Introduction
With a focus on creating supported and engaging learning environments for my students, enrolment in Information Communication Technology for Learning Design has seen my knowledge, understanding and skills surrounding digital pedagogy develop. This synopsis summaries what I have learnt during the initial weeks of this unit and touches upon professional learning and development through peer collaboration and feedback, technicalities surrounding digital pedagogy, and the legal, ethical and ethical considerations associated with online learning. The overview of my learning draws from and refers to my online blog, which can be viewed here.
Activating Prior Knowledge
Prior to commencing this unit, I was of the opinion that I was up to speed with regards to technology and had a thorough understanding of ICT. The unit has made me realise how naïve I was, and in fact, I only have skills and experience using basic ICT tools like PowerPoint, YouTube, and mind mapping software. The course content has introduced me to an abundance of programs and resources and given me opportunities to explore them in depth. In turn, I realise how beneficial the use of technology can be in transforming teaching and learning and look forward to further developing such skills with my students. During my primary school years, our classroom consisted of blackboards, note taking and being spoken to by the teacher. My senior years saw computers slowly introduced as part of the curriculum. This unit has shown me how far technology in the classroom has come, in providing engaging, creative and interactive pedagogy and the positive effects such technology could have had on my learning as a student of the 80’s.
The Learning Process
The step by step design of this unit has introduced me to the array of digital tools available, and allowed me to explore and learn at my own pace. By way of stimulus questions and blog reflections, I have been able to discover, research and critically analyse the types of ICT introduced. Some reflective entries in my Weebly page, like the one exploring blogging, became quite lengthy. I was unfamiliar with the resource and how to use and create my own blog, and extra research was required to fully comprehend the complexity of the tool. Other posts like that of images for learning, were quite brief, refreshing and reiterating what I felt I already knew about the topic. This supported my learning and allowed me to manage my time appropriately, making the content less overwhelming. Additionally, and as a result of the weekly content having consistent structure, as the weeks progressed, so did my knowledge and skill surrounding the use of ICT in the classroom. Now, editing and adding to my Weebly page has become second nature and I am able to embed and link files to my blog, without being conscious of the process.
Collaboration and Feedback
The addition of providing and receiving feedback from my peers throughout the unit has contributed positively to my overall learning experience. The ability to view reflections by fellow students has allowed the opportunity to gain differing perspectives surrounding a common topic. I was drawn to the professionalism of blogs such as Tapper Talks however initially found myself questioning if I’d done enough to meet the task criteria. I realised through comments and encouragement from my peers (see figure 1.0), that I was in fact, in my own unique way, fulfilling the task requirements.
I also found the personalised feedback from my mentors and lectures warming and encouraging, see figure 2.0. At times I felt a little overwhelmed during the unit, and questioned whether returning to university was right for me and my young family. Mentor feedback reiterated the type of teacher (and person) I want to be and gave me the push I needed.
Beliefs, Knowledge and Skill Development
The use of ICT in this unit has transformed my learning, my beliefs and values around their use have not changed, they now run deeper. The combination of visual, media, audio and interactive technology throughout this unit found me having regular “YES!” moments and those moments have resonated with me greatly. I still recall the feeling of being asked the question in week one, “do you dare to dream?” (Iknowation, 2014). This was pivotal moment in my learning and proves how involving students in their own learning, placing learning in the hands of students can be appealing and transforming. I was dared to dream, and dared to get creative. Exploring software such Prezi allowed my technical skills to progress from beginner, to somewhat advanced. The direct involvement in creating and editing in Prezi, as opposed to reading about the process or watching a demonstration, has forced me to utilise my high order thinking skills intuitively, a critical aspect when developing digital pedagogy to meet the learning needs of students.
Technical Skills
I originally scored myself 5 out of 10 with regards to my technical capabilities. I am now the proud owner of an 8 out of 10 score. I feel I have progressed well, and feedback from my mentors reflects this. As a result of creating a blog in Weebly, I can now confidently link, embed and upload a variety of resources to my space, like I have been doing it for years. These skills allow me to share resources with my peers through my blog, and collaborate and gain feedback pertaining to my learning. I am still struggling with the ideas and benefits of sharing and collaborating on a global scale, and look forward to the upcoming weeks of this unit where this topic will be explored further.
