The
use of ICT’s and e-learning is embedded into the Australian curriculum in order
to allow learners to develop their understanding of these technologies. In
today’s ever changing world learners need to be able to use these resources in
order to survive and develop their higher order thinking skills (Australian
Curriculum, Assessment and Reporting Authority, 2014). This opinion has been
further developed over the past six weeks, whilst using the different
e-Learning resources. The following will reflect on some possible resources for
use within the classroom, their legality, and the safe and ethical uses of
these. Such as using e-Learning in a group environment, pedagogical
implications, how technology can transform, facilitate,
support and enhance learning, and its use within all levels of the “SAMR model”
(Schrock, 2015). These will also examine the use
of Wiki’s in a group environment, mobile phones within the classroom, blogs, videos,
digital presentations and simulations. Before using these learners must be made
aware of the legal, safety and ethical issues of e-Learning.
Prior
to using these resources learners must be made aware of what content they can
use and how to use it legally and ethically. It is essential for all schools to
educate their students about the importance of these procedures (Queensland
Government, 2014). These must be considered when working with presentation
resources such as Prezi from reflection four, to understand how to use music,
videos, photos and information legally and ethically. Students must also be
educated about how to be safe online. Such as not giving out private details, how
to deal with social situations and what to do if they don’t feel safe (United
States Government, United States Department of Justice, 2013).
Also
when considering what technology to use in the classroom, its usefulness for
collaborative groups must be considered. The Australian Curriculum highly
supports the use of collaborative groups when using technology in the classroom
(Australian Curriculum Assessment and Reporting Authority, 2014). Using a Wiki in
the classroom for collaborative groups was demonstrated in reflection one as a
useful resource, and a social constructivist approach (Birt, 2015a). A Wiki can
be used within two phases of the SAMR
model. It enables groups to display their ideas (“Substitution”), opinions
(Substitution), alter work from
multiple computers (“Augmentation”) and create mind maps (Augmentation) (Schrock, 2015). Another resource
that is highly useful for group work is mobile phones. Mobile phones can be used within three phases of the SAMR model (Schrock, 2015). Mobile
phones can be used in collaborative groups to investigate information (“Modification”),
collect and displaying data (Augmentation),
create videos (“Redefinition”) and create presentations (Redefinition) to be inserted into a blog (Schrock, 2015). However the way that this technology is implemented
must also work in conjunction with an effective pedagogy.
The
Australian Curriculum Assessment and Reporting Authority states,
“students develop ICT capability as
they learn to use ICT effectively and appropriately to access, create and
communicate information and ideas, solve problems and work collaboratively”
(Australian Curriculum Assessment and Reporting
Authority, 2014).
These
aspects must be considered when creating an effective pedagogy that supports
the use of e-Learning within the classroom. For example reflection two examined
the use of blogs within the classroom. When using a blog in the classroom it
needs to be considered how the blog can be used effectively, how learners can demonstrate what they know, its use
as a problem solving task tool, and
for group work (Australian
Curriculum Assessment and Reporting Authority, 2014). Some suggestions that
were given in reflection two that achieve this are: creating a mind map (Substitution), displaying a learners’
speech (Augmentation), video of a
poem learners have written, with a voice over and images to accompany it (Modification), and posting a stop motion
video (Redefinition) (Australian Curriculum Assessment and Reporting
Authority, 2014; Schrock, 2015). When this pedagogy has been considered
e-Learning can really transform,
facilitate, support and enhance learning.
The
use of e-Learning within the classroom can be highly beneficial to help
students learn effectively. According to
Schwartz & Hartman, e-Learning can help learners develop their
understanding of a large range of topics (n.d.). Birt also agrees with this,
adding that e-Learning gives the learners the opportunity to work in groups,
connect with others worldwide and use limitless resources (2015b). This can be
seen as achieved in reflection three which examines the use of videos,
specifically Adobe Premiere Pro CC embedded in a blog to support learners’
understanding. This resource allows
learners practice sight words (Substitution),
film and present speeches (Augmentation),
create a news segment as a collaborative group (Modification), and create a vlog (video blog) of an excursion (Redefinition) (Schrock,
2015). These activities help develop learners’ understanding, using higher order thinking, and presenting tasks
in new ways. These can also be seen in reflection five suggestion using a simulation,
specifically Google Maps. For example finding the capitals of different
countries (Substitution),
take a ‘photo’/screenshot of a local landmark (Augmentation), plan a hypothetical worldwide trip (Modification), and a global treasure
hunt (Redefinition) (Schrock,
2015).
As can be seen
e-Learning is a highly effective tool within the classroom when used to its
full potential. Such as a Wiki, mobile phones, blogs, videos, digital
presentations, and simulations. Many e-Learning resources can also be
effectively used within all stages of the SAMR
model (Schrock, 2015). When using e-Learning within the classroom learners
need to be educated about how to be legal and ethical about the content they
use, also how to be safe about private details and within social situations.
Including collaborative groups within learning can be highly effective to help
support learners, along with the use of an effective pedagogy. An effective
pedagogy will ensure that learners are able to use tools effectively, problem
solve, and work productively in groups (Australian Curriculum Assessment
and Reporting Authority, 2014). It is evident that the use of e-Learning within
the classroom is essential for all learners.
Works Cited:
Australian Curriculum, Assessment and Reporting Authority.
(2014). Information and
communication technology
(ICT) capability: Introduction. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction
Birt, K.
(2015a). Legals. Retrieved from
CQUniversity e-courses, FAHE11001: Managing e-
Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101661
Birt, K.
(2015b). Know your learner and the brain.
Retrieved from CQUniversity e-courses,
FAHE11001:
Managing e-Learning, https://moodle.cqu.edu.au/mod/page/view.php?id=101648
Queensland
Government. (2014). Intellectual
property and copyright use. Retrieved from
http://ppr.det.qld.gov.au/corp/governance/Pages/Intellectual-Property-and-Copyright-Use.aspx
Schrock,
K. (2015). Resources to support the SAMR Model. Retrieved from
http://schrockguide.net/samr.html
Schwartz,
D. L., Hartman, K. (n.d.). It is not television anymore: Designing
digital video for
learning and
assessment. Retrieved from
http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf
United States Government, United States Department of Justice. (2013). Kids – Safety tips.
Retrieved from https://www.fbi.gov/fun-games/kids/kids-safety
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