The compulsory component of my blogging journey is drawing to close, but thankfully not my learning journey. Throughout this challenging yet worthy expedition through education in the 21st century, I have explored many ICT's and suggested ways in which they can be used to facilitate engaging and exciting learning. Gone are the days of chalk 'n talk, of lectures and dry curriculum. Contemporary learning is about student centredness and creating an environment that is conducive to learning, for
all learners. We have left behind the idea of teaching
to the student and are moving into an age of teaching
for the student. What an exciting time to be entering the teaching profession.
The concept of student centredness, or a focus on student needs rather than those of the teacher, is intrinsically linked with
Engagement Theory (Kearsley & Shneiderman, 1999). This idea of utilising technology in a project where students undertake collaborative learning under the notion of an authentic scenario in order to 'relate', 'create' and 'donate' a relevant product into the community is an exciting one. Essentially, Kearsley and Shneiderman (1999) assert that learning that is 'real' is far more engaging than learning that is removed from context and reality. Also linked to this idea is
Dales Cone and the
Learning Pyramid, which stress that
active learning or learning through experience, that is by doing and teaching others, leads to better retention rates and should be used as a core pedagogical strategy in the classroom. Additionally, Dimension 4: Use Knowledge Meaningfully, of Marzano and Pickering's Dimensions of Learning (1997) concurs, encouraging the application of knowledge in a genuine context.
As I have noted in my posting "
Blog-a-what? Discovering Blogging in Education," blogs, specifically as a reflective journaling or collaboration and discussion tool, can be used both in the 'relate' stage of engagement theory, thereby encouraging student collaboration and self and peer directed learning, as well as in the 'donate' stage. It is within this latter component of the framework, that the key to the success of blogging for learning becomes clear. "When student projects are put up on the web, this provides an incentive for them to do their very best possible work, since they know their work will be viewed by their classmates and possibly the whole world." (Kearsley and Shneiderman, 1999). I have attempted to point out in others blogs (
Abby's e.Journal), that the apprehension we felt as students of being analysed and reviewed by our peers is in fact a positive motivating factor that will easily translate to
our students when we embark on our teaching careers.
Indeed this motivation is also relevant when considering the use of WIKIs in the classroom (
Wiki Wiki Wild Wild West: Using Wiki's in the Classroom) . Referring directly to Engagement Theory, I suggest in this post that "As a planning tool, students can use a WIKI site as a base for developing, monitoring, editing and contributing to the 'plan of attack' for the project on which they wish to embark...in this way, the project encourages self-directed and collaborative learning with a meaningful goal." Thus, as Kearsley and Shneiderman (1999) encourage, enabling students to "define the nature of the project."
Mahara is another tool enabling self-directed learning within a student centred setting. In my posting, "
Mahara in the Sahara: Using e.Portfolio's in 21st Century Learning", I explain how Mahara as a virtual classroom and as an assessment tool both present opportunities to "undertake a self-directed learning approach" allowing students to "make choices about their learning in a student-centred environment." Engagement Theory and it's links to active learning and student centred pedagogies is a fundamental approach to education in the 21st century and provides many opportunities to incorporate valuable ICT's into the classroom.
The diversity of students in the classroom is also a fundamental concept worth considering. Felder (1991) suggests that learning is achieved differently by different people. He created an
Index of Learning Styles in which these are grouped and described. Indeed personality can also impact the way we learn and Jung and Meyers-Briggs (n.d.) created a similar
classification tool to identify patterns in various personalities. These ideas are strongly linked to Gardners (1975) theory of
Multiple Intelligences, which similarly suggests that learners have a variety of abilities in different areas, classifying these into eight 'intelligences. ' In the same vein, Constructivist theorists propose that "the mental processes that occur in learners' brains is not the same for learners for identical tasks and activities" (Aldred, 2010). The way that a student learns must be taken into account in order to present information in a way appropriate to them and to facilitate the achievement of positive outcomes in the classroom. Indeed, Lynch (2003) points out within his 8 Learning Management Questions that this is a valid and essential component for successful learning experience design, "How does my learner best learn?" ICT's that support the diversity of students in the classroom include animation via Voki avatars, images via Flickr and Picnik, video via YouTube and simulations, and of course music (please refer to "
Avatar: More Than Just Blue Aliens", "
Flickr What a Kicker! Using Flickr Technology", "
What a Nice Picnik", "
You Tube, I Tube, We all Cheer for You Tube: YouTube in 21st Century Education",
La La La: Music in the Classroom)" By using the multi-modal, multi-dimensional texts available through these technologies when presenting information to students, teachers can appeal to and engage all types of learners. The well known verse, 'A picture speaks a thousand words' is fundamental here, for if we compare words on a page to words spoken through a picture, a video, a simulation, an animated avatar or music, the value of such technologies becomes apparent.
