Reflective Synopsis

E-Learning in its simplest form is learning that is guided via electronic media. It is an important method of learning that has emerged with the ever-increasing presence of technology in the modern world and more specifically, our classrooms. Goal two of the Melbourne Declaration states that “All young Australians become successful learners, confident and creative individuals and active and informed citizens”, (Melbourne Declaration of Education Goals for Young People, 2008, p. 07). In order to achieve this goal, teachers must be confident in their digital pedagogy and constantly improve their knowledge in order to keep pace with the incredible growth of technology. Over the last seven weeks I have tested the waters of e-learning by trying out popular tools such as wikispaces, blogs, videos, prezi’s and writing apps. My synopsis aims to discuss my experiences and how they have shaped my learning regarding my own digital pedagogy.

Bloom’s Taxonomy, de Bono’s thinking hats and the SAMR model are effective pedagogies which helped mould my decisions on which technologies I found useful and would be able to effectively use in a classroom. In Week 6 in particular, the SAMR model helped me realise that although not all technology will rate very high on the modification or redefinition level, that doesn’t mean that it should be discounted and not used. My reflection illustrates this point perfectly.

‘De Bono’s thinking Hats Wiki activity’ is the perfect example of how collaboration via technology can allow for students to interact with each other intellectually and achieve deeper learning. When students are encouraged to widen their perspectives, higher order thinking can be achieved. Blogging and Pinterest also come to mind when thinking about collaborative tools that enrich the learning process. They also allow for students to become part of a global information society, which can then help with their own development through honest feedback.

When planning to include ICT’s in the classroom it is important to gauge the confidence levels or ability of the students who will be using it. Whilst the majority of students these days are already technologically efficient there are others with low computer ability and they may require more support from a teacher or even a collaborative partnership with a more confident student.  As Churchill et al (2013) states “ICT should be enabling, not disabling. It should increase the power and potential of a student’s performance and not be used merely because it makes something look nice, or because it should be used.” Technological Pedagogical Content Knowledge (TPACK) framework (2015) requires that the “teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).” This allows the teacher to create successful tasks or lessons that use ICT’s appropriately and not just for the sake of using ICT.  The modern educator should always look for opportunities to use ICT in a meaningful manner as this will enhance their own technical skill and complement their digital pedagogy. During my first practical placement in 2014, I noticed that many of the teachers who had been teaching for longer than five years, only used ICT at a Substitution level on the SAMR model. Whilst this did not affect the delivery of information, I believe that using new technology will help them engage their students more effectively.

Teachers must be hyper aware of the legal, safe and ethical practices of using technology in the classroom. Students and parents need to be addressed regarding what is considered appropriate use of ICT’s and online tools and be well versed about the many dangers of the internet such as cyber-bullying. Even though much of this is covered at the beginning of the school year in information packs and newsletters, educators must take it upon themselves to enforce such guidelines and explain internet safety. Another point that must be reiterated constantly, are copyright laws. Although students may already be familiar with the laws regarding copying from books, they may not be aware that these laws also apply in an online environment. Websites such as Smartcopying (2015) clearly define these laws and can be used to educate students.

For the modern educator there is the constant challenge of being able to keep up with expectation of students, parents, employers and the wider community. These stakeholders require that students are technologically fluent in order to successfully live in a world deeply steeped with technology. Whilst I use technology every day, it is not usually the technology that can be used in an educational setting. Therefore I need to maintain a willingness to try new technology and use pedagogies such as the SAMR model and Blooms Taxonomy, to consider how ICT be used effectively in the classroom.

References

Australian Government Department of Education, Employment and Workplace Relations (n.d) What is TPACK? Retrieved from http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html

Churchill, R., Ferguson, P., Godinho, S., Johnson, N.F, Keddie, A., Letts, W., …Vic, M. (2011) Teaching. Making a difference. (2^nd ed.). Milton, Qld: John Wiley & Sons Australia, Ltd.

Howell, J. (2012) Teaching with ICT. Digital pedagogies for collaboration and creativity. South Melbourne, Vic: Oxford University Press.

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

National Copyright Unit (2015) Smartcopying. The official guide to copyright issues for Australian school and TAFE. Retrieved from http://www.smartcopying.edu.au/home

Reflection 6- Online Collaboration

I must admit that my online presence aside from my blog was very minimal. I had the best intentions to comment on many students blogs but found that I would often forget to do so. I did follow several blogs through blogger and made comments to a select few.

I believe that had I made more of an effort to comment on other blogs, there may have been more comments on my own as it creates a community among students.

I was not sure if what I was posting on my blog was adequate enough, but after I received positive feedback in class (from my tutor), I then continued to use the same layout for my other posts.

A Screen Capture of a comment I had made on Claire B.'s  post

The positives I have gathered from this experience are:

·         I was able to observe whether my ideas were similar to others in my specialisation (English and Home Economics)

·         I was able to gather an understanding about other technologies I had not yet tried

·         The pressure I felt when completing the De Bono Hats activity made me think “outside the box” in order to complete the activity

·         A sense of unity among the different campuses studying the same course.

·         I have increased my digital fluency w which then in turn, will help me with my digital pedagogy

The one and only comment I received on my blog. Not so much with the constructive criticism, just a friendly comment on my video.

Some negatives I have thought of from this experience are:

·         The risk of plagiarism- There have been a few times where I’ve thought that my blog and others were very similar some weeks. Whether this is just ‘great minds thinking alike’ or plain copying, I’m not sure. This could definitely be an issue in a high school setting.

·         People may misconstrue feedback as a personal attack.

For my future students, I would stress the importance of giving constructive feedback and thinking carefully about how their feedback may be construed before posting.

However, if used correctly, peer mentoring can be a very positive experience.