Synopsis
Information Technology or e-learning are words that define individuals knowledge and how they use technology in their everyday life. Knowledge of computers, computer software, programs and networking by knowing where to find information are becoming increasingly valuable in a knowledge-based economy (OECD 1996). As effective Learning Managers we are required to scaffold experiences, investigations and inquires so that students can engage in developing knowledge that gives them the ‘techniques’ to search for the information and develop higher order thinking skills and deeper understanding of content topic. It is in the scaffolding that the learner’s skills are developed and the techniques for ‘acquiring’ lifelong learning skills are developed.
George Siemens (2004) in his article ‘Connectivism: A Learning Theory for the Digital Age’ argues the impact of technology on learning has required a re-think on the foundational tools of which the theories of learning are based. “Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes should be reflective of underlying social environments (Siemens 2004).” He goes on to explain that once knowledge was measured in decades, it is measured in months and years, and it is not the actual ‘knowledge’ that is valuable “Know-how and know-what is being supplemented with the know-where (the understanding of where to find knowledge needed.) (Siemens 2004).” Teaching of the knowledge of ‘digital tools’ is one third of the teaching triangulation which also includes pedagogy and topic content. So, as effective teachers we need to incorporate ‘digital tools’ into our scaffolding as part of our curriculum and planning.
On-line collaboration with peers via the Learning Management System (LMS) (Refer Blog:
LMS ) Moodle, discussion has developed of a reluctance of some current teachers to introduce or expand on the use of ‘digital technologies’ in the classroom. Whether the reluctance is through lack of personal knowledge, competence or resources depends on the individuals. However, the fact that current teachers are not using ‘digital technology’ in their curriculum identifies their lack of ‘knowledge know-where’ (Siemens 2004) and students who are ‘digital natives’ will develop, through social networks, their own knowledge of ‘digital tools’ and may become ‘disengaged’ (Prensky 2005) with what the teacher is offering in the classroom, which then has ramifications across the curriculum for the student and the teacher.
Students who are currently in school and those who are yet to come are growing up in a world where knowledge and information is available at the click of a mouse. Where once the teacher was the ‘wise counsel’ and ‘fountain of information’ this has changed and today’s students recognise teachers as part of the ‘pipeline of information’ (Siemens 2004). If a teacher fails as part of that pipeline, the student simply looks to another source of knowledge and re-routes his pipeline.
In his article, Siemens (2004) acknowledges “The field of education has been slow to recognise both the impact of new learning tools and the environmental changes in what it means to learn.” He further identifies that it is not the actual knowledge (know-how) that is needed but the ability to find the knowledge (know-where) is the valuable skill. Thus “the pipe is more important than the content within the pipe (Siemens 2004).” So how do we construct the aforementioned triangulation of teaching that students are ‘engaged’ in learning?
Kearsley and Shneiderman (1999) have developed an “Engagement Theory: A framework for technology-based teaching and learning” which is a conceptual framework for technology-based learning and teaching. Their theory is based on three principles, Relate, Create and Donate (Refer Blog:
concept-map-engagement-theoryl ). Although there are similar technology based frameworks namely “The Big Six” as discussed on Eva’s blog (
big6-learning-design-framework ) it is dependent on the individual Learning Manger which framework suits the pedagogy and content of the unit plan. Utilising the Engagement Theory framework as the ‘pedagogy’, the topic or content dictates the type of ‘digital tools’ to be used as part of the overall scaffolding. To encourage students to develop deep understanding and knowledge through higher order thinking skills (Marzano & Pickering 1997) students must be engaged in activities that occur in a group or collaborative context (relate); the activities should be problem based, in the form of an inquiry or investigation (create); and thirdly the learner identifies the link between them as an individual and the authentic use of their knowledge as a valuable contribution to a community problem (donate).
It is with this diversity in mind that the author has analysed the use of different ‘digital tools’ (Refer Blog:
wendys blog) using Plus Minus Interesting/Improve/Implement a ‘Critical Thinking Tool’ developed by Eric Frangenheim (1995) (Refer Blog:
thinking-strategy ).
FOCUSSING ON DIGITAL TOOLS
For the purposes of accessing or gaining information students can use emails (Refer Blog:
digital-tool-e-mail.) to ask questions, transfer information or be involved in a two-way conversation for investigation purposes. This may include sending an email to the local fire station making inquiries about the bush fire season, or sending an email to a marketing company to request information about the recyclability of their plastic products. The use of web conferencing may also be used if students want to interview someone specific for their investigation. In accessing the internet the students can obtain and contribute to information on blogs and wiki’s (Refer Blog:
blogs v wikis. ) they can download podcasts (Refer Blog:
digital-tool-3-podcasting.) and view digital media (Refer Blog:
youtube in school) and can also access information websites that contain information for their inquiry. When using blogs and wiki’s student can contribute through comment to discussions already posted, or in the case of wiki’s start their own post.
