Reflective Synopsis


Reflective Synopsis






An overview of the use and value of ICT in the early learning context through the exploration and evaluation of various technology tools.

 The use of ICTs in education is developing at a more expedient rate than the theory to support its use and integration in the education setting, creating disparity in relation to what constitutes elearning and elearning theory (Nichols, 2003). For the purpose of this reflective synopsis, elearning will be defined as a combination of digital content, digital pedagogies and elearning spaces (Education Qld 2008). This includes the use of ICT to enhance learning outcomes including tools such as internet, interactive white boards, data projectors, ipods, cd-roms, blogs, wikis, mobile phones, podcasts and presentation tools such as Glogster and Power Point. I have explored four of these tools, and will reflect upon my learning, understanding and the current literature to support the position that ICTs enhance transform and support student learning.
Image: Education Qld Elearning Framework.

There is a growing amount of research and anecdotal evidence that suggests the use of ICT in the classroom engages 21st Century learners and enhances their learning outcomes (Chickering & Ehrmann 2004). Despite this, there seems to be an undercurrent or resistance form educators to re-evaluate current practice and meet the unique needs of digital narratives (ICT in Education). Today's students' seamlessly integrate and rely on technology for many of the most basic social and recreational needs. As Valdez (2005) states



"It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. Most young people cannot understand arguments that schools should limit technology use. For them, use of the Internet, for example, plays a major role in their relationships with their friends, their families, and their schools".



Technology in the education setting has shifted the traditional relationship between educators and students whereby educators were seen as the keepers of knowledge and students the empty vessels (Oliver, 2002). ICT transforms the role of the educator to that of a facilitator of learning, and challenges some of the traditional learning theories. 21st century learning theory's such as connectivism and constructivism change the culture of the classroom and as such the learning experience and outcomes for the students.


It is well established that ICT tools alone not enhance student learning outcomes, as technology in the classroom without effective pedagogy is ineffective. (Newhouse, 2003) However, there is wide spread support that ICT use within the learning environment directly contributes to enhanced learning outcomes for students. Drawing on Valdez's (2005) critique of ICT use in the classroom, he highlights the work of Rubin (Fulton, Feldman, Wasser, Spitzer, Rubin, & McNamara et al., 1996) who argue that other than short term gains such as raising of test scores, technology lends itself to more important outcomes on the learning environment, quoted as:
  • Open the classroom to more communication opportunities.
  • Encourage more teacher-student and student-student discussion.
  • Share the authority as more resources are brought into the classroom.
  • Create opportunities for tasks that are complex and authentic and connected to projects which may be multidisciplinary and long term.
  • Give students more opportunities for multiple ways of discovering, creating, and communicating information in various formats and voices. (Valdez, 2005)
A study conducted by Deakin University (2003) suggest a literature review on the impact of ICT on student learning indicates ICT supports, transforms and enhances learning in the following ways:

  • motivated and stimulated learners;
  • solved some problems of students' 'motivation' for academic work and
  • competence with literacy;
  • encouraged problem solving, analytical and creative thinking;
  • improved students' understandings, assimilation and creation of new
  • knowledge;
  • provided new modes of communication to network locally and globally;
  • provided access to data bases, websites and discussions that were previously
  • unavailable;
  • assisted in the development of independent learning and research skills
  • reduced failure for at risk students.
  • assist in social development and can lead to the new skills necessary for a knowledge society such as digital or network literacy.
  • improve subject learning and vocational training.
  • creates more independent and self motivating learners,
  • encourages the use of multiple teaching methods,
  • encourages team oriented inquiry.

 In addition ICTs impact curriculum development. An eample of this is the rapidly growing body of declarative knowledge resulting directly in curriculum development that include procedural knowledge to assist in accessing and critically evaluating knowledge sources. Newhouse (2003.p18) also refers to the work of Riel (2008) who states "most educators would perceive the impact of ICT on the curriculum to be positive. With the use of ICT students can use more primary source material and be encouraged to address real problems and develop analytical and interpretive skills ". 


In reflecting on the many ICT tools available I have selected the following four tools for the following learning purposes:



Website: For grade 1 /2 EPL class. Purpose for the site is to enhance parental engagement in the learning by providing an overview of the terms work, provide extracurricular material/activities for students to access, provide examples of students work, reflections of students learning journey.



Podcast: Enhance the class website with students creating their own podcasts including song, story and learning reflections.



Glogster: Multimodal presentation or organisation of information.



Storybird: Engage students in creative writing.



