Assessment task 1 reflective synopsis

In today's society, children have gained access to an abundance of technology. These technologies are often used by children to discover new information, find solutions to problems and to communicate with their peers (Department of Education and Early Childhood Development, 2009) . As these children become older they will use technology for similar reasons within the workplace. Due to this,  it has become extremely important for schools to incorporate digital technologies within the classroom. This is known as elearning. The Department of Education and Early Childhood Development (2009) describes elearning as "the exploration and use of diverse ICT strategies and tools to expand teaching and learning possibilities in ways that lead to improved student learning outcomes." 

Prior to entering this course I was unsure what elearning was and had little experience using technologies within the classroom. Over the past five weeks I have learnt a range of information which is essential for incorporating elearning within the classroom (refer to blog- here). The following reflective synopsis will draw on theory to present readers with my own knowledge developed within this course.

Linking learning theories and productive pedagogies to core concept

With an increased priority being placed on digital technology it essential that teachers learn to teach for the 21st century. In recent years, it can be seen that teachers pedagogical approaches have significantly changed (Refer here).  This shift in approaches has arisen due to the development of new technology and the use of technology in everyday situations.  I believe that incorporating new technology within schools is vital for student learning. As stated by the Ministerial Council for Education, Early Childhood, Development and Youth Affairs  (n.d) "Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance achievement, create new learning possibilities and extend integration with local and global communities." Changes in approaches have also risen due to the creation of the TPACK framework.  The Technological Pedagogical Content Knowledge framework encourages and assists teachers in incorporating technologies into their own pedagogical approaches. Koehler (n.d) explains that TPACK "attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge." 

Image retrieved from http://ictevangelist.com/technological-pedagogical-and-content-knowledge/

The use of digital technologies within the classroom can be used in a variety of ways to support collaborative learning. As stated by the Australian Curriculum, Assessment and Reporting Authority (2013a) "in the Australian Curriculum, students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school." Collaborative learning is ideal, as students can work together to share ideas and perspectives and make decisions (here). In the past collaborative learning involved students working face-to-face but the introduction of new technologies means that it can be performed online. Social media websites such as blogger (here) and glogster (here) are ideal for collaborative learning as they allow students to access each others ideas. Collaborative learning is supported by the social constructivist learning theory and productive pedagogies (here). Social constructivism involves students learning through conversations and other students (Brady, 2006, p.7)

Collaborative learning Strengths, weaknesses , opportunities and threats.

Learning theory suggests that effective pedagogy (intellectual quality) should promote higher order, critical and creative thinking. As stated by the Australian Curriculum, Assessment and Reporting agency (2013) "the imparting of knowledge and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking thoughout the learning areas encourages students to engage in higher order thinking." Higher order thinking involves students applying knowledge to situations, analysing and evaluating information and creating new products, it is more than restating or recalling information. Higher order thinking can be linked to scaffolding such as Blooms Taxonomy and Debono's six thinking hats (here). The Department of Education and Child Development (2013) state "Blooms taxonomy provides a structured questioning method that allows for students to engage in higher order thinking processes." I believe that higher order thinking is vital for constructing new knowledge, solving problems and understanding new information. Digital technologies such as blogs (here), Prezis and wikispaces (here) can be used to encourage higher order thinking. Within the classroom I will use these techniques to design activities and inquiries and to question students.

Providing students with real life and authentic activities is vital for ensuring student success, within and outside the classroom. Authentic experiences reflect real life situations and allow students to transfer their knowledge from the classroom to the outside world, and therefore presents meaningful learning (Bennett et al, 2002). This is relates to the productive pedagogies section 'connectedness' and all learning theories. Many key learning areas do not allow opportunities for hands-on real life activities.  In situations like this teachers are able to use digital technologies such as learning objects (here) to present hypothetical problems. This will allow teachers to engage students and explain new knowledge. Students and adults use ICTs in everyday real life situations, therefore I believe that they should be used to create real life situations within the classroom. 

While working with digital technologies students are often exposed to a wide range of multi-media tools. These tools include videos here, images (here) and audio recordings (here). I believe that the use of multi-media tools within the classroom is vital for engaging students, encouraging creativity, supporting a range of learning styles and enabling students to become multi-literate (here). Walsh (2009) states "The term multi-literacies, new literacies, multi-modal texts and multi-modality represents attempts to describe the textual shift that has occurred and to conceptualise the changed learning paradigm that is fundamental for literacy and learning in an age of increased digital communication." Multi-media can be used within the classroom to teach new concepts, promote class discussions and for student presentations.The use of multi-media tools is supported by a range of learning theories and the productive pedagogies 'intellectual qualities'. 

Throughout my weekly blogs, participation within this course and reflecting on my own learning I have come to the realisation that digital technologies are transforming the way students learn, how teachers teach and how the general population communicate. I believe this is putting a huge emphasis on the importance of elearning within the classroom. Without an in depth understanding of elearning teachers will be unable to meet the needs of students. To accommodate the importance of ICTs within the classroom I aim to incorporate more digital technologies, but more importantly I aim to use them to achieve outcomes that would not be possible without technology. Overall, I feel that I have learnt a great deal about elearning and this will certainly be reflected in my own pedagogical practices.

References

Brady, L., (2006). Collaborative learning in action. Forest Forest, NSW: Pearson Education

Bennett, S., Harper, B., & Hedberg, J. (2002). Designing real-life cases to support authentic design activities. Retrieved from: http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/bennetts.pdf

Department of Education. (2002). Productive Pedagogies classroom reflection manual. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/Introduction/Critical-and-creative-thinking-across-the-curriculum

Department of Education and Early Childhood Development. (2009). Elearning planning guide. Retrieved from: http://www.education.vic.gov.au/Documents/school/principals/curriculum/elp09.pdf

Koehler, M. (n.d). TPACK explained. Retrieved from: www.tpack.org

The Australian Curriculum, Assessment and Reporting Agency. (2013a). Information, communication and technology capability. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction

The Australian Curriculum, Assessment and Reporting Agency. (2013b). Critical and creative thinking across the curriculum. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/Introduction/Critical-and-creative-thinking-across-the-curriculum

The Ministerial Council for Education, Early Childhood, Development and Youth Affairs. (n.d). Pedagogy strategy: learning in an online world. Retrieved
from: http://www.mceecdya.edu.au/verve/_resources/ict_learningonlineworld-pedagogystrategy.pdf