Information and
Communication Technologies have expanded and evolved over time. From the
beginning of the 21st century the term eLearning refers to the integration of digital technologies within the
classroom and how learning mangers can combine new technologies and learning
design to develop digital pedagogies.
In order for the students of today to interact with the
world in which they are accustomed to, pedagogies require adapting to the
students’ changing world. According to Bentley (1998) ...”if society is
changing, so should the way in which we introduce it to young people.” Today’s
students are faced with environments filled with visual, auditory and digital
texts, the term “multiliteracies” is used to describe learning for the 21st
century student. (Winch, et.al 2001) In this hyper linked world full of web 2.0
technologies, students come from “multimodal discourses” into the classroom
bringing with them digital knowledge and skills. “In this changing environment,
it is important for teachers and schools to evolve.” (Smith, Lynch &
Knight, 2007 p. 46) The Australian Curriculum Assessment and Reporting
Authority (ACARA) state that “subjects of Design and Technologies and Digital Technologies will ensure that all
students benefit from learning about and working with traditional, contemporary
and emerging technologies that shape the world in which we live.” The
introduction of e-Learning through digital technologies with the Australian
curriculum allows all learners to be exposed and educated to this rapidly
changing digital world.
The core elements to e-Learning involve students working
safely, ethically and legally, the ability to work collaboratively and
collectively through the construction of knowledge, and finally the importance
of digital learning frameworks and pedagogies relating to digital technologies.
Through the
construction of an online “Blogger,” weekly investigations focused on the core
elements to eLearning and the online tools that support these factors. The fundamental and
crucial component of eLearning as investigated though weekly research has been first
and foremost the understanding of
implications, relating to the uploading and use of materials online.
The web is a valuable online resource that provides access that is both highly
suitable and just as equally unsuitable. (Smith, 2007) The following link http://education.qld.gov.au/web/schools/riskman.html developed by Education Queensland provides learning
managers with information relating to risks associated with working online. The Learning Place is a Queensland
Department of Education and the Arts division that developed an online site to
assist learning managers with ICT based learning material that proves safe
access to a variety of digital tools, resources and online spaces that can be
used safely within classrooms. ELearning allows today's learners to
direct their own learning and arrive at their own ICT-enriched learning
destinations.
According to the Learning Place (2013) “the quality of teaching
is critical to the process of learning. Successful learners are creative and
productive users of technology moving easily between their personal learning
environments and networking spaces (physical and online) to improve their
knowledge, capabilities and understandings of our world.”
The first blog posting
made, involved creating on an online Wiki. This is a fantastic online learning
area that can be used within the classroom. Online spaces that can be set to
“private” and require authentication to join have proven to be the most
effective in relation to online safety. When teaching ethical and legal
standards it vital students are aware of the copyright and legal requirements
of using and producing online material. Sites such as Weebly and Blogger, allow
the students safe access however the user is able to post video, images and other
content bring forward ethical and copyright issues. According to week 2 Blogger
post “Ethical standards and online etiquette are a major teaching issue when
students are creating their own sites to publish. Lessons prior to the use of a
Weebly site would involve direct instruction relating to the safety of website
creation.” (Wood, 2013)
ICTs can cater for all
learners. Individually students can create and develop digital skills to
enhance learning. Through the use of online spaces; Wikis, Weeblys, Bloggers,
pod casts and Glogsters, students can work collaboratively, networking and
interacting through multiple formats. As discussed though the Blogger posting
relating to digital technologies part one, online learning through sites
investigated, prepares students for their future. The ability to work
collaboratively and to prepare your learners for the 21st century
digital world creates “…Engaging and
meaningful learning environment supporting learning outcomes. Collaborative
classroom discussions, interactive glossaries, virtual experiences and global
interactions are only a few classroom activities that can be enhanced through
the use of online tools.” (Wood, 2013) According to Hamm and Adams
“students need to collaborate with peers and adults, to learn and gain
expertise, practice and create. Instead of the teacher being the primary
language user…” (1992, p. 3)
Digital learning frameworks are used to create
productive digital pedagogy. De Bono’s six thinking hats can be a framework
utilised when developing lessons. The six thinking hats framework is based on
social constructivism and connectivism. Social constructivism is the theory
that social interaction positively influences learning. This theory combined
with the learning theory for the digital age “connectivism” created the 21st century
way of learning. Lesson plans incorporating the TPACK framework allows learning
to become engaged with complex
chinking. Students are able to create meaningful experiences. These frameworks
have been investigated through each week of the online Blogger http://lucywoodmanagingelearning.blogspot.com.au/
through PMI tables and
SAMR charts. “The role of the teacher in a technology rich environment is to
combine curriculum knowledge and understanding of the learner with effective
teaching strategies to enable purposeful learning.” (The Learning Place, 2013)
Image retrieved from:http://digitallearningteam.org/2012/06/07/the-samr-model-enhancing-technology-integration/
In conclusion, it is
through in depth research and investigation that has provided strong reasoning
to make eLearning an essential component of education and teaching pedagogy. It
is through eLearning that students can engage, explore, discover and ultimately
create meaningful experiences. These findings have opened my mind up to the
possibilities and excitement that digital technologies can bring to a class. I
have found the passion and I can’t wait to share it with my students of the
future.
References
Australian Curriculum Assessment and Reporting Authority (ACARA) (2013)
Retrieved from: http://www.acara.edu.au/default.asp
Bentley, T. (1998) Learning Beyond
the classroom: Education for a changing world. Routledge. London : UK
Hamm, M., and Adams, D.
(1992). The Collaborative Dimensions of
Learning. Norwood, New
Jersey: Ablex Publishing Corporation.
Queensland Government. Department of Education, Training and Employment.
(DETE) The Learning Place. Retrieved from: http://education.qld.gov.au/learningplace/
Queensland Government. Education
Queensland. Department of Education, Training and Employment. (DETE) Web publishing for schools; Web management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
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