Reflective Synopsis

Over the past few weeks I have undertaken a technological learning journeyto build my teaching knowledge. Each week I have discovered, researched and experimented with a variety of digital tools. UNESCO (2008, p. 3) states “to live, learn, and work successfully in an increasingly complex, information-rich and knowledge based society, students and teachers must utilize technology effectively”. This therefore suggests, as a future learning manager I need to be familiar with various technologies and incorporate it into my teaching practice as it is an integral part of a learning society. Lynch and Smith (2007) support this by suggesting educators need to have experience and knowledge in learning areas to prepare students for lifelong learning. After gaining particular knowledge and experience from various digital tools, I have chosen four which I would like to explore more in depth. These four digital tools are Wikis, podcasts, interactive PowerPoint and Museum Box. These four digital tools will be reflected upon and explored to find out how these particular tools foster meaningful learning experiences.

Teaching Pedagogy
Prensky (2001, p. 1) states students have “spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.” Furthermore, Prensky (2001) believes teachers are digital immigrants and this means teachers are not catering for 21st century learning. The Technological Pedagogical and Content Knowledge (TPACK) framework has been developed to facilitate the use of technology, to extend content knowledge and pedagogy. Furthermore, the TPACK framework promotes these three aspects being integrated together to transform learning experience. This therefore means technology should not be viewed as a separate learning area, but rather a tool to support content knowledge and pedagogy. I will explore how the four focus digital tools can be utilised to support the notion of TPACK. Furthermore, new pedagogical approaches are needed to enhance students learning. Productive Pedagogies (2002) suggests many classroom tasks only require students to use lower order thinking, and emphasises the need for higher order thinking. A model has been developed known as ‘Blooms Digital Taxonomy’ which outlines 6 thinking processes working from lower order up to higher order. Higher order thinking is not being able to restate knowledge or information, but being able to use this knowledge to construct something new and purposeful. Additionally, Robinson (cited in TEDtalksDirector, 2007) stresses schools do not encourage creative thinking. Furthermore he suggests the importance of learning tasks connecting students’ creativity is developed from their prior experiences as each student’s is individual. This therefore suggests, learning tasks need to be designed to allow students to demonstrate their prior experiences and express their creativity. As a result of this information, it will be investigated how the four chosen digital tools can be utilised to facilitate higher order thinking and creative thinking.

Wikis
Traditionally, collaborative learning experiences have only been able to occur face-to-face. However, Wikis is one practical way students can contribute to the same task. Wikis are similar to a blog, however all students are able to edit and participate in the learning process, making it simpler for students to work together. Wikis therefore facilitate a social constructivism learning task. Jonasson, (cited in Mergel, 1998) outlines the constructivism theory which is that students construct their beliefs and knowledge based on prior experiences. Furthermore Vgostky (1962) emphasises it is essential for students to participate in social constructivist experiences as it supports students’ cognitive development Cognitive development is achieved, as students are discovering different perspectives and information, which influences their current knowledge and understanding. This is therefore a significant benefit of the digital tool Wikis as it supports and facilitates students’ learning. To view more benefits and challenges of Wikis, please see my Wiki page.

Ways to use wiki
One of the ‘example activity’ within this Wiki displays an example of a task which could be undertaken using the digital tool. This activity allows students to contribute to a Y-chart after viewing the stimulus on rainforests. I believe the wiki activity is an effective way which learning managers could utilise as Wikis allow students to contribute their ideas to one task. In this Wiki situation different ideas would be offered (some based on prior experiences with rainforests) which individual students may not have considered, therefore enhancing students’ learning through social constructivism. Furthermore this Wiki situation promotes higher order thinking as students are using their understanding from the book to construct an image which represents a category in the Y-chart. This experience consequently facilitates and supports student learning through the use of a Wiki. When implementing an activity similar to this, learning managers need to consider scaffolding to ensure the activity is clear and will facilitate students’ outcomes.

How Wikis transform learning
This activity could be completed in a classroom situation without ICT. However, the use of the Wiki allows other students from different cultures and backgrounds to participate, therefore exposing various perspectives which would not usually occur without the use of a Wiki. Furthermore, it also encourages all students to contribute, even less confident students who do not usually contribute to face to face class discussions. Lastly it allows students who are undertaking e-learning to interact and work with other students without needing to be in a classroom context. Wikis can therefore transform student learning as it is providing students with opportunities which would not be possible without the use of ICTs.

