Week 6 - Reflective Synopsis

 

In my previous reflective blogs I have used images, videos, graphics and other animations to make my posts interesting and engaging.  In this final blog my reflective synopsis I have chosen the more tradition text method in order to capture my own e-learning journey and further consider the functionality of the tools we have had the opportunity to explore over the last six weeks.  The synopsis will look at e-learning and the theoretical concepts underpinning it.  I will refer to my weekly reflections within this synopsis and build this experience with technology into the SAMR model to further justify the learning benefits that potentially result from the use of digital technologies.  This reflective synopsis will also reveal important considerations around the use of technology in the classroom setting.  It will highlight the importance of using digital technologies for clear learning benefits and emphasis the need to work safely, ethically and legally. 

Since the arrival of the internet in the 1990’s, computer programs have seen rapid growth throughout the globe.  On a daily basis millions of people access some form of digital technology.  It is hard now to imagine how the world would survive without technology at its current level.  The arrival of the digital world has brought with it many changes to our society.  These changes are present in the way we function, live, operate, work and more importantly the way we learn.  These changes have sparked the need for massive reforms in the area of education. 

 As we are living very differently now to what we were 50 years ago and with the evolution of the digital world contributing to that change it is not surprising that the students of today will learn in different ways to students from years ago.   Appropriately, we began our introduction to the ICT course by looking at these differences and understanding how we need to adapt our learning designs to accommodate these differences and be successful in the delivery of educational material to students.   I discussed learning theories in an earlier blog acknowledging their relevance in understanding how students learn and the way they learn.  This knowledge can then help us as teachers to provide for them in a classroom context.  To gain a broader understanding of how these theories could be functional for me I considered how I could apply each of these theories to one of my teaching streams of Health Education and Physical Education.  Please refer to my week One Blog on learning theories for my more lengthened discussion on this topic. 

A requirement of this synopsis was to use one technology of choice with consideration of SAMR model and then propose with justification using eLearning theories how the tool could be used at the substitution, augmentation, modification and redefinition levels.  As our learning has involved the use of a blog I decided to use this tool as my technology for consideration in the SAMR model. 

When considering learning theories in this instance I would align the cognitive constructivism learning theory with the substitution level as at this level students were encouraged to write on a given topic in their blog.  At the modification level when students were encouraged to share knowledge and access the ideas of others the characteristics of the social constructivism theory were displayed.

SAMR Blog



 

The Australian curriculum recognizes that our young generation will need to be highly skilled in the use of ICT’s and supports the use of digital technologies across all areas of the curriculum.  The scope of ICT in the curriculum is not fixed but is responsive to ongoing technological developments (ACARA 2014).  The Melbourne Declaration on the Educational Goals for young Australians 2008 that in the digital age young people will need to be highly skilled in the use of ICT’s ((MCEETYA 2008). 

During the course of the last six weeks we have been provided with lots of information and material which has allowed me to expand on my current knowledge base and skills.  I can confidently say that at week six I have so much more ability now in the area of ICT than I began with.  One consideration around ICT that really stands out for me is the purpose of their use in an educational setting.  ICT’s are certainly engaging, innovating and interesting and thus provide opportunities for students to experiences visually appealing activities.  These experiences are important for students but as stated in lecture notes (EDED20491 ICT’s week three March 23, 2015) the most important aspect in the use of these tools is the learning that is generated through their use. 

The big picture here is that ICT’s encompass so many different things and can be used in a myriad ways to address so many challenges.  This makes the use of ICT’s in an education setting a challenge for teachers as they need to ensure they introduce ICT’s into the classroom when there are clear learning benefits for their learners.  The learning that is generated through the use of digital technology needs to be specific to the desired outcome of a course/unit or subject area.  Teachers need to be familiar with pedagogies that best support the learning in a particular subject.  They need to find out which ones meet the needs of the learners and which ones match the curriculum in their subject area and then introduce them in the most effective way into their classrooms. 

The other concern with the use of ICT’s is the risks that come with working in an online environment.  Teachers need to be vigilant in their monitoring of online material.  Teachers must inform students of what constitutes inappropriate and appropriate behaviour for working online.  Acknowledging of sources of information and the exchanging of personal information are two areas in relation to legality, privacy and safety where students will need guidance on what is and what is not acceptable.  The Australian Curriculum: Health and Education (ACARA) states that: Students will develop an understanding of ethical online behaviour, including protocols and practices for using ICT for respectful communication during physical education class sessions (ACARA 2015). 

Organization elements of ICT capability
Source: Australian Curriculum





I will conclude now by saying that it is through the use of ICT that we have access to delivery modes for learning in line with this course.  It allows us the flexibility to extend our potential and maximize our learning gains.  That said, here I am now finishing up an ICT task with a more boring presentation of text??? I can only justify that by saying that I had a lot to say in my final reflection and the best way for me to address the task was to mostly scribe :-).

Thank you for assisting in my learning experience.

Mercia

References:

Australian Curriculum, Assessment and Reporting Authority (ACARA).(n.d.). The Australian

curriculum: General capabilities: Critical and creative thinking. Retrieved from

http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-

thinking/Introduction/Critical-and-creative-thinking-across-the-curriculum

Australian Curriculum, Assessment and Reporting Authority (ACAR). The Australian Curriculum

General capabilities, Retrieved from

http://www.australiancurriculum.edu.au/generalcapabilities/information-and-

communication-technology-capability/introduction/scope-of-ict-capability

Central Queensland University [CQU]. (2015). Learning theory: A brief overview of learning

theory. Retrieved 14 April, 2015 from

https://moodle.cqu.edu.au/mod/page/view.php?id=15608

Department of Education and Training. Smart Classrooms, A Strategy for 2011-2014.

Queensland Government. Retrieved 4 April 2015 from:

http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/smart-

classrooms-strategy.pdf

Johnson, D. (1999). Handout for teaching students right from wrong in the digital age. Retrieved

from http://www.janinelim.com/bc/4thur/ethics.pdf