Reflective synopsis

“Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.” (Chinese quote, source unknown)

The world is changing at such a fast pace along with the information that is abundant and accessible via the internet; but this information is also fluid and changing.

'Connectivism' applies principles that acknowledge "real-life learning is messy and complex” (Siemens , 2004, p.2). It draws from Vygotsky’s constructivist theory to provide a scaffolded, student-centred and authentic learning context (Brady, 2006). These values successfully support the use of ICT’s in the classroom.

Students today need to learn how to sort and filter the masses of information available to them. In order to do this they need to be able to establish and nurture the networks and partnerships that make this possible. Siemens (2005) stated that the theorists who understood that the process required is more one of coming to realise rather than one of knowing, are closest in alignment with Connectivism. Autonomous learning is not enough as students must know how to how to navigate and find what they need in this new environment as well.

Of the e- tools I have been eagerly exploring, the RSS that gives the best example of supporting learners to wade through and sort information while staying up to speed, as the new data becomes the old with ever increasing speed. By combining the RSS with google reader (or the like), social bookmarking sites such as Diigo along with skills such as tagging; we are readying our students to be able to filter the information. Learners also need to have a good understanding on how to find the information they need as well as pertinent communities and networks in order to be able to work autonomously, using the vast array of information available to them.

During this course it has become apparent to me that frameworks such as Oliver's Design Model and the Engagement theory (Kearsley & Shneiderman, 1999) when incorporating e-learning tools into the classroom pedagogy, give us an excellent framework to support our students learning as long as they have also been explicitly taught how to learn using web2.0 tools. More than that, they build on it, requiring students to use those tools in conjunction with tasks involving wiki’s, blogs and WebQuests in conjunction with the knowledge they derive from the other online communities they have access to. Allowing students to work in collaboration with these networks is of the utmost importance according to Dieu and Stevens (2007). I believe the collaboration and networking enabled through the use of e-tools, will help students and learning managers to collaborate and share ideas with a broader community.

They allow for others to comment or add to a students work, enabling students to critique themselves and each other throughout the creation phase and giving them the opportunity to view their work from multiple perspectives; therefore gaining deeper understanding of the topic, whatever that may be. Students are also motivated further as they know their work will assist others on the networks they discovered although this is completely dependent on the Learning Manager’s task requirements. Sometimes the donate phase may just involve the school community. peers and parents, especially if the sites have any online safety concerns, or are not EQ approved. The engagement theory (Kearsley & Shneiderman, 1999) argues the students work must have relevance to the students and be donated back to the community to help others “Online social networks are an excellent environment for developing and sharing idea and promoting creativity” (O'Connell, 2006).

Students of today have vastly different cultural perspectives and require very different skill sets from those taught in the past. While the older learning theories have much to offer they have stood still while our world has changed dramatically. Connectivism rectifies the widening gap, between the past learning theories and our current students needs, in this globally connected world.

Google Earth and other programs that support it, such as Google Sky and Google Sketchup are fantastic tools to make a topic real for the students. They are able to visit the places you are discussing and even check distance, measure and graph, as well look at and study the stars. It would be of great help in science, maths, literacy, geography, history. The nature of these e-tools is such that they engage learners with various learning preferences.

Wikipedia is an online encyclopaedia. Unlike a normal encyclopaedia, it can be updated real time. It is a link to clear definitions on every topic and it can also help you locate experts on a topic, relevant groups and links to useful resources. It would be important to scaffold the learning and ensure students were first taught explicitly how to 'evaluate computer mediated information for bias, accuracy, credibility and underlying assumptions' , to ensure they can use the information from wikipedia responsibly and confidently' (Department of Education Queensland, 1995, p.7).

E-portfolios in the classroom, e-portfolios could be used to answer two important questions for teachers. Learning management questions 7 & 8. 'How will I check to see the learner has arrived' and 'how will I inform the learner and others about the learners progress' ( Lynch, 1998, p.62).

In the State school system, Prep is the only grade that have portfolios as their prescribed, take home assessment piece. The Early Years Curriculum Guidelines (Queensland Studies Authority, 2006) suggest that the portfolio should be co-constructed by all involved parties and that it is a dynamic record of examples showing a child's learning and development (Brady & Kennedy, 2009). This enhances student ownership of their learning and connects school experiences with real life by requiring demonstrations of accomplishments (Brady and Kennedy, 2009).

