Reflective Synopsis

The past six weeks have been an eye opening experience in regards to learning about technology and the incorporation of ICT tools into the educational environment. During this time I have engaged with and reflected on numerous digital technologies including Blogs, Wiki's, Websites, Prezi, PowerPoint, Glogster as well as different forms of multimedia. Exploring these tools in depth in regards to functionality, effectiveness in promoting higher order thinking in conjunction with the SAMR model, and how they support and consider safe practices, have highlighted the importance of these ICTs and their role in an educational context. The purpose of this reflective synopsis is to provide an overview of the learning, summarise the key ideas and provide links to theory and pedagogy frameworks that supports the value of digital technologies in learning today.

The use of technologies in education, has expanded over the last decade with digital tools becoming a part of our classrooms particularly in the way we teach, engage learners, stimulate their curiosity and most importantly used to transform, enhance and support the learning experiences of children in the classroom (Walsh, 2009). The lives of children today evolve around technology, their interest, future, and as a result their education (Evanouski, 2009). As mentioned by the Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) it is recognised that "in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use". For this to occur in the classroom, educators must have adequate understanding of all aspects of the tools, devices and programs they are using and teaching to transfer these skills meaningfully to their learners (Evanouski 2009).It is recognised also in the Australian Curriculum (ACARA, 2013) the benefits of technology in an educational setting, as it mentions that "students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school".

The term e-learning can be identified as the use of educational technologies to design, deliver, and manage both formal and informal learning and knowledge sharing at any place, any time and at any pace (Gedera,2014).  The technologies explored throughout this course reflect this learning, and in an educational sense offer learners opportunities for flexibility, interaction and collaboration. From the many tools explored throughout these past weeks, particular ones that stood out were the ones that incorporated numerous multimodal avenues (images, audio and video) such as PowerPoint, Prezi, Weebly and Glogster. According  to Stansbury (2008) "multimodal learning–using many modes and strategies that cater to individual learners’ needs and capacities–is more effective than traditional, unimodal learning, which uses a single mode or strategy". It is further proven that students using a well-designed combination of visuals and text learn more than students who use only text (Stansbury, 2008). Furthermore this highlights how ICTs can be used to support and enhance learning.

The SAMR model is an approach developed by Dr Ruben Puentedura, that aims to assist teachers to design, develop and integrate learning technologies to support high levels of learning achievement (DETE, 2015). The model consists of four levels of technology integration that increase in complexity and effect, from simple substitution, to augmentation, to modification and lastly to a more complex redefinition where the technology use can provide opportunities to create what would not be possible without that technology (DETE, 2015). Effective digital tools that correspond with the model include PowerPoint, Wiki and Weebly to name a few. The incorporation of the SAMR model in an educational setting allows for learning experiences to be developed purposefully with greater opportunities for higher student performance, as well for educators it allows them to recognise and provide for further enhanced learning tasks. All in all the SAMR model works alongside Blooms Taxonomy and the six progression levels to assist in attaining higher order thinking and skill levels in tasks designed with the incorporation of technologies.

Reflecting on the technology tools used, and underpinnings of frameworks and models surrounding e-learning, there are clear links to a number of learning theories, these are the Connectivism learning theory, and Social and Cognitive Constructivism. Connectivism can be referred to as a learning theory for the digital age (Siemens, 2008). The key principles from the theory is that "learning is a process of connecting specialized nodes or information sources", so forth "a learner can exponentially improve their own learning by plugging into an existing network" (Siemens, 2008). In simpler terms a Connectivist approach contributes to learning by developing students awareness and ability to seek out relevant information and filter irrelevant information (Siemens, 2008). In addition, student’s thoughts are challenged and expanded on via engagement with digital tools or more clearly emphasized as 'social and online experience learning' (Siemens, 2008). Some examples of these tools include Wikispaces, Google Docs and Blogs. Social Constructivism interlinks also to digital online tools, as the "knowledge is socially constructed through interaction and negotiation of the ideas of others" (Education Theory, n.d). This can be connected to collaborative, online tools such as Google Docs and Wikispace. Cognitive Constructivism refer to the idea that students learn by discovery and experience. New information is added to existing cognitive structures through the processes of assimilation and accommodation as the structures accommodate new knowledge (Cognitive Constructivism, 2015). So forth the digital tools of Prezi, Dipity, Weebly and Wikispace can assist with discovery and building this new knowledge and experiences.

When using digital technologies in an educational setting, it is the teachers role to model, conduct and support safe, legal and ethical practices. So forth these practices need to be addressed to students, to ensure learners can utilize technology correctly and in a positive, risk free manner. If educators fail to attend to safe and legal online practices, student learning may be jeopardised, as well as issues can arise in regards to cyber bullying, safety of personal details as well as acknowledgment and copyright legal problems.

In summary, the environments in which students learn and the ways in which people work and live are constantly being transformed by existing and emerging technologies; hence why ICT technologies need to be integrated into the everyday school environment of today's learners (Evanouski, 2009). To conclude as an important finding indicates that technology improves performance, positive attitudes and motivation and creates meaningful learning (Center for Applied Research in Educational Technology, 2005). All together with the assistance of current and relevant learning theories, frameworks and models, educators can ensure they are providing purposeful and engaging learning experiences that students can apply in not only everyday lives but also for the future.

References

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

Center for Applied Research in Educational Technology. (2005). Retrieved from http://caret.iste.org/index.cfm?fuseaction=topics

Cognitive Constructivism | GSI Teaching & Resource Center. (2015). Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitive-constructivism/

 Department of Education and Training (DETE). (2015). The SAMR model: engage in deep learning and authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx

Education Theory- Constructivism and Social Constructivism. (n.d.). Retrieved from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

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

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal of Education and Development using Information and Communication Technology, Vol. 10, Issue 4, pp. 93-101.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on the Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Siemens, G. (2008). Connectivism: A learning theory for today’s learner. Retrieved from  http://www.connectivism.ca/about.html

Stansbury, M. (2008). Analysis: How multimedia can improve learning- New research sheds light on students' ability to process multiple modes of learning. eSchool News. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

Walsh, M. (2009). Multimodal literacy: What does it mean for classroom practice? Australian Journal Of Language & Literacy, 33(3), 211-239