As we emerge and proceed through the twenty-first century, the trend that is occurring in learning appears to be a reflection of the fast paced technological society in which is consuming the interest of younger generations. Prensky (2001, p. 1) supports this statement by claiming that in the past, trends were evident by changes in clothing and appearances that circled and reoccurred over time. He then goes on to label this technological trend as ‘singularity’, an event in which there is no going back. A trend like this is not to be feared, ignored or disguised. It is a movement that provides current and emerging learning managers with an opportunity to embrace life long learning and employ technology as a tool to promote engagement and higher order thinking through learning. Throughout this synopsis, I will reflect on a selection of e-learning tools through the lens of the Big 6 Skills Framework and the Dimensions of Learning to provide an analysis of their effectiveness and relevance to digital pedagogy practice in the classroom.
Education Queensland (2008, p. 3) defines digital pedagogy as a new, innovative way in which to engage the learners of the twenty-first century through incorporating digital tools and ICT into purposeful planning and scaffolded learning experiences. To build on this concept and enlighten my own thoughts about e-learning, the past few weeks have lead me on a reflective journey, by exploring a range of suggested online learning tools as well as extra ones not mentioned throughout the course (see tubechop and Blabberize). Throughout this journey, I have been introduced to various websites and programs which, through experimentation and collaboration with other peers, has enabled me to explore the opportunities and advantages of e-learning as both a current learner and an emerging learning manager. Throughout my exploration, the Big 6 Skills Framework was utilised to guide and scaffold my path of exploration.
The Big 6 Skills Framework is a toolkit which models six skills that, when used systematically, provide an effective process to follow in order to solve an information problem (Eisenberg, Johnson and Berkowitz, 2010, p. 24). This framework was effective for me during this task as it scaffolded the skills I needed in a simplified sequence, as well as having practical, real life applications. I also found that in using the Big 6 Skills Framework, I was able to engage with higher order thinking strategies. This enabled me to find authenticity in the task, and throughout my learning journey. In using a framework, such as the Big 6, in the classroom I believe that it would effectively provide students with a set of skills to help guide them in obtaining a deep understanding through the use of higher order thinking and questioning (see blog post).
The first series of e-learning tools I explored for this task were based around online collaboration and communication. Of all the tools that I discovered, the one that made the largest impression on me was the use of an online weblog, or blog. Downes (2004) believes that a blog brings real life opportunities and prospects into learning by engaging learners in a process of reading online, engaging in a community, and reflecting upon learning. Education Queensland (2008) supports this notion by outlining the effectiveness of a blog for creative and reflective writing, however, they do pose some concerns in regards to safety and accessibly. These concerns have been outlined further in both my blog posting and a conversation with a peer.
Education Queensland (2008, p. 3) defines digital pedagogy as a new, innovative way in which to engage the learners of the twenty-first century through incorporating digital tools and ICT into purposeful planning and scaffolded learning experiences. To build on this concept and enlighten my own thoughts about e-learning, the past few weeks have lead me on a reflective journey, by exploring a range of suggested online learning tools as well as extra ones not mentioned throughout the course (see tubechop and Blabberize). Throughout this journey, I have been introduced to various websites and programs which, through experimentation and collaboration with other peers, has enabled me to explore the opportunities and advantages of e-learning as both a current learner and an emerging learning manager. Throughout my exploration, the Big 6 Skills Framework was utilised to guide and scaffold my path of exploration.
The Big 6 Skills Framework is a toolkit which models six skills that, when used systematically, provide an effective process to follow in order to solve an information problem (Eisenberg, Johnson and Berkowitz, 2010, p. 24). This framework was effective for me during this task as it scaffolded the skills I needed in a simplified sequence, as well as having practical, real life applications. I also found that in using the Big 6 Skills Framework, I was able to engage with higher order thinking strategies. This enabled me to find authenticity in the task, and throughout my learning journey. In using a framework, such as the Big 6, in the classroom I believe that it would effectively provide students with a set of skills to help guide them in obtaining a deep understanding through the use of higher order thinking and questioning (see blog post).
The first series of e-learning tools I explored for this task were based around online collaboration and communication. Of all the tools that I discovered, the one that made the largest impression on me was the use of an online weblog, or blog. Downes (2004) believes that a blog brings real life opportunities and prospects into learning by engaging learners in a process of reading online, engaging in a community, and reflecting upon learning. Education Queensland (2008) supports this notion by outlining the effectiveness of a blog for creative and reflective writing, however, they do pose some concerns in regards to safety and accessibly. These concerns have been outlined further in both my blog posting and a conversation with a peer.
Another aspect of blogging that appeals to me is its use for communication and professional development. Smyth (2008a, p. 45) expands on this idea by acknowledging that sharing a professional blog allows not only sharing of knowledge and resources with other educators, but it also provides an opportunity to build a professional network of colleagues. This would be extremely beneficial to any teacher who may be in a remote location. It would provide a collaborative online environment where teachers can ask questions and seek help from other professionals in the same area of work.
In alignment with using a set of skills, such as the Big 6 Skills Framework, a blog has the potential to scaffold the process of problem solving by creating a location and means for reflection and recording. This can be used as evidence of participation or mapping of a journey. I feel that through using a blog to reflect on my own learning journey for this course, I can now go back and track my growth and development, which I feel is an important part of the learning cycle. In conjunction with this, the Dimensions of Learning offer strong links through promoting a positive classroom climate and helping to develop healthy attitudes and perceptions towards tasks (Marzano & Pickering, 2006, p. 13). This is achieved by allowing opportunities where they can comfortably cooperate with peers, teacher and even other classes.
