Reflective Synopsis - An ICT Journey

Introduction

‘What a journey’ – thank–you for making me take the ride. I have learnt so much, and have been exposed to so many new technologies – it has been a wonderful and engaging learning experience, and one that has changed my life. As my brother said to me, when I asked him how to create a PowerPoint presentation, “Where have you been for the last twenty years? Under a rock?” No, I haven’t been, but I guess the world has changed, and now I need to change with it.

My Journey

Technology and its many applications are making way for a whole new classroom experience. This means the old learning theories like Behaviourism, Cognitivism, and Constructivism must make way for new theories such as Connectivism which is based on the use of this technology (Siemans, 2004). In my modern classroom, textbooks and study guides will need to make way for the World Wide Web, pod casts and instant downloads. As Friedman (2005 p.5), states “access to anywhere in the world is now possible through our computer.” My students will be able to explore the world from their desks For example, they will visit the National Gallery on a virtual tour or see parliament in real-time action. My role will be to manage this and make it happen. Friedman (2005) also surmises that the use of Blogs, E-Portfolios, Wikis, pod casts and infinite access to on-line content knowledge will become the norm. As a teacher I will need to incorporate these into my lesson plans. A 2005 OECD Conference on E-Learning also proposed that it will only be a matter of time before the full-on use of the internet and on-line representations will be the classroom norm. Computers will not just be used for PowerPoint presentations, looking up the occasional fact or the management of student records. The World Wide Web will bring the world and all its knowledge into my classroom and the student will have full time access to it. As a teacher my focus will be to adapt these technologies to meet the requirements of the learner, whatever their range of diversity. Technology is also leading us away from the traditional ‘chalk and talk’ way of teaching. Interactive White Boards now feature prominently in some class rooms and I will need to direct considerable attention to learning how best to use them to benefit my students.


Advocates of social learning claim that one of the best ways to learn something is to teach it to each other. (Kearsley and Schneiderman, 1999.) Peer learning is where learning takes place through conversations about course content, problems and possible courses of action, and the fellow student offers solution to the dilemma before the teacher gets involved - a practice that I will encourage. Our on-line discussion forums are a perfect example of this. The forums also taught me that, as a teacher you cannot be insular. You have to interact with others. You need to have discussions with other teachers from a variety of subjects, grades and levels of experience. I will be sure to refer to the ‘Communities of Practice’ and other such blogs and wikis that have been established on the internet, to assist me in my role as a teacher. I will consult web sites such as edutopia.com to take advantage of the vast amount of knowledge available on the internet. I won’t waste time ‘re-inventing the wheel’, but use the time I have saved to enhance the learning experience or to make learning outcomes more positive. Remembering, to contribute something back by sharing what has worked. Tell people, share your ideas and learn from others. I need to know when to ask for advice, I need to listen, and I need to be prepared to help others and look for better ways of doing things constantly. As a teacher my students will depend on me to do this.


A teacher should try to create lessons that foster creativity, have a positive group work focus and have a positive learning outcome for all students regardless of their ability. Coupled closely with the Connectivism theory of learning are Student Engagement and Student Centred Learning. Kearsley and Schneiderman(1999) theorized that engagement must occur for the learner to learn effectively. It seems the biggest issue facing today’s teacher is behaviour management. Joy Ganter , a Principal of a local High School in an address to the 2010 GDLT students, stated that she believed if a teacher has engaging lessons, behaviour will not be an issue. Ms Ganters opinion supports Kearsley and Schneidman’s reasoning.

Achieving student engagement should be an important aspect but you need to focus it correctly. A discussion on the use of avatars in teaching with the ICT’s Lecturer, Scot Aldred led me to a very important learning outcome, and one I must keep in mind for the rest of my career. I proposed the use of avatars as an incentive for good behaviour. My idea was that if the student had met the required standard, they would be given the task of creating the welcome avatar for the next day. It was with some passion and conviction, that Scot stated to me that the use of technology should never be used as any form of reward, punishment or incentive. “The use of technology is their right, the student should see technology as an operational tool that is there to enhance their learning, nothing more, nothing less” (Scot Aldred, Week 5, 29 March, 2010). I had never thought about technology in this way before. I have been given a very valuable new perspective on the use of technology in learning and I will endeavour to remember it always and practise it as a teacher.


The unique nature of this Diploma is that the course ware is essentially on-line and interactive. Although you do not have to participate in group work, it is extremely important that you interact with others also participating in the course. I have been lucky enough to involve myself with some fellow students who have helped me greatly and whose assistance I have valued. Discussion and peer interaction is a vital component of this course. This led me to another aspect; I will have to overcome as a teacher – that is my absolute hatred of group work. Group work appears to be a key component in achieving engagement, and positive learning outcomes (Kearsley and Schneiderman, 1999). Involving students in projects that require them to work in a group or team is a way to help them think about ideas and points of view that may differ from their own. The ability to work successfully in a group is also a valuable life skill, and one that employers’ value.


I totally freaked myself out at the residential School, thinking that I would never be able to come to terms with this subject. As most of the computer applications were completely alien to me. I have surprised myself by my level of engagement in this subject and I am proud of what I have managed to achieve, regardless of the grade I receive for it. I have only just begun to develop my skills in most of these technologies – but I already have been able to categorise where I need to focus my attention. I must master PowerPoint and Slide-Share. I intend to make extensive use of wikispaces.com, blogger.com.voki.com, youtube.com and googleearth.com. when developing my learning experiences. Flickr and Picnik will also be
valuable tools. Two recent technologies that I have been introduced to by fellow GDLT student – Sally James are glogster.com and storybird.com. These two applications will be extremely useful to me in my primary school teaching career.

Last, but not least I have come up with a unique way of demonstrating what I have learnt about the five Dimensions of Learning and Lynch’s 8 Learning Management Questions. I have used these concepts to detail my learning journey for this subject in a blog posting. As a teacher we have to master this concept of Learning Design because it shows the learner how to learn and how to engage in higher order thinking and deep learning (Moodle Course Notes, Week 1, p3.) I realise I still have a lot to master, but I am on my way.


The Journey Continues ……

When I first created my blog, it was merely something I had to do as a piece of assessment. I now feel like it is a little piece of me, a place where I can express my ideas and in some small way impart my ‘wisdom’ for others to read and learn from. I intend to continue to post to my blog, long after this piece of assessment has been handed in. My journey is not over, and because of the dynamic nature of technology, it never will be, I just need to buckle in for the ride.


References:

Friedman, T., L. (2001). It’s a Flat World, After all. New York Times:

April 3, 2005. Retrieved from

http://www.nytimes.com/2005/04/03/magazine 03DOMINANCE.htm


Gardner, H. (1985). The Theory of Multiple Intelligences, London: Paladin.


Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A

Framework for technology based teaching and learning.

Retrieved from

http://home.sprynet.com/~gkearsley/engage.htm


OEDC (2005) E.Learning in Teritary Education. Where Do We Stand? Paris, OECD.


Siemans, G. (2004) Connectivism: A Learning Theory for the Digital Age.

December 12, 2004. Retrieved from

http://www.elearnspace.org/Articles/connectivism.htm


Smith, R., Lynch, D. & Mienczakowski, J., (2003). The Bachelor of

Learning Management (BLM) and Education Capability: Why we do not

Prepare ‘Teachers’ Anymore., Change: Transformations in History.

Volume 6.2, November 2003.Retrieved from

http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn= 132470;res=AEIPT