. In order to remember and apply information students will work with tools such as google, google docs, facebook and blogs which would be considered as the substitution level within the SAMR model. In order to extend students to the analyse and evaluate phase they would work with tools such as Skype and wikis which would move students into the augmentation level. To extend students to the create phase they would work with tools such as MovieMake, Google Earth, Glogster, PowerPoint and others which would elevate students into the redefinition level of the SAMR model. For examples of possible activities that these tools could be used for within the classroom please refer to my blog: http://eloisedeacon.blogspot.com.au/
I will always need to be considering ways in which I can extend student's thinking and abilities to take their learning into higher order thinking. In order for me to achieve this I will implement teaching and learning through ICT's by combining the approach of the SAMR model together with Blooms Taxonomy. I will consider what tools fit appropriately within each level of the Taxonomy framework and SAMR model. In order to remember and apply information students will work with tools such as google, google docs, facebook and blogs which would be considered as the substitution level within the SAMR model. In order to extend students to the analyse and evaluate phase they would work with tools such as Skype and wikis which would move students into the augmentation level. To extend students to the create phase they would work with tools such as MovieMake, Google Earth, Glogster, PowerPoint and others which would elevate students into the redefinition level of the SAMR model. For examples of possible activities that these tools could be used for within the classroom please refer to my blog: http://eloisedeacon.blogspot.com.au/
I have come to learn the great importance of working safely,
ethically and legally with ICT’s. Copyright needs to be taken very seriously as
copyright is in place for a reason and this is to protect the original work of
the creator. The copyright act gives the owner exclusive rights over how others
may use their work. In order to work ethically I need to remember and teach
students that all work needs to be referenced, unless it belongs to the creator.
It is also my responsibility as a future educator to ensure the safety of
children working online. As the internet allows access to almost anything it is
vital to ensure that children are not exposed to anything which is
inappropriate or could be harmful towards them. It will be my responsibility to
teach students how to interact on the internet in a way that will keep them
safe (Allen & Allen, 2011, p. 220). I will need to set an
example for them and I will always behave in a professional manner when dealing
with students work and images online.
As a future educator it is vital that I understand how to use
technology effectively, understand the learning theories behind the practice
and know how to select the right technology for the learning outcomes they seek. In order for me to keep my students engaged, as well as cater for the various learning needs within my classroom within this 21st century it is vital that I embrace digital technologies and constantly be developing my skills in them.
References
Allen, J., & Allen, J. (2011). Primary ICT :
knowledge, understanding and practice / Jonathan Allen ...[et al.]. Exeter
: Learning Matters Ltd, 2011.
Australian Curriculum, Assessment and Reporting Authority
(ACARA). (2013). Draft shape of the Australian
Curriculum: Technologies Retrieved from
Department of Education and Early Childhood Development
(DEECD). 2013 eLearning support and
services. Retrieved from http://www.education.vic.gov.au/school/principals/curriculum/pages/elearning.aspx
Department of Education Training and Employment (DETE).
Policy and Procedure Register
Howell, J. (2012). Teaching with ICT : digital
pedagogies for collaboration and creativity / Jennifer Howell. South
Melbourne, Vic. : Oxford University Press, 2012.