From here, another tool that I found to be engaging was the use of an online mapping device from a website called Bubbl.us. This website provided free access to a program that allows a user to connect ideas and develop a visual representation of data using a concept map design (see blog posting). In Dimension 2, Marzano & Pickering (2006, p. 61) draw heavily on the importance of organising information and using graphic organisers as a way to help store information. This is supported by the cognitive approach to learning, which encourages the use of graphic organisers, such as concept mats, to commit learning to long term memory (Mergel, 1998).
In alignment with the Big 6 Skills Framework, this tool would be most effective when used in the Synthesis stage, as it allows the user to effectively classify and group information together (Eisenberg, et al., 2010, p. 26). An example of incorporating a concept map into a primary classroom could be as simple as a class discussion where it is used as a way to record ideas and link them together. Alternatively, it could also be used in group work or as a way of individually organising information for a classroom research task.
Gardener (2000) poses his theory of multiple intelligences, being that students have a variety of different learning styles and strengths that need to be catered for to ensure effective learning opportunities for all learners. He further proposes that the combination of technology and education is a strong possibility in helping to achieve this for learners of the twenty-first century by using vivid materials, fun and familiar learning tools. With consideration of this notion, I can see how using different tools could really help to engage learners using a variety of different senses.
As my journey continued, I encountered and trialled many more tools. Among these was a podcast, a tool I found to be foreign, yet intriguing. Smyth (2008b, p. 48) defines a podcast as a digital sound recording that is made available via the Internet, allowing for the ease of downloading to a personal audio player. With this in mind, my journey led me on an exploration to find what the educational purpose or use of a podcast would be in a classroom (see My Podcast Blog for my comments and conversations with peers).
In schools and classrooms today, it is becoming common for technology devices, such as MP3 players or iPods, to be considered and used as learning tools in the classroom (Smyth, 2008b, p. 48). This movement in technology has provided learning opportunities that cater for many different learning styles, and especially auditory learners, through the use of educational podcasting. Smyth (2008b, p. 48) identifies some of the benefits of podcasting as an engaging way to introduce new material, support current lessons and a system to review information that has already been taught. Gordon (2007, cited in Smyth, 2008b, p. 48) elaborates on this idea using an example of a teacher recording the delivery of content from a lesson and posting it online as a podcast to provide learners with the opportunity to revisit information at a later date. Using a podcast in this way aligns with Dimension Two, acquire and integrate knowledge, by helping learners to construct meaning for new information using a variety of senses (Marzano & Pickering, 2006, p. 53).
In addition to above, podcasting in the classroom is not limited only to listening skills. It can also provide a tool for reflection, reporting or assessment (see discussion with peer). In using a podcast for assessment or reporting, it strongly supports skill five, synthesis, in the Big 6 Skills Framework. Students are able to use this tool to aid presentation and it provides authenticity to the task (Eisenberg et al., 2010, p. 26). It is, however, important to consider any issues regarding authenticity or safety before publishing a student’s podcast live to the World Wide Web. In working around safety issues, I believe that the Habits of Mind would help by providing students with awareness and a personal responsibility for their task (Marzano & Pickering, 2006).
The final tool I have evaluated is the purpose and effectiveness of Digital Video in the classroom. Kearney and Schuck (2004) report on the success of a trial using digital video in five schools. Conclusions drawn from this trial study revealed that students were more independent and willing to try new tasks as they felt they were authentic and meaningful to them (Kearney & Schuck, 2004). It is believed that by using online tools and programs, students are able to express themselves in a new way, therefore engaging them in learning and educational tasks.
Movie maker is a program that I utilised to explore the advantages and uses of digital video in the classroom (see blog posting, and discussion with peers). The program is simple to use and allows a combination of videos, images and text to create a digital video. It also enables music to be added and facilitates voice narrating or sound effects. As a learning manager, digital video could be used in the classroom in a variety of ways, such as, a hook into a new topic, an assessment tool or even a collation of photos to show parents from a field trip as a reflection.
The Dimensions of Learning Framework supports the benefits of using digital video in Dimension 1, Attitudes and Perceptions, by recommending the use of tasks that are relevant to the learners and provides engagement through authenticity.(Marzano & Pickering, 2006, p 13-38). When used effectively in a classroom, digital video can provide learners with an opportunity to participate, especially in reflective tasks and presentations. The Big 6 Skills Framework justifies this in saying that skill five, synthesis, requires students to make decisions on appropriateness of presentation. I feel this links in well with making sure the students have a clear understanding of their audience expectations. By allowing for decision making and choice, it also provides an opportunity for learners to engage in higher order thinking processes.
After exploring and evaluating a range of online tools, I have developed a change in mindset about the use of digital technology in the classroom. Prior to this course, I perceived that digital technology was optional in the classroom and I was focused on the negative aspects or potential problems, as a pose to the explosion of opportunities that technology can create for teaching and learning. I can now see that the digital tools evaluated above, provide more than just ‘fun’ for the learners of the twenty-first, they provide a link into learning by allowing for authentic tasks, facilitating higher order thinking and providing inclusion for all students by catering for a variety of learning styles and needs both inside and outside of the classroom.
I then printed this concept map out to provide me with an outline for how I would set out my powerpoint. 
The final step to creating an interactive PowerPoint is to hyperlink the pages together and add the effects such as sound, images and transitions that will prompt engagement for the learners.
Using the concept map, I further clarified the information for myself. I can now imagine a variety of ways in which I could create and use a website effectively in my classroom. On the other hand, all of the ideas I imagined above were very teacher structured. I imagine that in early primary especially, that would be the sole purpose when using a website in a classroom. As the students matured, as in upper primary, I would probably consider the opportunity of using a website as a key assessment where the students would use a program, such as weebly, to create a website as way of sharing research or information.
