Posts
Introduction
Information Communication Tools (ICT’s) are becoming ever increasing within the education system in today’s society. Technology is seen throughout classroom lessons through the use of computers, smart boards and internet explorer. Technology is incorporated into classroom tasks through a variety of e-learning tools. These tools are broken up into four categories; space, multimedia, presentation and other tools. These tools are used to scaffold and support students learning to effectively uses higher order thinking (Lincoln, 2008 & Snowman etal, 2009). Many of these tools have several uses and when combined together can be a great visualisation tool that engages learners in specific topics that alone might not interest them. These tools have many different uses for learners in an educational context; however some of these tools have limitations with academic usage.
I believe that e-learning tools are great to use in the classroom, although for them to work effectively educators should have a extensive knowledge and understand of a variety of these tools. Technological tools are often designed for specific types of learning, thus some tools are designed for space, presentation and multimedia uses. Also varying the use of these tools in an educational environment not only enhances different ways to learn but will also keep learners more engaged in classroom tasks if tools are regularly rotated as telecommunication technologies help students to understand the world beyond their own environment (Dickinson, 1998). However there is always some legal safety and ethical issues associated with the use of ICT’s in a educational context.
Legal, safe and Ethical behaviour
When working with ICT’s in an educational system it can often be a difficult situation in ensuring that as a learning manager my learners’ behavior when working with ICT’s is legal, safe and ethical according to the Australian Government legislation. There are numerous concerns when incorporating technological tools into classroom tasks such as privacy issues, risk management, copyright issues and cyber-bullying. I believe that all educators must have an excellent understanding of these legal implications and sufficient knowledge of how to successfully incorporate ICT’s into classroom tasks, to ensure that their teaching practices abide by the legal laws of the Commonwealths legislation pieces. I believe a major issue that constantly need to be addressed when young children are working with ICT’s is cyber-bullying. Cyber-bullying is becoming an ever increasing issue amongst school aged children with the amount of ICT’s that are incorporated into everyday life Heirman & Walrave, 2008). This is a major issue that need to be address properly when working with technology before any serious problems arrive with bullying against any students.
Group 1 tools
E-learning space tools are beneficial in educational systems if utilised properly. Space tools consist of blogs, wiki spaces and websites and allow the use of individual and shared work to reflect and share information in an area that is easily accessible to all. A space tool is a place where students can work in group environments to develop collaborative learning skills. After creating and trialling these three tools (take a look at the links above), I have decided that the tool I prefer most is the wiki spaces because it is a tool designed more for group sharing rather than individual work with group reflection. It is easy to communicate and share and all members of the space can edit, add and delete information, photos, videos and links. Ways I would apply these tools to my future teaching practices would be through the use of scaffolding classroom tasks and instructions and to model and provide examples of specific tasks.
Group 2 tools
Through analysing the types of multimedia tools used for e-learning there are several tools that cause my interest including voki, podcasting, mobaphoto and movie maker. There are core themes that are seen through all these tools such as a combination of visual and auditory hooks. These tools are all great technological tools use in a classroom environment to engage learners in classroom tasks. My favorite multimedia tool would have to be movie maker as it is both a visual and audio tool that incorporates aspects of all the other tools together into one tool that is easy to use and navigate. In the classroom multimedia tools such as movie maker could be used to demonstrate a progressive task that occurs of several weeks, adding information to the project until it is ready to be published. Students could then you this tool to demonstrate visually and orally their assessment tasks of the work they have been doing. For example when I was experimenting with movie maker I created a presentation about technological tools that I had examined for the first three weeks of the managing e-learning course.
