The inclusion of information and communication technologies (ICT) in educational environments has been considered an essential learning for some time now as technology continues to form an integral part of modern day society. It pervades our everyday life through electronic appliances, computers, mp3 players (most commonly ipods) and communication devices (most commonly mobile phones). Prensky (2001) states that “computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.”
It is our responsibility as Learning Managers in the 21st century to facilitate learning experiences to teach children technological competency for everyday life. As noted by Prensky (2001) “today’s students are no longer the people our educational system was designed to teach.”
According to Waterhouse (2003), e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p. 3). At a very basic level e-learning is using information communication technologies (ICTs) to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways.
This reflective synopsis is designed to identify and address the relevant applications and uses of ICTs to constitute higher-order thinking, deep knowledge and connectedness amongst students.
ICT is best used as integral to learning (rather than merely integrated into learning). This means that learning is facilitated through the use of digital pedagogies in ways that it was not possible without ICT. Learning is transformed through digital pedagogy.
Ultimately, the possibilities of managing e-learning in an educational classroom setting are endless. Given that in this technological day and age, digital communication is so commonplace, the implementation of an e-classroom was inevitable. Here is a slideshow of the possibilities that can be achieved through e-learning.
eConfidence & Connection - Inspiring and Scaffolding our Students through eLearning
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I found this digital presentation by Rachel Boyd inspiring, informative and enlightening. My personal experience with digital learning tools and technology in particular has been very limited. Only recently I have purchased a new phone and am amazed at the technology available at my fingertips. Such is the same situation pertaining to digitial pedagogical practices incorporating the learning tools we are learning in this course.
Greg Kearsley and Ben Shneiderman's learning theory has been conducive in my learning and personal competency of these digitals tools. “By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities: occur in a group context (i.e., collaborative teams), are project-based, have an outside (authentic) focus” (Kearsley, 1999, p.1). Implementing this theory, creating collaborative working environments for students to learn and work through activities with ICTs will assist students to engage and enjoy the lessons and develop more meaningful perspectives to the lessons.
The digital teaching tools I will be using in my classroom to engage students will include creating a Blog and/or a Wiki, Voki Avatars, Text2mindmap, and PowerPoints. An ultimate goal I would like to achieve is the interactive classroom website creating an open communication forum for parents, community members and other stakeholders to engage in. An example of this is demonstrated here:
References:
Kearsley, G & Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning
Krause, K.-L., Bochner, S., & Duchesne, S. (2003). Educational Psychology for learning and teaching. Southbank, Victoria: Thomson, Nelson Australia Pty Limited.
Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press, October Vol, 9.
This slideshow moved automatically when initially viewed, however, after it was embedded, it have reverted to manual. Still, it is great!
ReplyDeleteRachel :)