My Synopsis

Can the power of technology improve teaching and learning? Each new wave of technology brings a burst of enthusiasm on how it can transform instruction and learning.

Years ago it was television and film. We now know that what was once heralded as paradigm changing has had little impact on education. Today it’s the World Wide Web and the potential this graphical computer network has to radically change education as we know it.

An important objective for incorporating the use of ICT into teaching is to complement and update the mode of teaching in the classrooms to enable the students to develop skills for the 21st century. Secondly, it is hoped that these tools and technologies will transform students from passive learners into investigative learners by maintaining their attendance, attention, curiosity and achievements. A third expectation is for students to have easy access to multiple sources of information anytime and anywhere. A fourth intention is to encourage students to work in teams, to do and think collectively.

At the heart of e-learning is the E-content. Online articles, streaming video, audio segments, images, specially designed websites and unique learning objects. These electronic elements are created to enhance courses and improve learning in the classroom. They have changed the way teachers interact with their students, moving them to a student-centred approach and incorporating real world issues into the lessons to make learning more meaningful. Oliver’s Learning Design Sequence (1999) and Kearsley and Shneiderman’s Engagement Theory (1999) are two of the main frameworks that I have applied in my examination of the technologies covered in this course.

As a teacher I will be able to use ICT tools such as the wiki, blog and offline learning materials to supplement my classroom teaching. I believe these tools will increase the efficiency and effectiveness of class time.

Throughout this course I have learnt of ways to incorporate my students learning with engaging classroom practice that will challenge and stimulate their minds. Wiki, I believe is a great way for students to share their knowledge with me the teacher, so as not to jeopardise any opportunities for interaction between myself and my students. Wiki provides extra opportunities for the students to post and edit their work-lessons, links, handouts, presentations, videos, games and also to collaborate online thus allowing myself as well as my students to provide comments and feedback. I can also use the wiki to share day-to-day information and instructions, including a variety of resources provided by both the students and myself. Replacing the time needed for traditional homework and writing, wiki enables the students to concentrate on exploring and learning new concepts.

Having now learnt how to use some of the media/technologies, I will be able to use them to make teaching easier and more effective.

Videos from Teachertube, audio, interactivities, quizzes, multiple choice questions for self assessment, and assignments and summaries through mind maps are just a few. These materials will be useful in delivering a time consuming component of the lessons effectively. The materials can also be uploaded to the school’s network which can be accessed easily at any time.

Blogs can be used to supplement a wiki collaboration. It can contain visual resources such as slide shows, animations, podcasts and digital storytelling. All of which have been part of this course. Quizzes and puzzles included in a blog will also keep the students up to- date about key dates and events and enable them to have fun as they learn.
Class lectures or summaries can now be delivered through an audio file distributed online or offline in the form of a podcast. This can help students revise and understand new concepts at their own pace and time, both in the school and at home.

A major part of my learning journey has been reading and commenting on other student’s blogs. This in itself has been a major challenge with the enormous amount of comments made by students...
Certainly learning how RSS feeds work has made this task more manageable. To view comments made by me on other student’s sites go to:
http://deb-myassessmentblog.blogspot.com/2009/08/incompetech.html?showComment=1250899135204#c676480690167813616

http://deb-myassessmentblog.blogspot.com/2009/08/picnik-is-wonderful-tool-for.html?showComment=1250908777375#c1187163389542668977

In reflection, this course has made me less of a “digital immigrant” to a not quite yet “native” (Prensky, 2004). The blended approach to the teaching-learning process proved to be successful in catching and maintaining my attention, curiosity and desire to learn more.

References

Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based taching and learning. Retrieved 16 August, 2009 from
http://home.sprynet.com/~gkearsley/engage.htm

Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education. (1999) Vol 20 (2).

Prensky, M. (2001). Digital Natives, Digital Immigrants. Retrieved 19 August, 2009 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf


Queensland Studies Authority. (2007). Information and Communication Technologies (ICTs) Cross-curriculum priority by the end of Year 7. Retrieved 20 August, 2009 from http://www.qsa.qld.edu.au/downloads/learning/qcar_ccp_ict_yr7.pdf
Kay