Digital Pedagogy
Technology has no boundaries. Students are no longer limited to completing tasks in school hours, and can continue their learning in their home environment with support from a computer and internet connection. An excerpt taken from my reflection “Blogging”, highlights one of the reasons why the flexibility that comes with digital pedagogy is appealing (see figure 3.0).
The use of ICT in a classroom setting allows for global collaboration, resulting in educators being able to flip the classroom. Calling upon experts in the field, and utilising resources like those provided by The Kahn Academy for mathematics or science, not only provides expert knowledge to students, but allows educators to work with their students. This breaks the monotony of a traditional classroom, involves students and allows educators to be directly involved in supported student learning, rather than at the front of the classroom.
Digital Pedagogy and the SAMR Model
The SAMR model has been discussed in great depth during this unit however I am still struggling to apply it in my curriculum area. My understanding of the SAMR model is that it is a framework for educators to follow in order to introduce technology within their pedagogy to support student learning (Schrock, 2017). With a goal to transform learning experiences for students, technology is used in lieu of traditional means, to generate high order thinking skills and therefore increase personal and academic achievement for students.
I have provided a number of examples in my Weebly page demonstrating how I have utilised ICT at each stage of the SAMR model in my teaching areas of science and senior health education. My mentor feedback indicates I am on the right track however, I still feel more work is required on my part, especially in the modification and redefinition phases of the model.
Legal, Safe & Ethical Practice
Exploration through the array of online tools presented in this course, has given me an understanding of the legal, safe and ethical considerations surrounding students using online resources in the classroom. The Department of Education and Training have strict guidelines in place to protect the privacy of students and these guidelines must be adhered to by educators at all costs. It is the responsibility of the school, head of departments and classroom teacher, to consider the legalities associated with the use of online tools in education. The privacy of students must be maintained, copyright laws adhered to, and presentations monitored for accuracy, professionalism and appropriateness with regards to peer commenting and feedback, adding to the workload of teachers.
Conclusion
My junior and secondary education was spent being spoken to, talked at. Words, pages of notes to take down from the black board, chapters of textbooks to read and summarise. There was very little interaction with teachers outside of question time, or scheduled practical lessons. Knowing what I know now, this did not support my learning as a student, and at times I was left behind.
The introduction of digital pedagogy and the integration of ICT in the classroom, has transformed teaching and learning, increased student engagement and performance, and in turn, student achievement. By use of technologies such as video, interactive software like Prezi and Weebly, personal learning styles and needs of students are accommodated, and engaging and supported learning environments are created.
The knowledge and skills gained during this unit will assist me to develop my ever evolving pedagogy. By use of integrating up to date and current digital resources in the classroom, it is my aim to engage, support, interact and learn with my students in a positive and technological environment.
With a focus on creating supported and engaging learning environments for my students, enrolment in Information Communication Technology for Learning Design has seen my knowledge, understanding and skills surrounding digital pedagogy develop. This synopsis summaries what I have learnt during the initial weeks of this unit and touches upon professional learning and development through peer collaboration and feedback, technicalities surrounding digital pedagogy, and the legal, ethical and ethical considerations associated with online learning. The overview of my learning draws from and refers to my online blog, which can be viewed here.
Activating Prior Knowledge
Prior to commencing this unit, I was of the opinion that I was up to speed with regards to technology and had a thorough understanding of ICT. The unit has made me realise how naïve I was, and in fact, I only have skills and experience using basic ICT tools like PowerPoint, YouTube, and mind mapping software. The course content has introduced me to an abundance of programs and resources and given me opportunities to explore them in depth. In turn, I realise how beneficial the use of technology can be in transforming teaching and learning and look forward to further developing such skills with my students. During my primary school years, our classroom consisted of blackboards, note taking and being spoken to by the teacher. My senior years saw computers slowly introduced as part of the curriculum. This unit has shown me how far technology in the classroom has come, in providing engaging, creative and interactive pedagogy and the positive effects such technology could have had on my learning as a student of the 80’s.