Group 3 tools
Presentation tools are a great resource for students and teachers to demonstrate classroom tasks through using PowerPoint, Prezi or Glogster. These are great tools to use to engage your students through a combination of photos, videos, text and audio. Exploring through some of these tools I have decided that I would most likely incorporate Prezi into my classroom teaching as I believe that it is a great tool to scaffold learning. It is useful for educators to use this tool to provide students with task instructions through audio an visual imagery. I think that this is a great tool for educators to use even for those that are not technologically savvy as it provides you with a step by step tutorial on how to effectively use the tool. It is an easy tool to use as you can either design your own Prezi or you can just expand on from a set template like I did in my Prezi.
Group 4 tools
Group four tools consist of all the other technological tools that do not fit specifically into the other three groups. The tools include online resources such as Google earth, Google docs, online mindmaps and Google maps. Through exploring the educational uses for these tools the one I prefer the most is Google earth as there as so many different ways you could implement this tool into an education context. These tools makes it possible for students to “understand real experiences in greater detail and depth” (Dickinson, 1998).
It could be incorporated into a number of subjects such as geography, maths, history and science. Implementing this tool into my future practices to map, find places, find longitudes and latitudes, landmarks and view the solar system. An example of my analysis on how I would use Google earth in the classroom and its usefulness to students and teachers can be viewed on my Google Earth mindmap. Tools such as Google Earth allows students to “explore sites outside of their physical reach” (Dickinson, 1998).
TPACK
Having an understanding of the technological pedagogy and context knowledge (TPACK) creates a teaching context that is suitable towards 21st century learners. Today there is a high demand for educators to utilise technology in an educational environment (Education Week, 2006). I believe that having this knowledge and understanding as an educator I can best cater for those students that are kinaesthetic, visual and auditory learners. So that 21st century learners that are technologically savvy are more engaged and connected in classroom task through the use of technological tools.
E-Learning enhancing learning
E-learning can be used with learners to scaffold learning tasks, give instructions and to demonstrate class activities in a way that is engaging to them visually, verbally and kinaesthetically. As ICT’s transforms, facilitates, supports and enhances learning no matter what context it is used in (Tinio, 2002).
Scaffolding tools such as a SWOT or PMI analysis is a great way to identify positives, weaknesses, and interesting points about a particular context. As shown in week one learning theories activity of anaylsing multiple intelligences and the use of technology to enhance classroom learning. Through evaluating the learning theories (Multiple Intelligences PMI) I found that there is a strong link to incorporating technology based learning in the classroom in order to connect and engage 21st century learners of the new ‘internet age’ generation (Dickinson, 1998).
Conclusion
Overall information communication tools are great for classroom tasks to engage students in classroom tasks and to develop and expand students knowledge and understandings of e-learning tools. As providing students with clarity about knowledge that the task addresses allows students to stay more focused and even have a positive attitude towards the task (Marzano & Pickering, 2009). However students learning needs to be facilitated when working with these tools to ensure that students behavior is legal, safe and ethical within working with ICT’s.
References
Dickinson, D. (1998). Technology that enhances Naturalist Intelligence. America Tomorrow Inc. Retrieved from http://america-tomorrow.com/ati/mi8.htm
Education Week. (2006). Technology In Education. Retrieved from http://www.edweek.org/ew/issues/technology-in-education/
Heirman, W., & Walrave, M. (2008). Assessing Concerns and Issues about the Mediation of Technology in Cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 2(2), article 1. Retrieved from
http://cyberpsychology.eu/view.php?cisloclanku=2008111401&article=1
Lincoln, M. (2008). Higher order thinking through ICT. Queensland University of Technology, Australia. Retreived from www.aare.edu.au/08pap/lin08677.pdf
Marzano, R. J., & Pickering, D. J. (2009). Dimensions of Learning. In R. J. Maranzo, & D. J. Pickering, Dimensions of Learning (2nd ed.). Heatherton, Victoria: Hawker Brownlow Education.
Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler. (2009). Psychology Applied to Teaching (1st ed.). Milton, Queensland, Australia: John Wiley & Sons Australia Limited.
Tinio, V. (2002). ICT in Education. Retrieved from www.apdip.net/publications/iespprimers/eprimer-edu.pdf