Lastly, Marzano and Pickering's Dimensions of Learning (1997) are an important framework to consider for education in the 21st century. Dimension 1 of their framework, Attitudes and Perceptions, is about ensuring students are able to learn in a supportive environment. (refer to "
Billy Madison Teaches us About Dimension 1: Attitudes and Perception. This has close ties to Maslow's Hierarchy of Needs (refer to "
Maslow's Hierarchy of Needs") which suggests that a feeling of belonging is essential before learning and achievement can take place.
Technology often provides students with a safety net, a virtual wall behind which they are protected and safe. In this way Blogs and WIKIs provide a space where students, who may in other settings feel timid when it comes to expressing ideas and opinions, can participate and be heard amongst their peers. I state in my posting,
Wiki Wiki Wild Wild West: Using Wiki's in the Classroom, that this "enable(s) students who would normally not feel confident enough to contribute ideas in the classroom environment to participate in online discussion."
Within Marzano and Pickering's framework (1997), Dimension 5 is equally as important. 'Habits of Mind' incorporates critical, creative and self-regulated thinking, skills which are important if students are to undertake life long learning. Critical thinking when using technology is vital, particularly during independent online research. Wikipedia (refer to "
Wikipedia: A New Age Encyclopedia") allows an opportunity for students to practice this habit so that they may continually question 'who says?'. Creative thinking can be achieved through the flexibility of Blogs. I personally enjoyed the freedom and flexibility warranted in this form writing, in a space that was controlled only by me (refer to comments made
at http://sallyjames2010.blogspot.com/2010/04/why-blog.html#comment-form). It encourages creativity in a way that would translate well to students in a classroom setting, particularly in a reflective journaling task. Lastly, self-regulated thinking has been mentioned widely throughout my posts on ICTs in the classroom. As previously mentioned, Blogs, WIKIs and Mahara all have potential to incorporate self-directed and self-mediated learning.
Engagement Theory, student diversity and the Dimensions of Learning are all fundamental frameworks within which e.Learning pedagogies can be implemented. It has been a steep learning curve, but one which has seen me progress to become a more technologically literate pre-service teacher who is passionate and enthusiastic about implementing ICTs in the classroom to create an interesting, exciting and engaging learning environment. But it is indeed a life long learning journey and one which I will endeavor to continue. Who ever said school was boring!
ReferencesAldred, S. (2010). Learning Design Fundamentals. Rockhampton, Queensland, Australia: Central Queensland University.
Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
Gardner, H. (1975). Multiple Intelligences.
Retrieved 12 March 2010 from http://www.howardgardner.com/MI/mi.html
Jonasson (1991) cited in Mergel, B. (1998). Instructional Design and Learning Theory.
Retrieved 26 April 2010 from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Jung & Meyers-Briggs. (n.d.). Human Metrics.
Retrieved 12 March 2010 from http://www.humanmetrics.com/cgi-win/JTypes2.asp
Kearsley & Shneiderman. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano & Pickering. (1997). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Responsible Kids Network. (n.d.). The Learning Pyramid.
Retrieved 8 March 2010 from http://www.responsible-kids.net/learningpyramid.html
Smith, R., Lynch, D., & Mienczakowski, J. (2003). The Bachelor of Learning Management (BLM) and Eduction Capability.
Retrieved 9 March 2010 from http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn=132470;res=AEIPT
The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why Use
Active Learning?
Retrieved 8 March 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm
Evidence of Professional DiscourseComments made on peer blogs can be viewed at the following links:
http://kyliegupwell.blogspot.com/2010/04/powerpoint.html
http://sallyjames2010.blogspot.com/2010/04/why-blog.htm#comment-form
http://abbysejournal.blogspot.com/2010/04/confronting-my-fears-and-establishing.html
http://sallyjames2010.blogspot.com/2010/04/epl-wk-1-reflection,html#comment-form
In addition I have replied to all comments made on my blog.
I have also had the following professional conversations and activities during my EPL:
20.04.10
- Spoke to teacher during EPL today during lunch about using Google Earth in the classroom. He was intending to use the virtual tour facility in his geography class. I suggested he also look at Google Sky for other topics.
- Also spoke to teacher today about the use of iPods in the classroom (commented on this in my post on Music)
- Noticed today that students are free to carry mobile phones with them and whilst they are not actively used in the classroom, there is a new found freedom and acceptance of this technology at school.
27.04.10
- Suggested using blogs as an assessment tool for Year 10 Living Science class I am creating a unit for. Spoke to mentor teacher about using blogs as a journaling tool for recording observations on tadpole-frog cycle being followed in class by the students. Suggested uploading Proscope pictures being taken of the tadpoles to the blogs.
29.04.10
- Actively sort to implement previously mentioned blogs. Have questioned policies surrounding this prospect and have sort assistance to set up blogs for students this week.
- I implemented a power point presentation for my Year 10 Living Science class today. I experienced some technical difficulties but intend to seek help to solve these for my presentation for tomorrow's class. Technology was received well by students.