Podcasts
Podcasts are a digital tool which is an audio recording shared with others. There are many podcasts available which are designed to be used as an informative resource. However, podcasts can also be created by students to portray key messages and information. To view some benefits and challenges I encountered when experimenting with podcasts, refer to “Digital tool: Podcasts” blog.

Ways to use podcasts
Podcasts are used as a resource to educate and inform students, therefore supporting students learning. Additionally, as referred to in the “Digital tool: Podcasts” blog, podcasts can be utilised for different purposes, in particularly to facilitate creative thinking and higher order thinking. For instance, Bloom’s Digital Taxonomy (cited in Education Origami, 2011) provides podcasting as an example of a task which sit in the creating processes (the highest level of higher-order thinking). As the students are creating the podcasts, it facilitates creative thinking as the students decide what information will be incorporated, how key messages will be portrayed and whether they want to include videos or images (vodcasts) to support their information. This therefore facilitates important 21st century skills. Winch, Johnston, March, Ljungdahl and Holliday (2010) emphasise the knowledge based economy has changed. They believe to be literate a student needs to be able to communicate meaningfully through new technologies.

How podcasts transform learning
When used as a presentation tool, podcasting enables content knowledge, pedagogy and technology to be concurrently embedded into learning tasks (when task is well-scaffolded). This digital tool therefore effectively complies with the TPACK framework to support meaningful learning. Furthermore, it also allows students to communicate information to other students. This means students can participate in a peer teaching process without being in a classroom context. Podcasting consequently can assist social constructivism as students are experiencing situations and knowledge from others’ perspectives. As a result of this, podcasting allows education to be transformed as students are experiencing a gain in knowledge which would not be possible without the use of ICTs. This also means students do not have to be situated in a classroom context to enhance their learning. As students can view and create podcasts using the internet at home, this connects and transforms learning to be continuous rather than only occurring in a classroom context.

Interactive PowerPoint
An interactive PowerPoint (PPT) is a digital tool for individual purposes, which can only be edited by the creator. It does not allow for teachers to provide students with comments unless uploaded to a blog. An interactive PowerPoint is simply a PowerPoint presentation, however it allows the viewer to click on links which lead to pages (to view an example please view ‘Digital Tool 3: Interactive PowerPoint’). To view some benefits and challenges which I discovered whilst creating an interactive PPT, view ‘Digital Tool 3: Interactive PowerPoint’ blog posting.

Ways to use interactive PowerPoint
Interactive PPT would be an effective tool for students to demonstrate their new understandings. This digital tool can be used for students to apply knowledge through creating a PPT, or as an informative presentation for other students. PPT facilitates higher order thinking as students are applying their knowledge by creating a product using this digital tool. As previously mentioned the highest level of thinking in Bloom’s Digital Taxonomy is referred to as the ‘creating’. Furthermore, Bloom's Digital Taxonomy (cited in Educational Origami, 2011) explains this is the process where students utilise a range of higher order thinking processes such as remembering, understanding, applying, analysing and evaluating. The use of PPT is therefore an effective tool as the functionality of it supports students learning through expressing understandings. Furthermore, it also facilitates student’s creative thinking as students take on the role of the creator by selecting layouts, text graphics etc.

How PPT transforms learning
The Queensland Department of Education, Training and the Arts (2008, p. 3) explains effective digital pedagogy is "a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners.” After analysing PPT it is apparent this digital tool transforms learning as it integrates technology with other key learning areas. For instance it integrates technology with the learning area of the focus topic. It also deepens the learning experience as students can easily incorporate and access resources directly from a PPT, therefore enriching the students’ learning through the use of ICT.

Museum Box
One of the digital tools which I engaged in was the Museum Box. A museum box is a tool which allows the creator to compile information into a cube. Museum Box is only able to have one creator and does not allow others to edit. To view the benefit and challenges go to 'Digital Tool: Museum Box’ blog posting.

Ways to use Museum Box
Museum Box uses the pedagogical approach of higher order thinking. Productive Pedagogies (2002) explains it is fundamental for students to engage in higher order thinking. As Bloom’s Taxonomy outlines the highest level of thinking is when students utilise their knowledge to produce something. In a learning context it would be highly beneficial for students to create a product on a key focus area (see examples from “Digital Tool: Museum Box’). In this learning situation students can easily access ICTs to facilitate the process of higher order thinking. Furthermore, this particular digital tool enables leaning experiences to combine technology, content and pedagogy. Technological Pedagogical and Content Knowledge (TPACK, 2006) supports this by suggesting technology cannot be implemented on its own. It needs to be supported by the use of content knowledge and pedagogy to be valuable.

