Reflective Synopsis.

Throughout history, technology has evolved significantly impacting the lives of today’s children, their interest, future, and consequently, their education. This has been a beneficial effect as technology, when used appropriately, transforms, and facilitates learning by supporting children’s curiosity, and assisting educator’s engage their learners, all while preparing them with the skills necessary to live a fulfilling future (Evanouski, 2009). For this to occur, educators must have sufficient understanding of all aspects of the tools, devices and programs they are using (Evanouski, 2009). Within the Australian curriculum ICT capabilities are embedded in discipline areas (ACARA, 2013). For these capabilities to develop in a manner which compliments the construction of new knowledge, it is fundamental educators are aware of, and confident with, the technology, current learning theories and frameworks. With this, educators are able to transform the way students think and learn, giving them greater control over how, when and where they learn. I feel very grateful for the last 5 weeks where I have had the chance to examine and analysis various e-learning tools in relation to theory, the SAMR model in context, and the importance of safe and ethical practice. This experience has invited me to consider how ‘e-learning’ possibilities will impact my pedagogy. Here I reflect on the previously examined tools and delve deeper into how they can be used to enhance learning.

Over the past few weeks, it has become clear that the use of technology in education expands the possibilities of the classroom, bringing optimism and opportunity into teaching and learning (Price & Kirkwood, 2010). All reflective tasks bought to my attention the importance of considering various learning theories when planning e-learning experiences. Contemporary learning theory respects the notion of learning being the process of active construction of new knowledge (Amin, 2004). Information communication technologies (ICT), such as space (websites wikispace, and blogs), presentation, multimedia and other tools, provide many opportunities for constructivist learning opportunity through their provision of student-centred experiences that are resource based (Amin, 2004). They also and enable learning to be understood and applied to various contexts. This assist critical thinking as students problem solve and move in and out of higher order thinking as they integrate traditional literacy with online literacy, incorporate images, video and audio, embed and navigate (O’Donnell, et., al, 2012)

Children today are exposed technology everywhere they turn, this affects their culture, and the way they socialise and comprehend (Amin, 2004). Amin (2004) advocate that the construction of learning occurs socially and that cognition is situated in specific context. In social constructivism, social interaction is fundamental as this is what occurs naturally throughout life (Chew & Wee, 2010). Most of the ICT tools explored, especially the space (blogger, weebly and wikispace) tools, marry naturally with social constructivism, as learners are encouraged to collaborate pre, during and post process. This ensures learning is not separate to relatable context (Chew & Wee, 2010). This process encourages learning extends outside a traditional setting and into place of leisure, ie home or library, at own time. This is supported by the behaviourist theory, as children are able to receive around the clock feedback and reassurance (O’Donnell, et., al, 2012).

The presentation tools promoted connectivism as learners were encourage to synthesis current knowledge with new (Chew & Wee, 2010). For example, programs like Glogster promote complex thinking, network and self-organising as they encourage the user to connect specialised information. The underpinning connectivist qualities of programs like Bubbl.us and Prezzi encourage the notion of continual expansion, as new and novel connections are understood (Chew & Wee, 2010). 

Under these theories and use of ICTs, it is fundamental educators plan and facilitate learning experiences with the consideration of the SAMR (substitution, augmentation, modification and redefinition) model. It’s fundamental educators understand what types of technology have a greater or lesser effect on various experiences and are able to identify at which point each stage of the SAMR model is appropriate (Puentedura, 2008). With this, students are supported with significant redesign of experiences which compliment the modern day students’ curiosity as they build on connections made at the substitution level, connect with peers and the community at the augmentation level, enhance their understanding and connectivity at the modification level and achieve and experience the previously unimaginable at the redefinition level (Puentedura, 2008). The week one ‘Mobile Wiki activity’ was a definite example of great planning and scaffolding which had the learner move in and our of higher order thinking while progressing through the stages of the SAMR model. 

With the rapidly expanding integration of technology in the modern age, it is fundamental children are aware of, and understand, correct safe, ethical and legal practice when using ICT tools. It important educators lay a foundation of respect for technologies and develop understanding of intellectual property for digital information of individuals and others, apply digital information security practices, apply personal protocols and recognise the impact of ICT in society (ACARA, 2013). This assists children gain an understanding of the benefits and consequences of ICT and the impact of ICT’s on the fabric of society (ACARA, 2013). Educators must model best practice by acknowledging 21^st century communication skills with integrations of conscious social media use, aside policies that actively teach internet access in school (Walthausen, 2014).  

For me, this has been an eye-opening experience. Although I feel I was not ignorant technology, I feel I was naïve to the opportunities technology brings, enhancing learning in a holistic manner. This aligns with key aspects of my personal philosophy. With research and reflection, I now understand the potential technology has, enriching experiences and deepening skills and understanding. It motivates and engages students, enhances higher order thinking and promotes creativity. ICT’s, with the consideration of the SAMR model, strengthen teaching as they foster an open-mind and life long learning.

Reference:

Amin, S. (2004). An Effective Use of ICT for Education and Learning by Drawing on World Wide Knowledge, Research and Experience. Retrieved from. http://www.nyu.edu/classes/keefer/waoe/amins.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Information and Communication Technologies. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Chew, C., & Wee, L.K. (2010). Use of Blended Approach to Learning. Retrieved from: http://arxiv.org/pdf/1501.01527.pdf

Evanouski, L. (2009). The Impact od Technology in Education. Retrieved from: https://www.academia.edu/335899/Impact_of_Technology_in_Education

Puentedura, R.R. (2008). TPAK & SAMR models for Enhancing Technology Integration. Retrieved from: http://www.msad54.org/sahs/TechInteg/mlti/SAMR.pdf

Price, L., & Kirkwood, A. (2010). Technology Enhanced Learning – Where’s the evidence? Retrieved from: http://www.ascilite.org.au/conferences/sydney10/procs/Price-concise.pdf

O’Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2012). Educational Psychology (1^st Australian ed.). New York, USA: John Wiley & Sons Australia.

Walthausen, A. (2014). Schools Should Be Teaching Kids How to Use the Internet Well. Retrieved from: http://www.theatlantic.com/education/archive/2014/02/schools-should-be-teaching-kids-how-to-use-the-internet-well/283807/).