Learning in the 21st century via the use of ICTs
In the last twenty years, the use of electronics has become overwhelming, resulting in ICTs (Information and Communication Technologies) being used more and more for educational purposes. ICTs have the capability to enhance a students’ learning experience through either collaborative or individual activities, social networking and engaging visual and colourful tools that often allow students to interact as a class or with the ICTs (Fasso, 2010). E-Learning is a term used for pedagogical strategies that are enhanced by technology and in particular computer technology (Horton, 2006). E-Learning allows students to not only find information they may otherwise not have access to, but to collaborate with others what information they do find. ICTs allow students to go beyond face-to-face learning. An example may be that Universities use the internet to provide students with information prior to their lectures and tutorials. Some tools using ICTs that will be discussed today include, concept mapping, Blogs, Wikis and the use of video-taping for learning. Throughout the synopsis, the technological tools explained, will also be connected to educational frameworks of which they coincide with.
Productive Pedagogies and Dimensions of Learning
Productive pedagogies is a Queensland formed framework based on reflection of the classroom using four main headings. These include intellectual quality, supportive classroom environment, recognition and valuing of difference and connectedness. ‘Intellectual quality’ focuses on having a deeper understanding of the knowledge content through the use of encouragement to perform at a high standard (Government, 2002). Using higher order thinking helps improve the intellectual quality of a student’s academic work, which can be improved by using ICTs where students can research at a much broader level. This also connects with Dimensions of Learning (DoL) three and four: “Extend and refine knowledge” and “Use knowledge meaningfully” (Marzano & Pickering, 1997).. These two dimensions work on higher order thinking and improving intellectual quality.
The second section of Productive Pedagogies is a ‘supportive classroom environment’. This means that the classroom is inclusive of everyone’s needs and learning styles, whilst giving constructive feedback to individuals and groups in order to support the process of transforming learning to knowledge (Government, 2002). It also relates to students having a chance to give their input into what and how they want to learn. ICTs have the capability of giving student’s greater freedom of choosing how they want to show what they have learnt. Students can use different tools such as Wikis and videos, to demonstrate what they have learnt in an interactive way. Having a supportive classroom relates to Dimensions of Learning one: Attitudes and Perceptions (Marzano & Pickering, 1997).. Comfort and order in the classroom is important in this dimension, as well as making tasks interesting and having all the resources to do that.
The next section, ‘recognition’, relates to a supportive classroom environment, where students who struggle at school or come from a lower socioeconomic environment, may require special recognition and help in order to reach quality intellectual skills (Government, 2002). ICTs have the ability to engage students of any academic level, however this may be a barrier to those who have not grown up with technology. Computers especially, can supply students with tasks of a different level of difficulty, therefore meeting the needs of a diverse classroom. According to Snowman et al. (2009), the use of ICTs for education, engages students that otherwise would be at risk of not participating due to their inability to understand the content discussed in class. Recognition also relates to Attitudes and Perceptions from Dimension one, but it also relates to Dimension five: Habits of Mind (Marzano & Pickering, 1997). Recognising the habits of mind the student has and seeing where they need to improve is an important task.
The last stage, ‘connectedness’, focuses on students learning relating to real world situations, but also allows students to connect with each other either in the classroom or with students or experts from the school and across the world (Government, 2002). With the use of forums and Blogs, students can communicate with experts on a certain subject and relate their academic topic to the real world. This also relates to Habits of Mind including, continuous learning and past knowledge, new situations (Marzano & Pickering, 1997). Real world connectedness is important for every student to see a purpose in what they are learning.
Tool 1: Video-taping
The use of ICTs in a Health and Physical Education (HPE) context is helpful in supporting the learning of students. Students can videotape each other in order to view their movements and skills later on. They are then able to analyse themselves in slow motion and see how and where they need to improve allowing continuous learning. This requires higher order thinking, an important aspect of Productive Pedagogies (Government, 2002) as well as Dimensions of Learning three and four (Marzano & Pickering, 1997). More information on video-taping is available at this link. There is no other way students can see their own performances in slow motion, than the use of video cameras. Still photo shots do not capture every stage of a movement. Some parts of the skill can be missed. Another student could watch the performer and take notes, however this still does not allow the performer to analyse their own movements and see where they think they need to improve.
Tool 2: Concept mapping online
Students can also create a concept map online, such as on Bubbl.us to continue the learning journey through higher order thinking. Students can brainstorm ideas of any topic when using a concept. It allows ideas to be written down quickly and ‘gets the ball rolling’. It can also be used for example, after watching the videos on experts completely a physical skill, to take note of the sequence of activities they see on the video. However, completing a concept map can now be more engaging and efficient, by using online programs such as Bubbl.us. This relates to data through senses, a Habit of Mind (Marzano & Pickering, 1997). An online concept map is ideal as it is quick, it can be changed easily if a mistake has been made, and it can be accessed from home also if it is emailed to the student or uploaded on their Blog or Wikispace. Concept maps online can be made colourful and interactive, therefore being more engaging then a piece of paper and pen! An example of a concept map can be found here and further information on the benefits of concept mapping.