An analysis of these tools including a description, examples, and their application to my ELP context is available via the following links:


 
Website                   Podcast                     Storybird                             Glogster

 
The Committee on Developments in the Science of Learning (2000) suggested five ways to

use ICT to establish and sustain effective learning environments:

1. Real world problems

2. Scaffolding

3. Feedback, reflection and guidance

4. Local and global communities



I will now explore this further through the application of the selected tools: 

Websites and wikis make accessing and exploring environments outside the classroom, community and country easy and convenient for students. Student's knowledge of 'real world problems' can be explored from mainstream media, but websites allow for an alternate view point, including the availability of personal and local stories.


  An example for my learning context is the topic of animal conservation (Problem based learning) – students can use the web to research current information and statistics on animal conversation throughout the world (Constructivism). This involves the use of both declarative and procedural knowledge. This task would be scaffolded by the educator including suggested search terms, websites, regular guidance and feedback. Students can link in with live webcams such as Cheetah Cam in Africa to experience the animals in their natural environment ,an experience surly not available without such technology. (Situation based learning). 

 
Furthermore, Students can produce a class email to a relevant organisation and request a Skype link up for further discussion (Collaborative learning). Students can follow professionals working on the ground via blogs (Narrative based teaching), listen to podcasts about the issue, and create a Glogster of their learning's for presentation to other school peers or for use to raise money to assist with the cause. Following that, the children can create a story using Storybird about something within the project that inspired, excited or angered them. Without the availability of these tools, some of these tasks would be unachievable. This example also demonstrated how the tools I have explored enhance students learning through the provision of authentic learning experiences and utiliaation of  various learning frameworks such a Blooms Taxonomy.


 
Reflecting on my learning after exploring and experimenting with these tools I have understood the importance of a framework such as TPACK. The task asked that I created something for my ELP context, although I was excited by the possibilities, it was difficult starting at the end – putting the technology/tool ahead of the learning needs. Strong pedagogical framework is essential for any ICT tools to be effective. (Because I own a chisel does not make me a carpenter).



Nichols (2003) states "If eLearning is a means to education, then it can be applied in accordance with varying pedagogies (see Thorpe2002). Weller (2002) lists the following as pedagogies: Constructivism, Resource based learning, Collaborative learning, Problem based learning, Narrative based teaching, Situated learning".



The use of ICTs in the early year's context is not without its barriers. These include student barriers such as technology skill level, confidence, access to technology, individual characteristics such as disabilities/learning styles and familiar support. Educator barriers include technology skill levels, confidence, concerns about cybersafety issues, beliefs and attitude about ICT, time, access to resources, access to technical support and school culture (Bingimlas, 2008).



Exploring further a common barrier for educators and educational institutions is that of the ethical and safety considerations of ICT use. This includes issues such as virus protection, filters to ensure inappropriate materials are not accessed by student either deliberately or inadvertently, cyber bullying, copyright, plagiarism, and unauthorised use of images (such as students photos). Fortunately there is a rapid development of resources to support schools and teachers in managing and educating students and families about these issues. The following link has some suggested resources.


 

 
In conclusion, I approach the use of ICT in the classroom with a renewed respect. Technical skills alone cannot facilitate learning, nor can effective pedagogy stand alone without confidence and technical skill. I have explored four main tools for use in the early years context; Podcasting, Glogster, Websites and Storybird. My learning journey has resulted in an in-depth understanding of the potential of ICT to transform and enhance student learning, and the essential link between ICT and pedagogy.


 
References:



Bingimlas, K.A. (2008) Barriers to the Successful Integration of ICTin teaching and Learning Environments: A Literature Review. Retrieved from http://www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf


 
Chickering,W., & Ehrmann, S.C. ( 2004) Implementing the Seven Principles: Technology as Lever Retrieved from http://www.fmtsystems.com/04-news/Impl-7-prin.pdf


 
Deakin University (2003) Effective Use of Information and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D63F92A3-6931-464F-9970-D599BE3E390E/4520/ICTreport.pdf


 
Education Queensland ( 2008) Elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf




Oliver,R. (2002) The role of ICT in higher education for the 21st century: ICT as

a change agent for education. Retreived from citeseerx.ist.psu.edu



Newhouse,P. (2003). The impact if ICT on Teaching and Learning. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/downloads/pd/impactreview.pdf



Nichols (2003) A theory for Elearning Educational Technology & Society, 6(
2), 1-10 Retrieved from http://www.ifets.info/journals/6_2/1.html



Valdez,G. V (2005) Technology: A Catalyst for Teaching and Learning in the Classroom Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm

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