Using ICT (Information and Communication Technology) as a tool for learning enables students to efficiently and effectively access digital information to assist with investigating issues, solving problems and decision-making (Department of Education 2010). As a Learning Manager (LM) who believes in quality and innovative learning utilizing ICT as an enhancement in the classroom, I see this change and reform a positive and engaging change now, and for the future of education. By providing learning practices that integrate modern technology to enhance, learning will be focused on higher order, analytical and creative thinking which revolves around collaboration. This critical reflection will explore and critique four pioneering ICTs that I believe are most advantageous for educational purposes. These four ICT can be shared with a range of learning styles and abilities to gain the most out of a student’s personal learning. Frameworks such as ‘Engagement theory, Art Costa’s theory, Howard Gardener’s Multiple Intelligences and Bloom’s Taxonomy’ can all be utilized in conjunction with ICT to improve student’s higher order, critical and creative thinking abilities.
A ‘Blog’, also known as a Weblog, is a frequent, chronological publication of personal thoughts and Web links (unknown 2010). Only recently has a Blog been a functional and innovative enhancement within an educational context, and with simple ease of use factors, and collaborative learning opportunities, a blog is a positive and diverse way of bringing learning to the next level. For Years Three to Twelve, Blogs can accommodate for a plethora of diverse frameworks and content. Assignment tasks, homework, integrated studies and other curriculum are just some of the areas, which can be enhanced by adding a Blog. For example, if an assignment were to be completed utilizing a Blog, the Learning Manager (LM) could provide the students with a key focus, and ask the students to research the topic and provide reflection, analysis, critique and opinion each week via their blog. I believe that the students would be engaged and proactive about their own learning, as they would have the capacity to explore additional information, with the added advantage of technology. Not only would the students collect information, they could explore podcasts, YouTube clips and pictures to add to their assessment piece, which would not be possible without technology such as a Blog. Students are then actively making choices on their own about how to generate, obtain, manipulate, or display information (unknown 2010), rather than having these choices made for them. This is where Blogs provide students with a ‘Higher Order Thinking’ and ‘Constructivism’ element, as they are thinking for themselves and constantly critiquing their own learning habits. Please refer to my “E-Learning Blog”.
Reflecting on learning and a student’s habits of learning is a major factor that can successfully be compiled via a Blog. The LM could ask her students to reflect upon each day’s classes, to ensure that they are revising what they have learnt, and for the LM to gauge an understanding into ways in which she could improve her lessons etc. Furthermore, reflection challenges students to connect activities to course objectives and to develop higher-level thinking and problem solving (Colorado State University 2010). Blogs not only assist with other subject areas, they can be a beneficial tool for educating students on how to upload images, video clips, podcasts and avatars; safely, legally and ethically. I only see one major challenge for Blogs for educational purposes, this being that not all students have access to the Internet or a computer at home. In saying this, teachers could limit Blog contribution to a school basis only. This would eliminate discrimination at all levels, and provide students with an equal opportunity to learn and collaborate. Overall, a Blog is a favorable tool that enhances the quality of visual and auditory learning, by interactively collaborating, critically reflecting and viewing other student’s blogs to gain a wider perspective of each topic learnt.
A ‘concept map’ is where one central idea is presented, and then branches of that initial idea are then exploited to grasp a further and deeper perspective. A ‘concept map’ assists people in understanding the hierarchy of ideas, understanding how each component relates to the others (V Martin 2010). I have selected the program ‘Text2MindMap’, as to me, this website allows students of all abilities to generate a simple yet visually appealing concept map. Concept Maps also allow for a sense of ‘Cognitivism’ as it is a tool for mental processing. I perceive web-based concept maps as an essential tool for when students are starting new units of work and the need for brainstorming arises. Students, via a concept map, can clearly translate their ideas and perspectives collaboratively, which will also promote a higher order thinking habit. Alternatively, whilst students are presenting an oral assessment piece, a concept map will significantly enhance their presentation, by showing the class his/her use of higher thinking skills and his/her perspectives. Visual Learners love looking at charts, graphs, diagrams and any kind of image that visually organizes data and concepts (O’Neal S 2010). Please refer to “Concept Mapping – My View” via my E-Learning Blog.
In connection to a blog, a concept map can easily be posted to a Blog for further understanding into a topic, alternatively, they can be printed out to display in a classroom setting, or glue into books for study periods. According to Rensselaer Polytechnic Institute 2009, concept maps are utilized in developing higher-level thinking skills, strategies, and habits, which to me seem a fundamental element of all learning. These higher-level thinking abilities are developed through concept maps by allowing the students to focus on one primary idea, and exploit the idea which will lead to questioning, critiquing and analyzing. In my opinion, I only see one challenge that would prevent concept maps from appealing to all ages; students must be able to read and understand basic words and structure. Therefore, concept maps would possibly appeal to years two to twelve. Younger year levels could alternatively replace words for pictures or symbols. Concept maps challenge basic primary ideas, by exploring deeply into their focus to provide relationships with other ideas and theories.
