Aimee’s Reflections

(My other colourful child by amondro. Retrieved 27 March 2009 from Flickr.)

1. Which learning style/s does this ICT support?

The use of images supports those who use Visual and Spatial Intelligence.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

‘A picture is worth a thousand words’ may be an understatement, a picture can also help to make meaning, make something seem more real, be stimulating and engaging.

3. How is this ICT enabling the development of creativity?

If this blog had no images, it would be a dull place indeed… Finding relevant, colourful, interesting and inspiring images has given this page a life it would not have had without them. As a visual learner myself, adding images has made it easier for me to engage in the written content, and has enabled me to be creative and thoughtful about how I constructed this page.

(A Primary School Classroom by Victoria’s Public Record Office. Retrieved 26 March 2009.)

As this subjects finishes up I have found myself thinking about my own time at primary school, and the technology we had to help us learn…

When I was a school student, the library had a one computer for the entire school to use, floppy discs were used to transfer data (and they really were ‘floppy’), and the internet and email were brand new technologies that most people thought would never really be used much, we certainly didn’t use them! What we did have were films and projectors (which took a team of four students to carry), overhead projectors, and who could forget the smell of brand new worksheets fresh from the stencil machine!

Fast forward twenty years or so and the internet has replaced phonebooks, street directories, mail boxes, trips to the supermarket and more, for many people. The leaps and bounds made in technology make me marvel at what the next ten to twenty years might bring. The children in kindergarten today will be leaving high school in the year 2021, and by then the use of ICT will not be as it is now, and it certainly will not have reduced! The use of ICT is set to increase at a rapid pace, and whilst I might not be able to keep ahead of all of my students, ED4134 has shown me that I have the capacity to continue to learn and increase my skills in a medium that I have never been really immersed in previously.

But over that 12 years it is the internet that has become our easy option, we can stay at home and pay our bills, communicate with distant friends cheaply through MSN (although 10 years ago we had ICQ which was just as good if not better!), email, Skype phonecalls etc. We can plan local trips and overseas trips, get directions, find phone numbers, find lost friends through Facebook and MySpace, Schoolfriends.com and Family Tree sites. We can even see friends and family from near and far through web cams and hear them and speak to them. We can get almost as much information (maybe more!) from online databases than we can from our local library - and we can do it all on very small, much more affordable notebooks! No driving is needed, no large phonebooks, no trying to find a park near the bank or stand in a queue.

And no, I’m not dismissing those who say “what happens if the power goes out?”, “what happens when you lose your mobile phone and you have no longer committed any phone number to memory?”, the fact is that questions like those are valid and will always be there but progress happened anyway and it will continue to do so. The children we teach today were born with all of these technological advances, they will forever be a step ahead. And as we can’t see the future that awaits them we need to teach them to be flexible and creative, so that they can meet the challenges of the future on their own.

So, another 12 years… 2020. Who knows what we will be doing, and who knows what the children of tomorrow will be doing!

2020 Streaming Session – Creative Australia with PM Kevin Rudd, Cate Blanchett, Hugh Jackman and Peter Garrett 

(2020 Summit by Kevin Rudd PM. Retrieved 26 March 2009.)

As a teacher I do not need to know everything there is to know in terms of ICT, I do not need to master every kind of programme or software out there in order to teach my students effectively. What I do need to be able to do is to equip them with the skills to be versatile, curious, problem solving, critically thinking and collaborative individuals who are able to learn independently and be intrinsically motivated to succeed. That may be a daunting prospect, however, taken one step at a time it is more than achievable.

This blog has explored some of the trends current in ICT today, for example: The Learning Federation and WebQuests. Who can predict what the trend will be in the future, the possibilities are endless.

(Smart Board Compare and Contrast by Barrett Web Coordinator. Retreived 26 March 2009 from Flickr)

Divide It Up: Kittens

This is a Learning Object from the The Learning Federation that I used in a learning engagement this year for a Year 2 class working on ’sharing’ and ‘division’ in ED1724 – Maths 1.