Extending and refining knowledge (Marzano & Pickering 1997) into a procedure helps the students develop complex reasoning processes. The use of concept maps (Refer Blog: concept map) where knowledge can be set out visually can be used as a planning tool to set out an investigation, or a flow chart of procedures to be followed in an investigation (Refer Blog:
conceptmap etheory. ) Digital video can be used to record observations of a particular experiment, and later used for reflection or as a basis for data comparison or evaluations. This would suit a science experiment or measurement activity. The use of excel as a data base to organise, compare and analyse results of an investigation.
The transformation of information is when the students apply their higher order thinking skills to use their new knowledge meaningfully (Marzano & Pickering 1997). This is done through problem solving (in the form of an investigation or inquiry), invention or analysis of the knowledge and what is required to apply the new knowledge. Students apply this knowledge and can use ‘digital tools’ to demonstrate their understanding. This can be done through the research and development of information for a PowerPoint (Refer Blog:
powerpoints-) or Prezi ( Refer Blog:
prezi-) presentation by using texts and including digital pictures and videos and hyperlinks to active web pages to enhance and expand their information. Blogs and wiki’s. (Refer Blog:
blogs-vs-wikis) can be used to compare and collaborate research information when designing an invention or analysing information in a problem solving task. Also by collaborating with peers through e-mail the students are developing substantive conversations around the knowledge. An example of this is a wiki where students are developing a prototype for a solar powered cook top oven. They each access the wiki to read what others have written and then add to the pool of information their personal knowledge and work collaboratively on the task until the invention is made.
Presentation of the information to an audience is perhaps the pinnacle of the use of ‘digital tools’. It not only allows the student to demonstrate their new knowledge, but also demonstrate their new skills in the use of ‘digital tools’. In presenting to an audience the students must determine who their audience is, and what information they want to get across, and what format (digital tool) they will use. Using moviemaker, the author has made a visual and auditory presentation using a series of digital photos (Refer Blog:
cavoodle movie ). This movie was made for an audience of students in a year one to three level. It could be used as a focus for a cross curricular unit which could investigate: What do dogs eat? What ingredients are in foods? Can dogs cook? What are healthy foods? How do we weigh and measure foods? By using the dog as the teacher, it not only engages the students, but removes the ‘adult’ aspect from the activity. It also links to the individual students interests in the popular television series “Master Chef”. Other forms of digital presentation include PowerPoint; Digital Videos for broadcast on youtube (Refer Blog:
digital video ) Podcasts; Animations like Marvin or Voki (Refer Blog:
my-voki.) .
As technology evolves and new ‘digital tools’ are developed and incorporated into learning and teaching, the students and their requirements for learning must still remain the focus for the planning. Effective teaching where the learner (student) is the focus and the scaffolding supports the development of deeper knowledge and understanding will not change. The tools and consequently the scaffolding of these experiences will change, and so will the requirement for teachers (Learning Managers) to keep up to date with how to use, and teach the use of this technology. Through this exercise where ‘digital tools’ have had to be created and (Managing E-Learning) students have had to use habits of mind like Perseverance and Maintain An Open Mind (Marzano & Pickering 1997) to develop a deeper understanding of ‘digital tools’, it is perhaps timely to remember that our personal development of know-where (Siemens 2004) requires us to build our own ‘pipelines’ of knowledge through collaboration with peers, mentors and fellow students.
References
Frangenheim, E. (1995) Reflections on classroom thinking strategies: Practical strategies to encouragethinking in your classroom. Loganholme QLD, Australia: Rodin Educational Publishing.
Marzano, R.J., Pickering, D.J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., et al.
(1997). Dimensions of Learning teacher’s manual (2nd ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.
Ogranisation for Economic Co-operation and Development (1996). The knowledge-based economy(Retrieved on 01/08/2010 from:
http://www.oecd.org/dataoecd/51/8/1913021.pdf)
Prensky, M. (2005). Engage Me or Enrage Me: What today’s learners demand. (Retrieved 01/08/2010
from
http://net.educause.edu/ir/library/pdf/erm0553.pdf )
Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age. (Retrieved 01/08/2010 from
http://www.elearnspace.org/Articles/connectivism.htm)
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This is a photo that I took of Australia playing cricket at the Melbourne Cricket Ground in a one day test match against Pakistan. Again, this image, like any other is limitless in its application to use as a teaching tool. Even though it is just one image it could be used to indicate field placings on a cricket team; it could start a discussion regarding advertising in sport; horticulture students may be interested in the cross cut of the pitch and the field; maths students may be interested in the seating plan, trying to locate a person in the crowd. The image may again, similar to the Ned Kelly Armour be used as a prompt or started for writing a story or narrative for students of any age. In this instance it may engage students particularly interested in sport.