In a school environment, learning can take various forms. Students learn a vast variety of information regarding numerous topics. This information includes what specific information teachers present to them, such as curriculum content, as well as social information they learn from their peers at school. With the vast advancement in technology available in the schooling system today, an endless amount of information is available to students, at just the click of a button.
E-learning involves Information and Communication Technology (ICT) and is defined as " The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material (Stockley, 2003, p.g. 1). Simply, e-learning involves student's learning and refining knowledge through technological tools, such as a computer and the internet. ICT has the ability to transform, support and enhance student's learning, whilst maintaining a focus on the required content.
There are many benefits of incorporating ICT into a learning environment. ICT often visually and audibly stimulate students and hold their attention for longer, while still presented valuable information related to a specific topic. While it can be perceived that integrating ICT into the classroom is only effective for individual work, many digital tools can be used and are designed to be used in a group situation, therefore allowing students to learn in a collaborative environment.
The effectiveness of using E-learning and digital tools in a school depends greatly on the availability of infrastructure and digital tools available. For example, if a school does not have access to computers or the internet, teachers will find it extremely difficult to incorporate E-learning that is effective into their lesson plans. Student’s and teacher’s personal ability to use digital tools will affect the quality and effectiveness of that tool for learning as well. In the high school environment, students need to be monitored to ensure their use of digital tools is productive. High school students can become easily distracted as they are exposed to a new type of information resource, in which they can find out any information about any topic that interests them. Add this to the urge to use the internet to play games instead of complete class work, and it is obvious a webmashall program needs to be installed to keep students focused on their work. Many schools do operate a webmarshall program over their school internet connection.
When incorporating ICT into the classroom, it is necessary to understand that the students you are teaching will greatly affect the type of digital tools you use in the classroom. All students have different learning abilities and capabilities, and this need to be taken into account when using digital tools. The use of digital tools in the classroom needs to have an aim to benefit all students in that class. The type of tools a teacher should use in the classroom also depends on the age of the students you are teaching. If the class you are teaching is a Prep or Grade 1 class, then using digital useful tools such as PowerPoint’s and Prezi’s may not be very effective, as these tools are designed to present large amounts of information. However, if you are teaching a class of Grade 8s or Grade 9s, incorporating PowerPoint’s and Prezi’s into your class would be a great way to categorise information and present specific information related to specific topics. By introducing these digital tools to student’s early in their high school career, they have the opportunity to develop a high level of skill when using the program, which will benefit them in later years with assignments and tasks.
Incorporating E-Learning into classrooms is justified by a variety of different learning theories. Two main learning theories involved with E-learning are The Engagement theory and the Big 6 theory. The Engagement theory is centred around the idea that students are engaged in learning, working with other students, on tasks that are meaningful to them. This theory contains three main principles, which are Relate, Create and Donate. (Kearsley, 1999, p.g.1)
The Big 6 learning theory is based around six key elements of learning (Eisenberg, 2001, p.g.1), which are:
1. Task Definition.
2. Information seeking strategies.
3. Location and Access.
4. Use of Information.
5. Synthesis.
6. Evaluate.
I have selected the following 4 tools to justify the use of digital technology in the schooling environment. These tools offer a wide variety of benefits to each individual learner, regardless of their learning style. These tools also support important principles of the Engagement theory and the Big 6 theory.
Prezi's offer student’s visual stimulation whilst presenting information, which keeps students attention for longer periods of time. A prezi is a program similar to powerpoint in which users can create visual presentations, add motion paths to their text, and use a number of different functions to produce effective presentations. As stated in my blog, Prezi's offer a great alternative to PowerPoint, and its use incorpoarate the “Create” principle of the engagement theory(Kearsley, 1999, p.g.1). If a teacher sets a task to a group to create a Prezi about a particular topic, the group is working together as a team, which develops each student’s communication, planning, management and social skills. This is a key factor regarding the Create principle of the Engagement theory. As shown in my blog, a Prezi presentation differs from a PowerPoint in that the movement of all the information is constant and can be categorised easier. I personally believe I would use Prezi’s over powerpoints in many cases as they offer more ability to personalise and categorise information. Many students may have become accustom to PowerPoint as it has been a learning tool for many years now. By incorporating Prezi’s into my lesson plans, it offers students a form of ICT which will keep students interested in the digital tools, and enhance their learning.