The Learning Process
The step by step design of this unit has introduced me to the array of digital tools available, and allowed me to explore and learn at my own pace. By way of stimulus questions and blog reflections, I have been able to discover, research and critically analyse the types of ICT introduced. Some reflective entries in my Weebly page, like the one exploring blogging, became quite lengthy. I was unfamiliar with the resource and how to use and create my own blog, and extra research was required to fully comprehend the complexity of the tool. Other posts like that of images for learning, were quite brief, refreshing and reiterating what I felt I already knew about the topic. This supported my learning and allowed me to manage my time appropriately, making the content less overwhelming. Additionally, and as a result of the weekly content having consistent structure, as the weeks progressed, so did my knowledge and skill surrounding the use of ICT in the classroom. Now, editing and adding to my Weebly page has become second nature and I am able to embed and link files to my blog, without being conscious of the process.
Collaboration and Feedback
The addition of providing and receiving feedback from my peers throughout the unit has contributed positively to my overall learning experience. The ability to view reflections by fellow students has allowed the opportunity to gain differing perspectives surrounding a common topic. I was drawn to the professionalism of blogs such as Tapper Talks however initially found myself questioning if I’d done enough to meet the task criteria. I realised through comments and encouragement from my peers (see figure 1.0), that I was in fact, in my own unique way, fulfilling the task requirements.
I also found the personalised feedback from my mentors and lectures warming and encouraging, see figure 2.0. At times I felt a little overwhelmed during the unit, and questioned whether returning to university was right for me and my young family. Mentor feedback reiterated the type of teacher (and person) I want to be and gave me the push I needed.
Beliefs, Knowledge and Skill Development
The use of ICT in this unit has transformed my learning, my beliefs and values around their use have not changed, they now run deeper. The combination of visual, media, audio and interactive technology throughout this unit found me having regular “YES!” moments and those moments have resonated with me greatly. I still recall the feeling of being asked the question in week one, “do you dare to dream?” (Iknowation, 2014). This was pivotal moment in my learning and proves how involving students in their own learning, placing learning in the hands of students can be appealing and transforming. I was dared to dream, and dared to get creative. Exploring software such Prezi allowed my technical skills to progress from beginner, to somewhat advanced. The direct involvement in creating and editing in Prezi, as opposed to reading about the process or watching a demonstration, has forced me to utilise my high order thinking skills intuitively, a critical aspect when developing digital pedagogy to meet the learning needs of students.
Technical Skills
I originally scored myself 5 out of 10 with regards to my technical capabilities. I am now the proud owner of an 8 out of 10 score. I feel I have progressed well, and feedback from my mentors reflects this. As a result of creating a blog in Weebly, I can now confidently link, embed and upload a variety of resources to my space, like I have been doing it for years. These skills allow me to share resources with my peers through my blog, and collaborate and gain feedback pertaining to my learning. I am still struggling with the ideas and benefits of sharing and collaborating on a global scale, and look forward to the upcoming weeks of this unit where this topic will be explored further.
Digital Pedagogy
Technology has no boundaries. Students are no longer limited to completing tasks in school hours, and can continue their learning in their home environment with support from a computer and internet connection. An excerpt taken from my reflection “Blogging”, highlights one of the reasons why the flexibility that comes with digital pedagogy is appealing (see figure 3.0).
The use of ICT in a classroom setting allows for global collaboration, resulting in educators being able to flip the classroom. Calling upon experts in the field, and utilising resources like those provided by The Kahn Academy for mathematics or science, not only provides expert knowledge to students, but allows educators to work with their students. This breaks the monotony of a traditional classroom, involves students and allows educators to be directly involved in supported student learning, rather than at the front of the classroom.
Digital Pedagogy and the SAMR Model
The SAMR model has been discussed in great depth during this unit however I am still struggling to apply it in my curriculum area. My understanding of the SAMR model is that it is a framework for educators to follow in order to introduce technology within their pedagogy to support student learning (Schrock, 2017). With a goal to transform learning experiences for students, technology is used in lieu of traditional means, to generate high order thinking skills and therefore increase personal and academic achievement for students.
I have provided a number of examples in my Weebly page demonstrating how I have utilised ICT at each stage of the SAMR model in my teaching areas of science and senior health education. My mentor feedback indicates I am on the right track however, I still feel more work is required on my part, especially in the modification and redefinition phases of the model.