All specific web 2.0 tools examined-

-Encourage students to build knowledge and understanding of the technology developing their skills and confidence to use them effectively and responsibly.
-Develops ICT knowledge and skills to enable pupils to create and present their own ideas and other materials. Involves students in using ICT tools to collect and analyse structured information, as well as the skills and concepts to be able to research topics and search for information on the internet effectively.
-Importantly it also involves students using appropriate tools and techniques to communicate and collaborate with other individuals and groups forming networks and partnerships.
(Thomas & Strachan, 2001)

Through the appropriate application of these e-tools into the curriculum, students gain informed attitudes in relation to ICT, which prepares them for their future positions in a global knowledge society. It is our job as learning managers to ensure students are equipped to use this technology (Department of Education Queensland, 2002).

Teachers also have a duty of care to students. Schools have internet filters in place to prevent students from being confronted with inappropriate material on the internet. The Australian government has developed a site 'NetAlert' (The State of Queensland Department of education and Training, 2009) that provides advice for parents, teachers and the community on Internet safety. There are educational programs for various levels of schooling. These directly link to the 'Professional Standards for Teachers'

“ 4. Construct relevant learning experiences that connect with the world
beyond school
6. Integrate information and communication technologies to enhance
student learning
9. Create safe and supportive learning environments”
(The State of Queensland Department of Education and Training, 2009)

As you can see the range of e-tools available can be of great benefit when teaching as long as we do not use them in a superficial manner. They must become part of rich learning tasks that encourage students to inform themselves and collaborate with others meaningfully exploring topics or tasks that are authentic and have real value to the students. ICT's can empower teachers to engage students in an effective learning environment that breaks free of the traditional boundaries and takes deep learning and higher order thinking outside of the class confines and into our every moment.

References:

Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Brady, L., & Kennedy, K. (2009). Celebrating Student Achievement. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Davis, J. and Grose, S. (2008). Which Way? What happens when embedding Aboriginal and Torres Strait Islander perspectives in schools meets the professional standards for teachers and an accountability matrix? [electronic resource]. Retrieved November 17, 2009 from http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davis_and_Sharon_Grose_for_Wipce_2008.pdf

Dieu, Barbara, and Vance Stevens. (2007), Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web. TESL-EJ, Vol 11, No. 1 Retrieved December 19, 2009 from
http://tesl-ej.org/ej41/int.html.

Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. [electronic resource].Retrieved November 17, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

Lynch, D. (1998), The learning design process. In Smith, R. and Lynch, D. (2006), The Rise of the Learning Manager. Frenchs Forest, NSW, Australia: Pearson Education Australia.

O'Connell, J. (2006). Engaging the Google Generation Through Web 2.0: Part 1. In, Scan, 25 (3), pp. 46-50

Queensland Studies Authority. (2009) Early Years Curriculum Guidelines. Springhill, Qld.: Queenland Studies Authority. In. Queensland Studies Authority. (2009) P-12 Assessment policy. Brisbane, Qld.: Author. Retrieved December 1st, 2009, from
http://www.qsa.qld.edu.au/learning/981.html

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. [Electronic Resource] Retrieved December, 2009, from
http://www.itdl.org/Journal/Jan_05/article01.htm

The Department of Education Queensland. (1995). Guidelines for the use of computers in learning. Brisbane: Department of Education

The Department of Education Queensland. (2002). Literate futures: New times, new literacies. Brisbane: Department of Education

The State of Queensland (Department of education and Training). (2009) The learning place. In. The curriculum exchange resource centre: NetAlert. [Electronic Resource] Brisbane: Author. Retrieved December 1st, 2009 from,
http://learningplace.eq.edu.au/cx/resources/item/website/ed4c3f76-3a11-cbac-ff44-e9904d57bbd6/1/ViewItem.jsp

Thomas, F. & Strachan, M. (2001). Internet projects for primary schools: Finding information. London: A & C Black Publishers Ltd.

Websites

http://www.netalert.gov.au/