Learning Animations and Objects offer student's the ability to see knowledge in “real-life" examples, by using interactive technology. This allows students to interactive with concepts and ideas they are learning about regarding a particular copy. Examples of learning objects can be viewed in the “Learning Objects” posting of my blog. By incorporating learning objects into my HPE lessons plans, student will be able to practice physical actions such as CPR. Students would be able to do this by selecting the right place on the body to press down, how to lay the body out ect. Learning Animations relate to Big 6 learning theory principle of “Use of Information" ( EisenBerg, 2001, p.g.1). Learning objects offer students the chance to use the information they have been learning in real-life examples, which allow them to refine their knowledge of that subject.
Wikis offer groups of users the ability to easily create and organise information, by presented all the information on an easy to access webpage. As explained in my blog and on David Evan’s comment of my wiki posting, wikis can be used by student's when presenting group assignments, as the information on a wiki page can be edited by any member of that group. However, as with all digital technologies, students may abuse this resource and post inappropriate information for every student to view. Therefore, teacher overview of the content on the page is required. Wiki's are related to the " Relate" principle of the Engagement Theory(Kearsley, 1999, p.g.1). BY using a wiki, student's are working as group, communicating effectively, planning and problem solving, which are all elements of the "Relate" principle.
Audio Visual Content, such as videos and podcasts, can be used to broaden a student's knowledge about a particular area. BY using this content, students can visually see the information that may otherwise only be presented in written form. This can be an invaluable source in classes such as HPE, where theory areas such as muscle growth or energy systems can be very hard concepts to grasp. By useful video footage, teacher's open up their students mind and allow them to visual what the information means. Doug Johnson states “After finding potentially useful resources, students must engage (read, view, listen) the information to determine its relevance and then extract the relevant information” ( 2010, p.g.26). With the advancement of technology, students can also be asked to complete assignments that require video footage to be recorded. These assignments often involve group work which is a key component of the engagement theory. Using this particular digital tool also corresponds with the “Use of Information" principle of the " Big 6" theory (Eisenberg, 2001, p.g.1). By using a variety of information, in which the student must interact with the information by seeing, hearing, reading and doing, students develop a greater understanding of the information presented. However, it is necessary that teacher’s do not become reliant on video footage to explain knowledge and procedures to students, which is confirmed by David Evan’s Comment, and Hannah Greer’s comment. As a physical education teacher, it is necessary I am capable and competent in performing physical actions I am trying to teach the students. In PE, it is not enough to simply show videos and expect student’s to understand concepts and actions; they need actually complete the action with their body.
As evidenced in my synopsis and the postings of my blog, integrating ICT and digital tools into the classroom opens up endless information for students to access information. As well as this, many digital technologies can be incorporated into group work and tasks, in which students are building their communication, problem solving, and social skills. Teachers that integrate effective ICT into the classroom offer their students the ability to develop, refine, transform and present information in interesting and effective ways.
The following comments have been placed on my blog postings, analysing and evaluating the information presented in each posting.
David's Comment Regarding Video Footage
Hannah's Comment Regarding Video Footage
Hannahs's Comment regarding Podcasts
David's Comment Regarding Wiki's
Mel's Comment Regarding Wiki's
David's Comment Regarding Mind Maps
The following Comments are comments I have posted regarding other student's blog postings. These comments analyse the information presented in the postings, and offer further advice or justification.
My comment on Hannah's Blog regarding Google Earth
My Comment on Hannah's Blog regarding Interactive Objects
My Comment on David's Blog regarding Learning Objects
My Comment on Starleigh's Blog regarding Powerpoint
References
1. 1. Eisenberg, M. (n.d.). Big 6 Skills Overview. Big6 . Retrieved August 26, 2010, from http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
2. Kersley, G. (1998). Engagement Theory: Framework for Technology-Based Teaching and Learning. Engagement Theory. Retrieved August 25, 2010, from http://home.sprynet.com/~gkearsley
3. Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology. The Big 6, a. Retrieved August 26, 2010, from
http://moodle.cqu.edu.au/file.php/4033/LMC_Big6-ICT_Curriculum_LMC_MayJune2010
4. Stockley, D. (1996). E-learning Definition . Retrieved August 26, 2010, from http://derekstockley.com.au/elearning-definition.html
5. http://davo001.blogspot.com
6.http://mell-p.blogspot.com
7.http://hannahgreer00.blogspot.com
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