Tool 3: Online Blogs
The use of Blogs enables students to keep a journal online of what they are learning, and then reflect on what they have learnt to help transform knowledge. Students can comment on each other’s Blog entries and work collaboratively to continue learning. This has the potential to work very well as long as the teacher sets questions and guidelines as to what to include in their comments. By allowing students to comment on other Blogs, students are able to connect with each other. This is linked to ‘Connectedness’, an aspect of the Productive Pedagogies framework (Government, 2002). Teachers can also comment on the Blogs and provide feedback to the students on their online journal. The teacher may be able to clarify aspects of what they are learning and give written feedback instantly. For students to comment on each other’s Blog entries, students need to be aware about “Netiquette” and the ethical issues of online tools, including cyber-bullying. For more information on Netiquette and ethics, see the “Comment on Netiquette”. For more information on Blogs and how they benefit learning, please click here.
Tool 4: Wiki spaces
Students would also benefit using a Wikispace during HPE especially when theory is based on group work. An example of using a Wikispace in HPE could be that students as a class or in groups create a textbook on the fitness principles, the anatomy of the body and nutrition and add to it as they continue to learn these topics. By the end of the term, there would be a Wikispace with all the information they need for their end of year exam or assignment etc. The textbook can be created on any topic the class is working on. This method of using ICTs in HPE can promote Connectivism in the classroom, which allows continue learning to occur (Siemens, 2004). This is a task that would be very difficult to create without the use of a computer. Wikispaces makes the task even simpler as all students can access the one “textbook” being created. Obviously this tool can be used for many other activities also. Netiquette needs to be taken into consideration with the use of Wikispaces also. For more information on Wiki’s, please click on the link here.
Limitations to using ICTs in secondary HPE
Due to HPE being both theory and practical, some ICT tools cannot be used on the oval. For example, it would be silly to have a projector on the oval with PowerPoint or video showing. Firstly, the glare on the screen would make it impossible to see the picture, the large space would make it hard for any sound to be projected from the speakers, and there is a high possibility with other classes on the oval, that the expensive equipment could get damaged. If students need to see a PowerPoint or video on the topic, this should be done in the classroom during a theory lesson, or before a practical lesson. However, in the classroom, as long as there is access to the internet and computer labs, there is no limit to what tools can be used. It is often difficult though, in a large school, to get access to a computer lab when you want one. Planning well ahead of time is a necessity so the teacher can book the computers in time.
Although there are a huge range of Web 2.0 tools available, not every tool is available to a school. Some however, can be unlocked by the school so the teacher can access them and use them in the class. Other tools often require a subscription or sign-up fee, which is something the teacher would have to discuss with the school. When trying new online tools, the teacher should check with the school for permission just to be certain there is no reason why that certain tool or ICT cannot be used at school. This will take a little bit extra time, but it could save time down the track.
There are some tools that would not be useful in a HPE context. Using Google maps would not be useful as there is not much point doing mapping for HPE. There are more important ICTs that should be used in HPE to enhance the learning experience. Google Mapping would just be a waste of time. It is a tool that would be suited for SOSE when completing tourism for example.
Another tool that would be used very rarely in secondary HPE is a Voki. This tool allows students to write something and it is said by an animational character on the screen. This can be very useful for students who do not like public speaking, however it is something that is more suited for younger children or intellectually disabled students. A Voki would be almost pointless in a HPE context also and probably more time consuming that what it is worth.
ICTs for an inclusive classroom
ICTs allow students with different learning needs to be included in the classroom. Computers are very “patient tutors” as they are capable of repeating themselves as many times as necessary (Woolfolk & Margetts, 2010). For disabled students with a hearing impairment, there are a huge range of computer programs that do not make sounds. On the other hand, for those students who have issues with reading, the computer can ‘speak’ to them to enhance the learning experience. Students with a visual impairment however, will find great difficulty in using a computer as will students with motor impairments, as it becomes difficult to use the mouse (Woolfolk & Margetts, 2010). This is a huge limitation when creating an inclusive classroom.
The use of ICTs allows students to connect with data via other senses. Students are not constricted to learning via “talk and chalk”. They have the opportunity to learn visually, kinaesthetically, auditory and interactively which is an important Habit of Mind to consider ensuring students are engaged and learning (Marzano & Pickering, 1997).
References
Fasso, W. (2010, August 14). Active learning, learning diversity and the theory. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=91792
Government, Q. (2002). Productive pedagogies: Classroom reflection manual. Department of Education and Training. Retrieved from URL: http://education.qld.gov.au/public_media/reports/curriculum-framework/productive- pedagogies/html/manual.html
Horton, W. (2006). E-Learning by design. San Francisco, CA: Pfeiffer.
Marzano, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual (2nd ed.). VA, Alexandria: ASCD
Siemens, G. (2004). Connectivism: A learning theory for the digital age, Retrieved from URL: http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B., & Biehler, R. (2009). Psychology applied to teaching. Milton, QLD: John Wiley & Sons.
Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd Ed.). Frenchs Forest, NSW: Pearson Australia.
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