Reflective Synopsis

What is this thing, “e-Learning”? 

E-Learning is the use of Information and Communication Technologies (ICT) in classrooms as instrumental for teaching and learning. 

According to the Melbourne Declaration on Educational Goals for Young Australians, in this knowledge-based economy, it is a necessity for young people to be highly skilled in the use of ICT. They need to learn to access ICTs effectively and appropriately, to communicate, create, collaborate and think critically. When students become confident ICT can essentially function for them as they grow in skills and confidence to use digital tools as mobile sources of learning (ACARA, 2015).

With these skills students can take full advantage of transformative digital tools available and become indispensable figures in every part of their lives as they interact with and impact upon others in their communities (ACARA, 2015). Students will discover unimaginable capacities as they access information; create and present tasks; make critical decisions and innovatively solve problems; conduct research and analyse data; they work both independently and collaboratively as they become responsible for their own learning (ACARA, 2015; Puentedura, 2015).

Source: Google Images

Over the past five weeks I have explored different categories of technologies while considering the SAMR model as a framework. I have discussed working safely, legally and ethically with ICT and the importance of linking pedagogy to practice in order to construct effective learning. This synopsis will explore these three areas discussing the impact on my future practice; lessons I have learned along the way and how ICTs can be used to transform, facilitate, support and enhance learning (Birt, 2015).

Using the SAMR framework has pushed me to think more creatively in my posts about how I have used the digital tools. The SAMR model in combination with the 4 Cs (communication, creativity, critical thinking and communication) accelerates and guides the use of technology in the classroom and opens up pathways to innovation and disposition to try new things (Soule, 2015).    According to Puentedara, 2015:

• collaborate with your peers as you begin to use the SAMR model, 
• evaluate your teaching strategies
• incorporate technology into your own practice
• start out at the enhance level (how could you do it better/)
• what in your practice can you change to incorporate modification?
• contuinually re-examine your own practice
• keep the passion alive 

Reflection 4, week 5 included the exploration of group 4 tools, I chose PowerPoint to show that the SAMR model could be incorporated at varying levels for the same task, by fine-tuning the task at each level, I feel that with practice I will successfully go on to transform lessons so students are connected to the world around them.  

Reflecting on my lesson plans and looking at what could be done differently and why has made me more aware not simply to add technology but to truly transform the whole learning experience into one that would inspire learners to use the 4Cs themsleves as they think outside the box and take charge of their own learning. I think this is reflected in my Weebly site which has been built over the past few weeks Reflections of an E-Learner.

Working Safely, Legally and Ethically

In Reflection 1, Week 2, I discussed in some depth reputation management and the importance of working safely, legally and ethically across all forms of technology which may be used in the classroom. With collaborative learning at the forefront of learning students should be taught how to be socially responsible in the use of technologies, materials, information, processes, tools and equipment. The following video is a good example of how a career could be damaged by inappropriate use of social media.




The Interview from eSafety Office on Vimeo.

‘Your digital reputation is defined by your behaviours in the online environment and by the content you post about yourself and others. Tagged photos, blog posts and social networking interactions will all shape how you are perceived by others online and offline, both now and in the future.’ (Commonwealth of Australia, 2015).

Thinking about the use of Wikis, Weeblies, Skype and social media  sitesin Reflection2, week 3 and Reflection4, week 5 teachers should be aware of the legal aspects these types of media. This website, Really Good Stuff  has some ‘really good stuff’ on technology in the classroom with a focus on keeping students safe from predators and respecting students’ privacy while using video conferencing tools and other media.

Pedagogy

Being a pre-service teacher I am constantly reminded to keep my pedagogical theories in the forefront to inform my teaching practices.  So in reviewing the use of the SAMR model pedagogically the three main theories I discussed in my week 1 blog come to mind.  The SAMR model lends itself to cognitive constructivism, the knowledge gained using this model is not passive, students are challenged to take charge of their learning and new knowledge/schema are formed as existing ideas are challenged, critical thinking skills are utilised and paradigm shift occurs.  The model is also aligned with the Social Constructivist view of pedagogy, collaborative learning is encouraged as students work with their peers and community members whether locally or remotely via video conferencing.  Learners are influenced by group discussion or debate and shared learning occurs in the Zone of Proximal development (Snowman, Dobozy, Scevak, Bryer, Bartlett, Biehler. 2009).

So what are the implications for my future practice?

As our world seems to move faster and faster, the importance of turning children into lifelong learners has always been a challenge for teachers.  In this day children are virtually born with an IPad in their hands and they understand how to manipulate the technology often before they can walk.  Introducing SAMR and the 4 Cs to students even in the youngest grades will engage them to think critically, collaborate and communicate effectively as they use their creative skills and are empowered to learn from their peers, and not only local but overseas community members too.  

References

Australiancurriculum.edu.au,. (2015). Information and Communication Technology (ICT) capability - Introduction - The Australian Curriculum v7.5. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/introduction/introduction

Hit Crew,The. (2015). Nat King Cole - LOVE - Karaoke Instrumental. Retrieved from https://www.youtube.com/watch?v=ajj0khtJgsY

Jordan, B. (2015). Really Good Stuff. The Teacher's Lounge. Retrieved from http://www.reallygoodstuff.com/images/art/ReallyGoodStuff_SocialMediaInClass.pdf

National Education Association,. (2015). A Guide to the four Cs. Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

Puentedura, R. (2015). Applying the SAMR Model. Common Sense Media. Retrieved from http://www.commonsensemedia.org/videos/ruben-puentedura-on-applying-the-samr-model

Skype,. (2015). Skype in the Classroom. Retrieved  from https://education.skype.com

Soule, H. (2015). Helen Soule on The 4 Cs. Commonsensemedia.org. Retrieved  from https://www.commonsensemedia.org/videos/helen-soule-on-the-4-cs

Snowman, J. (2008). Psychology applied to teaching. Milton, Qld.: John Wiley & Sons Australia.