Curriculum Corporation. (2006). Divide It Up: Kittens. Retrieved March13, 2009, from http://econtent.thelearningfederation.edu.au/ec/viewing/L2812/index.html

 1. Which learning style/s does this ICT support?

The use of interactive games supports many Intelligences including; Visual and Spatial Intelligence (high content of images, requires the ability to visualize often), Bodily and Kinesthetic Intelligence (able to simulate movement virtually to help learn), Intrapersonal Intelligence (able to independently reflect, analyse, contemplate problems) and Logical and Mathematic Intelligence (particularly with maths related games like this one – use their ability to look for patterns, to reason and think in a logical manner.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

Learning objects like this one can be used to consolidate on prior learning and to practise new skills. It can be used both at home and at school, and is an engaging and stimulating activity that students can ‘drive’ themselves if they wish to work independently.

3. How is this ICT enabling the development of creativity?

Rather than being a one-dimensional format, games and learning objects are usually multi-dimensional and use movement, colour, sound and design to stimulate the learner.

(Technology by zinkwazi. Retrieved 26 March 2009 from Flickr)

The first reading this week was ‘Teacher Pedagogical Beliefs: The Final Frontier in our Quest for Technology Integration’ by Peggy A. Ertmer. Ertmer investigated the important implications for teacher professional development and came up with suggestions for future research. Some statistics from the United State give insight into how much technology has become a part of schools; the average student to computer ratio in the US was 1:4 in 2002, with a staggering 98% of schools and 77% of classrooms connected to the internet. So it is clear that access to technology has increased rapidly. Another positive statistic is that 85% of teachers in that study commented that they felt “somewhat prepared” to use the technology, this is a great increase in the three years since 200 when only 53% reported the same feelings.

What was interesting to note though was that although many teachers use technology for low level tasks like word processing and internet research, the proportion of teachers able to use higher level technology was limited. The enlightening thought though is that this does not need to be seen as problem, rather it is provides opportunity for teachers to facilitate more collaborative learning, to utilise the student knowledge in the classroom as a valuable learning tool to encourage the students to participate in ’student centred, or constructivist, practices.’ Employing social constructivist methods can therefore overcome the lack of teacher knowledge and provide the students with more meaningful ways to learn.

Those teachers whose pedagogical beliefs embrace constructivism, will be able to overcome their perceived  technological deficiencies and find ways empower students with the tools they need to embrace ICT in their learning. Those teachers whose beliefs are based on teacher-centred teaching may have more difficulty. For the first time though, Ertmer takes a fresh view and does not seek to change teacher beliefs BEFORE promoting the value of ICT, rather she suggests that those teachers should start to use the technology so that by familiarising themselves with technology and demystifying constructivism, the transition from one belief structure to another night begin. The power of vicarious experiences should not be underestimated, they are powerful learning tools.

Ertmer’s suggestion is to start by introducing teachers to the types of technology that will support their most immediate needs, ‘…enabling teachers to use computers to their full potential… will enable students to reach their full potential as well.’

(Pastel Chalks by sugen’s photostream. Retrieved 26 March 2009 from Flickr)

The second reading, ‘The Growth of Enterprise Pedagogy: How ICT Policy is Infected by Neo-liberalism’ by Dr Mark Brown was not as straight forward an article. His article related to how policy dictates how much exposure children have to ICT and how that in turn will affect society. Brown also brings up the Le@rning Federation project and questions the value of such an enterprise both in terms of how much money is put into in, and just how it will achieve the aim of encouraging ‘greater social inclusiveness and democratic citizenship’.

Brown questions why ICT is only addressed in terms of what it can do for society rather than what potential negative effects it may have and suggests that teachers are focusing on embracing ICT to the detriment of critically thinking about about the way in which this new pedagogy ‘acts as a language of persuasion’.

