Yay! An
internet connection that works! Well that was a few hectic days without much
internet access. We really do rely on technology these days. Majority of adults
have mobile phones; as do the students we will teach. Mobile phones have many
features that are useful for students learning. Not only mobile phones but iPod
touches have similar features that are handy to know how to use. Most mobile
phones and iPod touches have a camera with the ability to take photos as well
as record videos. They also have sound recorders and smart phones, like iPod
touches, have apps to help with learning. These can be very useful within a
classroom.
Now onto:
The Australian Curriculum states (2014) ‘students develop ICT
(Information and Communication Technology) capability as they learn to use ICT
effectively and appropriately to access, create and communicate information and
ideas, solve problems and work collaboratively in all learning areas at school,
and in their lives beyond school’. Throughout the past 6 weeks of Managing
E-Learning, I have learnt about so many more possibilities that can be
implemented within a classroom through technology.
E-Learning Theory – SAMR Model
The SAMR model was quite interesting and was covered in Week Three, Week Four, Week Five and Week Six.
Although these are linked, here is a quick overview of the SAMR model.
The
Queensland Government (Department of Education, Training and Employment) (2013)
believes the four levels of the SAMR model allow the complexity of technology,
to be used effectively in a classroom. The four levels of the SAMR model are
redefinition, modification, augmentation and substitution.
The four levels
can be used efficiently when using Information and Communication Technology (ICT).
Below will show how these levels can be implemented with success:
Substitution
is using technology as a ‘direct substitute for existing classroom practices’
(Department of Education (WA), 2014); whereas Augmentation is using technology
to help enhance the learning. Modification ‘involves giving students a
different kind of task’ (Department of Education (WA), 2014); while,
All the sites, digital tools and activities I have
participated throughout the weeks have been influenced by the SAMR model. This
course has helped the focus of learning about e-learning theories such the SAMR
model and De Bono’s Hats (Week Two).
Digital Technologies and Learning
As mentioned in Week Six, availability of technology can be a challenge. Without
decent internet connection, many of these digital tools would not be useful
within a classroom that has no access or little coverage of internet. Majority
of society believe all schools have access to technology, without considering
the smaller country schools or the schools without as much funding as others.
Although e-learning is an amazing way of teaching, it is not always
appropriate. Internet connection is not the only the issue with availability of
technology; actually having computers, iPads, laptops, etc. affect what type of
technology is used and how it is implemented.
Brady (2006) believes collaborative learning is the ‘notion
of learning occurring between students rather than within students’. ICTs, as mentioned in previous weeks, are an
important aspect of e-learning; however, there are many safety issues that we as
learning managers must assess. From bullies (Week Three) to paedophiles, there are people exploiting the use of ICTs
to harm students. Students need to be monitored while using collaborative
learning on technology to ensure safety for each and every student. Through
different technologies, learning managers can monitor easily what each student
does.
E-learning will help future learning managers by teaching
what students learn, how they learn and when and where their learning takes
place. This can be seen in all weeks: Week Two, Week Three, Week Four, Week
Five and Week Six. A quick
overview includes ICTs can be used over a variety of topics (aligning with the
Australian Curriculum, Assessment and Reporting Authority); the ways a learning
manager implements the topic through technology; and the interaction of
students with the digital tools over a period of time.
Wrapping Up E-Learning!
Overall,
this was a great learning experience and I cannot believe how many different
technologies and digital tools that are out there and how useful they can be
within a classroom. Looking back at the ACARA quote, it highlights the
abilities of the 21st Century student and how it will help
throughout their schooling and beyond. As learning managers who now have the
experience to teach and help students learn through different technologies, we
can broaden the knowledge of how to use technologies both safely and to the
most benefit of their learning.
Reference
Australian Curriculum,
Assessment and Reporting Authority. (2014). Information
and communication technology (ICT) capability. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction.
Brady, L. (2006). Collaborative learning in action. French
Forest, NSW: Pearson Education Australia.
Queensland
Government (Department of Education, Training and Employment). (April, 2013). The SAMR model: engage in deep learning and
authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx.
Department of Education (WA). (2014). Literacy and numeracy focus. Retrieved
from http://det.wa.edu.au/ipadsforeducation/detcms/navigation/literacy-and-numeracy-focus/?page=all.
