Although it has been suggested that ICT is necessary to keep today's learners engaged (Prensky 2005), ICT should not be used within classrooms without the appropriate use of pedagogy or without relevance to the desired learning outcomes
EDED20491 Week 2 E-learning and Digital Pedagogy 2012 (Moodle). For further discussion on Prensky's papers see
http://faye2013ict.blogspot.com.au/2013/03/digital-native-of-digital-immigrant.html.
Some of the learning theories that can be used with ICT include behaviourist, for example to teach instructions for the use of ICT, or constructivism where learners are more self directed and learn from each other, such as within scaffolded wiki forums. Keyword examples for both of these learning theories can be found at:
http://faye2013ict.blogspot.com.au/2013/03/learning-theories.html.
Examples of the use of scaffolded constructivism with wiki can be found at:
The constructivism example mentioned above is an exercise that used De Bono's coloured hats to highlight student opinions regarding the use of mobile phones as a school ICT tool. Students where asked to structure their opinions under the relevant coloured hat and where encouraged to think in more than one colour, i.e from different view points. The result was a detailed and layered discussion that resulted in many general consensus but also many expands of opinions based on students reviewing each others comments. The scaffolding via the use of De Bono's hats improved the outcomes by directing students to think from different perspectives and allowed the subject to be discussed in detail from all angles instead of becoming narrowed to a single view or discouraging opposite opinions than the 'loudest' voices. For further comments on my experiences with wikis through this exercise please refer to my posting located in the following link
http://faye2013ict.blogspot.com.au/2013/03/wiki-phone-exercise.htmlAn example of what discussion forums such as blogs or wikis can deteriorate to without structured direction can be found in the movie review comments at
http://www.rottentomatoes.com/?nopopup=true
Through out this course I have experimented with a few different types of ICT including creating blogs and
websites, using wiki,
mind maps,
video and
photograph program's and different types of iPad apps. As I only gained access to an iPad at the beginning of this course for the first time, I have even attempted to do the majority of this course from an iPad instead of a laptop as a means of becoming more familiar with this form of ICT.
Although it is never wasteful to learn about new technologies, the purpose behind experimenting with the ICT
tools is to see if they can expand the teaching possibilities and improve student engagement and learning outcomes.
The main ICT tools used included:
- Blogger
- Weebly
- Befunky
- Simple minds
- iPad
- YouTube
- Flickr
Brief reviews of Prezi and Goole Earth where also made but not in any detail.
Both Blogger and Weebly had a few quirks when used on the iPad but generally are very adaptable tools for the classroom that can provided opportunities that can't be reached as effectively by none
technological means and are engaging for students.
Befunky and Simple minds are both more basic tools that will provide computer skill practices to students and likely engage them but they have limited opportunities for significant learning improvements on there own. If used along side other tools and appropriate pedagology, they are still worth inclusion in the classroom.
YouTube and Flickr both have the potential to be extremely effective classroom ICT tools. At a surface level they are great sources for demonstration material but at a deeper level they can be used to study cultural trends, audio and visual techniques, cultural differences/ similarities and a wealth of other possibilities.
The educational potential presented by online resources is massive but it is important to remember the legal requirements and ethical considerations in regards to using these materials. Copyright applies to online material as well as physical texts and only 10% of material can be reproduced.
It is good practise to:
- Alway's references sourced material,
- Check if the 'author' has stated any requests regarding use by others
- State when the photo or image is original and if you have any preferred restrictions regarding others using your original material.
- Don't show people's faces without their permission and in the case of children, their parents permission.
- Discuss appropriate behaviour with students while on social media i.e don't participate in cyber bullying
- Be careful sharing personal information ( I would prefer to say don't share personal information but some sites require accounts or registration to be set up to gain access). .
Further information about online legal and ethical issues when working with children can be fund at
http://mediasmarts.ca/
References
Prensky, M (2005). Engage us or Enrage us. EDUCATE Review September /October 2005. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
EDED20492 Week 2 online learning material. (2012) E-learning and Digital Pedagogy. Retrieved from Moodle http://moodle.cqu.edu.au/mod/page/view.php?id=115334