My thoughts are that ICT is like any other learning tool, in so far that the intention and methodology of the user is more important than the tool itself. It would not matter if we were talking about computers or chalk slates… tools are only valuable if they are used in a valuable way. Brown suggested that the growth of ICT in schools is problematic, however learning tools have always been changing in schools and they will continue to do so. Therefore I feel that Brown might be missing the big picture – the challenge is not in just using technology, it is in finding GOOD learning items, and applying them in a real, constructive, collaborative way that fosters problem solving, critical thinking and communication – ICT offers that in a more diverse way than anything else has to date.

(Erase and Start Again by happy-mammi. Retrieved 26 March 2009 from Flickr.)

The Question is the Answer!

The title of this reading alone should have been a clue to the cycle in which I was about to drown. Ironically, this reading began by advocating the fact that students should NOT be left to drown in a sea of endless information, nor be faced with an infinite amount of options, and yet that is exactly what this reading did. It was a bit like reading a ‘choose your own adventure book’; you could keep clicking on related links forever.

(The Last Breath by Jason O’Donnell. Retrieved 26 March 2009 from Flickr.)

Perhaps this was a covert way of proving their point?

Point proved then!!

In amongst the maze of links and information there were some stand out thoughts that I took to heart:

• ‘Students should spend their time researching important questions, questions which require original thought’
• Students should engage in a research cycle that encourages them to question, plan, gather, sort, sift, analyse, synthesize, evaluate and report – this is referred to as the ‘Research Cycle’
• Scaffolding is needed to ensure that the students have clear direction and purpose, remain on task, are directed to worthy sources, have reduced uncertainty and disappointment and maintain momentum. In other words, to ensure students avoid getting lost in that endless sea of information.

This has been an illuminating reading this week – and I have learnt lessons that I hope will assist me in constructing my WebQuest later this month, I will aim to provide a quest that is not overwhelming with links or information…

Quality rather than quantity is a good rule to keep in mind.

Bernie Dodge, the ‘father of WebQuests’ wrote about the critical attributes of Webquests in the second reading, ‘Some Thoughts About Webquests’ (1997). He states, ‘WebQuests of either short or long duration are deliberately designed to make the best use of a learner’s time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools ration student connect time severely.’

I agree with this, and not only is it difficult to have too many links and too much information, but student’s time would be used far more effectively if they were educated about about which sites are out there and suited to their needs. For example, prior to this course I would have gone to Google Images to search for photos and pictures, but now I have been introduced to Flickr which provides are richer and more appropriate source of images. I do not think I would have found that by just surfing around on the internet!

Dodge explains not only the critical aspects that should be considered, but also how they should be designed and how you can critically appraise your own WebQuests in order to ensure they will stimulate critical thinking, collaboration, motivation and fulfillment.

This article really echoes many of the sentiments of the earlier Research Cycle article, but in a more succinct and understandable way. I recommend reading it Some Thoughts About WebQuests by Bernie Dodge, 1997

Some relaxing music for you to read by…

Mist & Shade (Queeniemusic featuring SinQ and Cargo Cult) 

(From Scomber, retrieved from SpinXpress on Creative Commons, March 18 2009)

(Frontiers of Perception by jasontheakers. Retrieved 26 March 2009 from Flickr)

1. Which learning style/s does this ICT support?

The use of sound files supports particularly supports those who have a Musical Intelligence and  are good auditory learners.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

Sound files can be used to enhance learning, and not just for those who are good auditory learners. A sound grab of birdsong, the actual radio broadcast announcing the end of World War I, a relaxing piece of music played during meditation time, or an energizing song played during a drama activity can all add that extra vital dimension. Even those students who have a limited ability to hear sound will benefit from rhythm.

3. How is this ICT enabling the development of creativity?

ICT makes sound SO much easier to bring into the classroom, rather than fumbling about with cassettes or CD’s to find sound grabs, songs or speeches, the sound files can be integrated in WebQuests, Smart Board activities, etc, in a way that is exciting and beneficial to the whole class.