A Mobile Telephone is a hand-held mobile radiotelephone for use in an area divided into small sections, each with its own short-range transmitter/receiver (Unknown 2010). A mobile phone allows for communication to take place via the transfer (from one person to another) of phone calls, text messages, images, videos, video calling etc, just to name a few. Mobile Telephones are not only utilized as a form of social communication however, Mobile Telephones present an educational dynamic that, whilst exceedingly controversial, to me is a constructive pedagogy for the future. Mobile Phones accommodate for all styles of learning such as visual, auditory and kinesthetic. By providing students with a mobile phone, students could download educational podcasts to listen to prior to class commencing to ensure that students are aware of the lesson’s content. Additionally, a Mobile Telephone could be utilized to synchronize timetable and schedules, set reminders and affix due dates. According to L Low 2006, the use of social software (Web 2.0) and digital mobile tools are two of the latest trends in new teaching and learning practice that enable connectedness and have demonstrably positive effects on learning. Furthermore, students could use a Mobile Telephone as a pocket sized Internet source. This would be exceedingly helpful during class where students could research topics and locate answers at the touch of a button, therefore, making education and learning more accessible.
There are major challenges however, when considering Mobile Phone use for education. According to Shaw K 2005, schools and legislators have not yet reached a clear decision on their (mobile telephones) appropriate use in schools. For example, there would need to be a ‘cap’ on the amount of usage per term for each student to configure a suitable budget. Furthermore, ‘blocks’ for certain Internet sites would also need to be enabled, to ensure secure use during learning. These mobile phones would also need to be limited to a certain age group, for example, Year Five to Year Twelve. This age limit is appropriate, as students in today’s society are generally receiving Mobile Phones in this age group. Furthermore, parents of students may not agree with such a controversial technology being introduced into their child’s education. In this case, these students could utilize a computer during this time (if accessible), to ensure inclusive practices. All of these challenges can be overcome, and with such advantages, I believe that the Mobile phone is a positive, convenient and constructive tool to introduce into education that will enhance and improve the quality of learning by acting as a tool that can provide students with information and answers at the touch of a button.
Video Streaming refers to transferring video data such that it can be processed as a steady and continuous stream over the network (2010). Over the past ten years (approximately), I have witnessed video being introduced into the education system in the hope of enhancing and nurturing learning and understanding. I believe that to provide a video clip such as a documentary, relevant movie or YouTube clip to a class, that it is cultivating a student’s learning, and developing a deeper understanding into the topic. Audio and video combined give a clearer picture than textbook examples, this way of teaching clarifies lessons that would otherwise have been quite hard to grasp (Unknown 2010). Students of all ages benefit from viewing video as they are capable of visually seeing the ‘how, what, when, where and why’ of their learning experience. For instance, if students are studying an ‘Under the Sea’ unit, it is essential for students to be shown real-life footage of what occurs below the surface. This would guarantee that students are visually and auditory grasping an understanding of sea-life, which can mature skills such as higher-order and creative thinking by soliciting questions and posing possibilities regarding what they have witnessed along with why certain events take place. Video streaming provides examples of real situations and the potential of video streaming is most valuable (Unknown 2010).
‘WatchKnow’ is a free website that I have found to be extremely helpful when looking for video clips to enhance the success of constructive learning. Via ‘WatchKnow’, teachers and students are able to access educational videos which is completely child safe. Another example of how students could utilize video within their learning would be for them to locate a video clip (downloaded from ‘WatchKnow’) and present a mini oral presentation on their chosen video. Not only will the student be learning about a topic that interests them, he/she will be teaching the entire class about their elected video. This may perhaps become a weekly task, where students can discover and educate other students regarding their video. Please refer to the post “WatchKnow” on my E-Learning Blog.
With the increasing presence of technology in our classrooms, and the comfort of students using technology, it is important for faculty to understand the pedagogical implications of integrating technology into their classrooms (Gilbert 1995; Watts and Hammons 2002). After exploring these four ICT, and their plethora and variety of possibilities, I believe that it is fundamental for these tools to be utilized more frequently and powerfully within a classroom environment. Therefore, by providing the ‘Digital Natives’ with indispensable technologies, they will be developing skills such as critical, creative and higher order thinking, problem solving and independence, by allowing the student to work with the technology to enhance learning which in turn is developing core skills for the future.
References
Gilbert, 1995; Watts and Hammons 2002. Effective Teaching, Quality and Instruction and Professional Development. Retrieved from: http://quality-instruction.blogspot.com/2007/04/benefits-of-technology-to-teaching-and.html
Victoria L Tinio 2000-2002 ICT in Education. Retrieved from: http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf
Marketing Terms.com 2010 Definition of a Blog. Retrieved from: http://www.marketingterms.com/dictionary/blog/
Colorado State University 2010 Benefits of Reflection. Retrieved from:
Unknown Author 2010 Benefits of Streaming Video Education Technology. Retrieved from:
http://www.webcastingzone.com/webcasting-articles/streaming-video-education.php
Unknown Author n.d Effects of Technology in Classroom and Students. Retrieved from:
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
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