How Museum Box transforms learning
Similar to interactive PowerPoints, Museum Box also provides students access to resources, such as weblinks and youtube, which would not be incorporated without the use of ICTs. This therefore promotes ICTs as an effective tool for demonstrating or learning content knowledge as it exposes students to a rich information based world beyond the classroom. Museum Box also facilitates creativity by allowing students to construct and design their cubes. Florida (2002) defines a creative classroom as one which allows students to express their prior experiences, preferences and beliefs, therefore linking the discourse of home with school discourse. Gardeners’ Multiple Intelligences (cited in GP Training, 2011)suggests there are various categories of learning styles (beyond auditory, visual and kinaesthetic), Robinson (TEDtalksDirector, 2011) adds these intelligences are reflecting students’ creativity, yet schools often do not build upon this. When the scaffold of the learning experience allows for student choice, Museum Box can transform learning into a creative thinking process as it allows students to connect learning preferences and prior experiences.

Legal, safe and ethical guidelines
After undergoing this technological journey, I have also discovered when copying material there are particular guidelines which need to be followed. Before, I was completely unaware and had not considered legal implications when working online. The Queensland Government (n.d.) implies when providing an online learning experience it is the responsibility of the facilitator to ensure these online experiences are not harming the student. As a future learning manager I will ensure I do not put students at risk by enforcing the importance of appropriate use. I will also keep updated with relevant resources such as NetAltert (an online filter and a place to report any inappropriate incidents) and Act Smart and Be Safe (an online resource or teachers which provides tips on how to manage safe e-learning).

Another aspect which needs to be addressed when working online is the illegal use of others’ materials. A number of policies have been developed which inform teachers to appropriate use. Some policies include Copyright Act 1968, Information Privacy Act 2009 (Qld) & National Copyright Guidelines. These policies explicitly address what is considered appropriate copying and what it not. As a future learning manager I will refer to these policies in my teaching to ensure I am legally utilising resources. Furthermore, I will educate students about acknowledging sources and model appropriate acknowledging on my digital tools.

Overall, I will apply this new knowledge which I have gained in my future practise. Through participating in this learning journey I have gained insight into a variety of digital tools, an understanding of how to scaffold effective learning experiences supported by the TPACK strategy and legal implications when working online. I feel that after experimenting with these four different digital tools, I will be able to create meaningful learning tasks which facilitate higher order and creative thinking. As I grew up in the 1990’s I was exposed to technology from an early age in school so evolving new technologies have always been a part of my life and I will continue to embrace them. As my learning develops I can utilise digital tools to transform students’ learning. I am sure I will continue to discover new technologies which support my teaching or I find challenging. However, as a learning manager, I need to become familiarised with new technologies as I am also a lifelong learner.





References
Department of Education. (2002). A guide to productive pedagogies classroom reflection manual. Retrieved from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf

Educational Origami. (2011). Synopsis. Retrieved on August 12, 2011, from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction.

GP Training. (2011). Gardeners’ multiple intelligences. Retrieved from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.gp-training.net/training/educational_theory/multint/multint.htm

Lynch, D. & Knight, B.A. (2010). The Theory and Practice of Learning Management. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Mergel,B. (1998). Instructional design & learning theory. Retrieved from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Retrieved from http://punya.educ.msu.edu/2008/01/12/mishra-koehler-2006/

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

Queensland Department of Education and Training. (2006). LGS-PR-001: Consent to use Copyright Material, Image, Recording or Name. Retrieved from http://education.qld.gov.au/strategic/eppr/legal/lgspr001/

Queensland Department of Education, Training and The Arts. (2008). elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Queensland Government. (n.d). Cyber safety links for parents. Retrieved from http://deta.qld.gov.au/docs/cybersafety.pdf

TEDtalksDirector. (2007, Jan 6). Sir Ken Robinson: Do schools kill creativity? [Video file]. from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.youtube.com/watch?v=iG9CE55wbtY&feature=player_embedded

UNESCO (Institute for Information Technologies in Education). (2010). Medium term strategy. Retrieved from http://unesdoc.unesco.org/images/0019/001904/190434e.pdf

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children’s literature. (3rd edition). Melbourne, Victoria: Oxford University Press.