The reading this week was by Jonassen, as is a good way to follow on from my blog on Constructivism as its emphasis is on meaningful learning. In fact Jonassen introduces the topic by stating that learning is driven primarily by the understanding of the learning and the effort that is invested in that learning. Furthermore, Jonassen states that for students to learn meaningfully they need to engage in meaningful tasks learn how to ‘solve problems, comprehend new phenomena… set goals and regulate their own learning.’ Additionally, ‘the tasks that require intentional, active, constructive, cooperative and authentic learning processes will result in more meaningful learning.’

Technology was identified as being as facilitator of learning in many ways, namely the popularity of productivity tools like; graphics, spreadsheets, word processing programmes and desktop publishing. The key is to remember that these are merely tools… students may learn by using them, however they will not actually learn from them. The role of the teacher is far from extinct; in fact, the value of teachers as facilitators of learning increases exponentially with advances in technology.

Jonassen believes that technologies can foster thinking in several ways;

• Casual
• Analogical
• Expressive
• Experimental
• Problem Solving

What this means is that the interactive and engaging nature of ICT allows children to construct knowledge rather than just be able to reproduce a skill, it promotes conversation that is meaningful, articulation of original thought, reflection and forward thinking, and fosters collaboration rather than competition.

(Children Collaborate on Writing a Story by Aarhus Public Libraries’ Photostream. Retrieved 22 March 2009 from Flickr.)

None of these things can occur without a teacher who is an able facilitator and can inspire students to become critical thinkers.

The second reading ‘Preparing Students for Elearning’ explores the preparation that should be undergone before implementing ICT teaching/learning tools, the role of the teacher in Elearning, as well as the role of the student.

This reading was a useful support to the first reading as it emphasised that the preparation needs to be thorough BEFORE introducing students to ICT so that they can get the most out of it. Recommendations for preparation included:

1. Ensuring an adequate environment (hardware, software, connection to internet/networks, ergonomics)
2. Tech Skills (a grounding in essentials, perhaps the use of self-assessment quizzes before and after tasks)
3. Subject matter skills (of the subject/course that wil be enhanced by the Elearning)
4. Study Skills (equipped with tools to be self-motivated)
5. Support (ensure that students have a system that will help them when they run into difficulties)

The role of the student in Elearning is to be increasingly independent, disciplined, organized and self-directed.

The role of the instructor is to establish a rapport with the students, to encourage their participation, communicate regularly and in a meaningful way, and be flexible to the demands of the students.

The instructor should also keep in mind that students have different learning styles and be mindful that each will have different strengths, weaknesses and needs.

I enjoyed this article in particular, it was perhaps a lot of commonsense, however, it was important information to reiterate because quite often teachers forget to practise what they preach. I particularly liked this quote from ‘Matters of Style’ – 

“Students have different learning styles–characteristic strengths and preferences in the ways they take in and process information. Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models. Some respond strongly to visual forms of information, like pictures, diagrams, and schematics; others get more from verbal forms–written and spoken explanations. Some prefer to learn actively and interactively; others function more introspectively and individually…A learning style model is useful if balancing instruction on each of the model dimensions meets the learning needs of essentially all students in a class.”

It is worth always keeping in mind.

One other thing did come to mind during this week’s readings; these articles were perhaps written with students that are secondary students or adults in mind. When dealing with Primary school aged children, particularly those in K – 2, teachers should be mindful not only of what their student’s learning styles might be, but also the stage of development (pre-operational or concrete operational – Piaget) the students are at (Sigleman & Rider, 2006, p.42). As the level of cognitive development will vary from student to student, it is above all most important to know each one of your students capabilities so as not to overwhelm them and perhaps taint their Elearning and ICT experiences.

 (Little One by Jonathon Michaels. Retrieved 22 March 2009 from Flickr)

References

Sigleman, C.K., & Rider, E.A., (2006) Lifespan Human Development (5^th Ed)Belmont, CA: Wadsworth/Thomson Learning.

Want to see Social Constructivism enhanced by ICT in action??

