Reflective Synopsis

This Reflective synopsis will highlight the importance of ICT’s in 21^st century classroom and explore the theories that encircle e-learning and how they can facilitate and promote learning within the modern classroom. It will also It will include the legal, ethical and safety considerations for teachers in the current digital age.

In the modern classroom ICT’s are one of the most important affordances and can be used to transform, facilitate, support and enhance learning. Multimodal learning is more effective than traditional unimodal learning, which uses a single mode or strategy (Eschoolnews, 2015). Recent studies have show that combining audio and images with text enhances learning significantly by engaging our sensory and working memory (Eschoolnews, 2015). It is important that teachers and students have the knowledge, skills and confidence to make ICT’s work at school, and within the community (Melbourne Declaration, 2008). Teachers must utilise ICT’s to the best of their ability within the classroom and create multimodal lessons and activities. ICT capabilities are deeply embedded into all areas of the Australian curriculum including maths, English, science, history, geography, technologies and the arts (ACARA, 2015). To create meaningful multimodal activities and teach the fluent use of ICT’s it is paramount teachers are aware of current learning theories and models, which promote and support the use of ICT’s within the classroom.

Teachers must first be aware of how ICT’s can be used at the substitution, augmentation, modification and redefinition levels of the SAMR model. “The SAMR model, developed by Dr Ruben Puentedura, aims to support teachers to design, develop and integrate learning technologies to support high levels of learning achievement” (Queensland Government, 2015). For example at the substitution level students' published work can be printed rather than handwritten. At the augmentation level students can improve their writing through word processing tools. Schoolwork can be done outside of class time at the modification level and students can share and collaborate information online at the redefinition level.

There are various technologies that support current learning theories and promote higher order thinking. One of these is a Wiki. If classroom activities are scaffolded correctly with appropriate digital pedagogy, Wiki’s can encourage higher order thinking, which is linked closely to the top of the Blooms Taxonomy. An example of a well-scaffolded activity, which aligns with the each level of the SAMR model can be seen on the De Bono’s hats Wiki. These activities can also enable connectivism and cognitive constructivism. The connectivism framework can be described as a learning community where knowledge is passed and distributed across an information network and can be stored in a multiplicity of digital formats (Kop & Hill, 2008). Referring to the connectivism learning theory Snowman (2004) states, “a community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together” (Kop & Hill, 2008).

Cognitive constructivism also supports e-learning. When users engage with ICT’s such as Wikis and Blogs and Google Docx, they add their existing knowledge and develop new knowledge as other group members add their inputs. This creates a collaborative environment in which active assimilation and learning can occur. According to Snowman & Biehler (2000), meaningful learning occurs when students can “filter new ideas through existing knowledge structures” (College Cengage, 2015).

Audio, images and videos are important technologies, which are beneficial for learning and engage the students in higher order thinking and cognitive constructivism, providing the teacher scaffolds the activities in an appropriate manner in conjunction with the SAMR model. For example students can be given a task to research a topic, write a report then create a video of their findings whilst utilising, podcasts, recording and images. This task engages higher order thinking and also engages students in a process called transduction. According to Kress (2003), “transduction is a process in which something which has been configured or shaped in one or more modes is reconfigured and reshaped according to the affordances of a quite different mode” (ACU, 2015).

Presenting tools such as PowerPoint, Prezi and Glogster are invaluable within the classroom. All three technologies can promote higher order thinking and enable cognitive constructivism and transduction. For example, a student could research capital cities around the world then create a Glogster using the capital cities template and share to the class. Students could collaboratively brainstorm about topic and then create a Prezi using all the ideas. Students could create a PowerPoint slideshow using pictures and audio, similar to a book they have read in class. These activities also align with the SAMR model.

As teachers, it is essential we empower students with the skills, knowledge and confidence to participate in a knowledge based economy and technologically sophisticated society (ACARA, 2015). Doing this also means that we must inform our students of how to behave correctly online and adhere to online etiquette (ACARA, 2015). This includes modelling to students essential skills and etiquette, such as acknowledging work, safe online practices and appropriate online behavior. It is essential teachers model how to behave correctly online so that students can reap the full benefits of these technologies (Gedera, 2014). If teachers can incorporate ICT’s accordingly into everyday routine with the help of models such as the SAMR model, they will be able to transform and enhance learning within the classroom.

References

Acu.edu.au,. (2015). ACU (Australian Catholic University) - national, public and not-for-profit. - ACU (Australian Catholic University - ACU (Australian Catholic University). Retrieved from http://www.acu.edu.au

Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.5. Retrieved from http://www.australiancurriculum.edu.au

College.cengage.com,. (2015). Redirection to Equivalent @ Cengage. Retrieved from http://college.cengage.com/education

Classroomconnections.eq.edu.au,. (2015). 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

Eschoolnews.com,. (2015). Analysis: How multimedia can improve learning | eSchool News | eSchool News. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal Of Education & Development Using Information & Communication Technology, 10(4), 93-101.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distributed Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103