Legal, Safe & Ethical Practice
Exploration through the array of online tools presented in this course, has given me an understanding of the legal, safe and ethical considerations surrounding students using online resources in the classroom. The Department of Education and Training have strict guidelines in place to protect the privacy of students and these guidelines must be adhered to by educators at all costs. It is the responsibility of the school, head of departments and classroom teacher, to consider the legalities associated with the use of online tools in education. The privacy of students must be maintained, copyright laws adhered to, and presentations monitored for accuracy, professionalism and appropriateness with regards to peer commenting and feedback, adding to the workload of teachers.
Conclusion
My junior and secondary education was spent being spoken to, talked at. Words, pages of notes to take down from the black board, chapters of textbooks to read and summarise. There was very little interaction with teachers outside of question time, or scheduled practical lessons. Knowing what I know now, this did not support my learning as a student, and at times I was left behind.
The introduction of digital pedagogy and the integration of ICT in the classroom, has transformed teaching and learning, increased student engagement and performance, and in turn, student achievement. By use of technologies such as video, interactive software like Prezi and Weebly, personal learning styles and needs of students are accommodated, and engaging and supported learning environments are created.
The knowledge and skills gained during this unit will assist me to develop my ever evolving pedagogy. By use of integrating up to date and current digital resources in the classroom, it is my aim to engage, support, interact and learn with my students in a positive and technological environment.
References
Centre for Innovation in Research and Training. (2017). Group Work in the Classroom. Retrieved from https://cirt.gcu.edu/teaching3/tips/groupwork
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking, Curriculum & Leadership Journal, 12(14), 1-2.
Digital Learning Environment, (2017). SAMR. Retrieved 19 April 2017, from https://magic.piktochart.com/output/3496084samr-vs- blooms
Schrock, K. (2017). Schrock's Guide to Everything, SAMR and Bloom's. Retrieved 20 April, 2017, from http://schrockguide.net/samr.html
Educational Technology and Mobile Learning (2017). SAMR Model Explained for Teachers. Retrieved 21 April, 2017, from http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
South East Education Network (2011). Multi-modal learning strategies for all students. Retrieved 21 March, 2017 from http://www.seenmagazine.us/Articles/Article-Detail/articleid/1663/multi-modal-learning-strategies-for-all-students
The Khan Academy. (2017). Health and Medicine. Retrieved, 30 March 2017, from https://www.khanacademy.org/science/health-and-medicine
The University of Queensland Institute of Teaching and Learning Innovation. (2017). Pedagogical Benefits. Retrieved 17 April, 2017, from http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
The State of Queensland (Department of Education and Training). (2017). Using Communication Technologies. Retrieved 28 March, 2017, from http://education.qld.gov.au/actsmartbesafe/students/technology/using-ct.html
The State of Queensland (Department of Education and Training). (2016). Curriculum Activity Risk Assessment Activity Guidelines. Retrieved 18 April, 2017, from http://education.qld.gov.au/curriculum/carmg/media-studies.html
Centre for Innovation in Research and Training. (2017). Group Work in the Classroom. Retrieved from https://cirt.gcu.edu/teaching3/tips/groupwork
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking, Curriculum & Leadership Journal, 12(14), 1-2.
Digital Learning Environment, (2017). SAMR. Retrieved 19 April 2017, from https://magic.piktochart.com/output/3496084samr-vs- blooms
Schrock, K. (2017). Schrock's Guide to Everything, SAMR and Bloom's. Retrieved 20 April, 2017, from http://schrockguide.net/samr.html
Educational Technology and Mobile Learning (2017). SAMR Model Explained for Teachers. Retrieved 21 April, 2017, from http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
South East Education Network (2011). Multi-modal learning strategies for all students. Retrieved 21 March, 2017 from http://www.seenmagazine.us/Articles/Article-Detail/articleid/1663/multi-modal-learning-strategies-for-all-students
The Khan Academy. (2017). Health and Medicine. Retrieved, 30 March 2017, from https://www.khanacademy.org/science/health-and-medicine
The University of Queensland Institute of Teaching and Learning Innovation. (2017). Pedagogical Benefits. Retrieved 17 April, 2017, from http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
The State of Queensland (Department of Education and Training). (2017). Using Communication Technologies. Retrieved 28 March, 2017, from http://education.qld.gov.au/actsmartbesafe/students/technology/using-ct.html
The State of Queensland (Department of Education and Training). (2016). Curriculum Activity Risk Assessment Activity Guidelines. Retrieved 18 April, 2017, from http://education.qld.gov.au/curriculum/carmg/media-studies.html