Creating an IWB Lesson, by Creative Commons. Retrieved from BlipTV, March 11 2009.

1. Which learning style/s does this ICT support?

The use of video can support multiple intelligences and learning styles, however it particularly suits visual and auditory learners as it enable students to see and hear concurrently.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

Video can bring things to life for children. To be told about a Kookaburra can be quite informative, to hear what it’s laugh sounds like fills out the profile a little more, to see a photo of the Kookaburra makes it more real again, but to able to see it, hear it, and watch it all at the same time is a for more informative and engaging experience. Video allows things to become more real and to be understood on a more meaningful level. The use of video can be applied to anything and everything: documenting the class activities to make a DVD for children and parents, watch television programmes like ‘Count Me In’ or ‘Behind the News’, watch instructional videos, and so on.

3. How is this ICT enabling the development of creativity?

Using a tool that stimulate so many senses creates a more intense response to the subject matter, it can enhance thinking and creativity. Video can be used for animation projects, self made documentaries and as a mode of presentation.

 (Girl Painting by connectedclass. Retrieved 22 March 2009 from Flickr.)

The reading this week was by Brewer & Daane, Translating Constructivist Theory into Practice in Primary-Grade Mathematics. It was a paper exploring the implementations of constructivist learning beliefs in a primary school setting. Constructivism is discussed in the paper as being ‘the theory according to which each child builds his own knowledge from the inside, through his own mental activity, in interaction with the environment’ (attributed to Kamii, 1985). Furthermore, constructivism holds the view that ‘knowledge is not directly transferred from the teacher to the student, but that teachers can help facilitate knowledge acquisition’ (attributed to Mikusa & Lewellen, 1999).

Although this paper attributes much of the constructivist theory to Piaget, it is worth noting that these initial ideals were the starting point for Lev Vygotsky (1896 – 1934). Vygotsky developed the constructivist beliefs further and notably added two key dimensions: social learning, and scaffolding – otherwise known as the Zone of Proximal Development (Davydov, 1995, p.18).

Brewer and Daane state that the emphasis in constructivist learning is on the process of learning, exchanges of point of view and problem solving in a social, collaborative, supportive and enriching environment. The result of this form of learning is a higher rate of success and understanding than in a traditional environment.

Four main points emerged from Brewer & Daane;

1. Learning is an active, constructive process
2. New knowledge is built on prior knowledge
3. Autonomy is promoted
4. Social interaction is necessary for knowledge construction and active learning.

(Teacher & Students by connectedclass. Retrieved 22 March 2009 from Flickr.)

When I first began to learn about various learning theorists throughout history as a first year student in 1998, I can clearly remember two names standing out from the experience; one was John Amos Comenius and the other was Lev Vygotsky. Although they worked during very different times (Comenius in the 1600s and Vygotsky in the early 1900’s), both had similar ideas about the importance of prior knowledge, constructing learning and the role that cognitive development plays. Comenius (1592 – 1670) was both a school-teacher and a minister, and was one of the first people to advocate that children developed individually and at different rates. He placed importance on practical learning and first-hand experiences; he acknowledged that education begins at home, and that the desire to learn comes from within a child (Laurie, 1972).

Over the past year or so of this course, I have not changed my views since my first introduction to Constructivism, however I am getting the opportunity to consolidate them and relate them back to the classroom in a more meaningful way. I can see that the use of ICT can be a way to do this – as it can provide multiple ways of presenting information and allowing students to interact, engage, construct and process information in an environment that is scaffolded to provide support, promote autonomy and produce a generation of problem solvers and critical thinkers.

(Girl Power by michale. Retrieved 22 March 2009 from Flickr.)

References

Davydov, V. V., (1995). The Influence of L.S. Vygotsky on Education Theory, Research, and Practice (Translated by Kerr, T. S.,). Educational Researcher, April, p.12-21

Laurie, S., (1972). John Amos Comenius, Bishop of the Moravians: His Life and Educational Works. New York, Lennox Hill

(Computer Bacha: Baby using computer. By shakeelakbar1, retrieved from Flickr, March 11 2009)

This week I read two readings that related to the Digital Natives and Digital Immigrants debate. The first article by Prentsky suggested that younger generations (named Digital Natives) have grown up with technology and as a result ‘think and process information fundamentally differently from their predecessors’. Furthermore, Prentsky suggests that these Digital Natives may well have physically different brain structures as a result of their upbringing.

My understanding of evolution is that it occurs over long periods of time, but could Prentsky be onto something? Could the human brain have evolved within a single generation or less? I was skeptical, and perhaps Prentsky was too – he then conceded that regardless of whether the claim was literally  true, he could still say with certainty that thinking patterns had changed.

I was curious, how did Prentsky define who was Native and who was Immigrant? The paper by Bennet et al., (2008) filled in some of the details and told me that the Digital Natives were those roughly born between 1980 and 1994. Interestingly enough that made me a Digital Immigrant! What then, as a Digital Immigrant should I think like?

Digital Immigrants, according to Prentsky, may adapt to new technologies, however some would adapt better than others, and some would be able to learn better than others. Those Immigrants who attempt to use new technology would not assimilate it fully, Prentsky referred to this as having a digital immigrant ‘accent’.

Such ‘accents’ may include:

· Printing out your email

· Using the internet for information second rather than first

· Printing out word processed documents in order to edit them

I acknowledge that I have many symptoms of being a Digital Immigrant, however I know many so called ‘Natives’ who do too. In addition, I know plenty of pre-1980 people who are computer whizzes, many of whom would run technological circles around their post-1980 counterparts.

Sorry Prentsky, I am not convinced. Niether it seems was Bennet, Maton and Kervin (2008) who countered with alternate theories, AND suggestions why the theory was so well accepted in the first place….

PRENTSKY defines “digital natives” as those born between 1980 and 1994.

REALITY: This is an unfounded generalisation, the resulting danger is that those who are less interested or adept will be neglected. There is much variation in skill level amongst “digital natives”

PRENTSKY: Digital Native are said to have a familiarity with and reliance upon technology and ICT.

REALITY: The bulk of “digital natives” own a computer and a mobile phone use some word processing, email, and surf the net for fun. Only around 21% are confident using emerging and more sophisticated technologies.

PRENTSKY: Education must change to cater for “digital natives”

REALITY: Generalisations about learning styles are unfounded and fail to recognise differences in cognitive ability, age, and interests.

PRENTSKY: defines “digital immigrants” as those born post  1980.

REALITY: There are people born prior to 1980 that are tech-savvy, even more so that some born after 1980.

PRENTSKY: has concerns that ‘digital immigrant’ teachers will not have the skills to teach the more advanced ‘digital natives’.

REALITY: There is no research to support this, and in many cases there are many people born prior to 1980 that have a far greater technological knowledge than the students of today.

PRENTSKY: Digital Immigrants said to be less tech-savvy than younger generations

REALITY: Although many “digital immigrants” spent their childhoods and/or adolescence WITHOUT technology like personal computers, mobile phones, etc… most have come to own and use them on a regular basis.

WHY HAVE THESE ASSUMPTIONS BEEN MADE?

- Media Reports

- Sensationalism

- Public Concern

- Prentsky (2001) Academic Moral Panic

It is therefore reasonably clear to me that young people’s relationship with technology is more complex than the ‘digital native’ theory suggests.

Perspectives of the students and teachers of today should be reassessed without bias in an effort to seek genuine understanding before advocating widespread changes to education.

Whoever said an “old dog can’t learn new tricks’ was either lazy, uninspired, or perhaps too afraid to try… This year my Mum got a Facebook account and bluetooth and global roaming on her mobile phone, she sends emails regularly AND purchased her own laptop computer – irrefutable proof (if you knew my Mum) that the Digital Immigrant/Native theory has some flaws.

(African American woman 36-42 years old. Using Laptop Computer. By pnealy, retrieved from Flickr, March 11 2009)