Encountering E-Learning Education

Image accessed from:

http://blogs.webmd.com/safety4kids/uploaded_images/

bigstockphoto_Girl_With_Laptop_696226-749733.jpg

The following reflection is a summary of my thoughts on children’s creative use of learning technologies to support their active learning following my first assessment task using LAMs. I thought it would be valuable to incorporate into this web blog as an analytical discussion on how educational technologies can be used most effectively in primary education.  

The underlying philosophy of learning technologies in the K-6 curriculum is to provide students’ with educational tasks which are comprised of authentic and collaborative learning experiences (Sergeant, 2006, p.4). Through creating an engaging and imaginative learning environment students’ can be involved in meaningful construction of knowledge which is “effective and enjoyable” (Haden, 2006, p.81). Additionally incorporating a problem based learning focus when using educational technologies takes into consideration social contexts and community citizenship by incorporating “real-world tasks” into classroom learning (Brady & Kennedy, 2005, p.3, 18, 142; NSW Board of Studies, 2008). This enables students to experience “world and community settings” whilst participating in “high quality learning” (Brady & Kennedy, 2005, p.3, 18, 142; NSW Board of Studies, 2008).  

Learning technologies can be used to create environments which offer innovative educational possibilities (Bransford et al., 1999). Technology “offers powerful tools” for addressing logistical constraints associated with “real-world tasks” (Brady & Kennedy, 2005, p.3; Bransford et al., 1999). Additionally learning technologies allow students to reflect upon, share and extend their work whilst connecting with a “wide-open” learning environment facilitated by the internet (Harel, 2003). This online leaning context allows students to express their ideas and opinions as well as exchange perspectives and viewpoints in a global context (Harel, 2003).  Consequently students are transformed from passive followers to active participants as they are “engaged in constructing a public entity” (Resnick, 2006; Harel, 2003).  

Learning technologies can also be used to captivate “the imagination of young people” in order to make “learning exciting and sufficiently stimulating to…met societal needs for literate…and socially responsible citizens” (Robertson, 2005). Learning technologeis also provide a “flexible and on-line learning environment” (Oliver & Herrington, 2003). Whilst the teacher still has a crucial role in scaffolding learning, ultimately the students have choice, control and ownership over their personal learning (Oliver & Herrington, 2003). Additionally students can also engage in an educational dialogue with international peers giving depth and meaning to their educational discoveries (McAndrew, Goodyear & Dalziel, 2005). 

Learning technologies, particularly the internet, should be embraced as an “unprecedented explosion of human expression” (Bull, 2007). Online technologies can also be enhanced through incorporating a constructionist teaching approach (Harel, 2003; Bransford et al., 1999; Oliver & Herrington, 2003). This can be achieved by immersing students in imaginative play so that they become “creative doers rather than passive learners” (Resnick, 2006). Additionally constructivist learning is enhanced when students adopt “active roles of designer and builder” in order to transform learning through technology into engaging exploration (Harel, 2003).  

New and innovate uses of learning technologies in the primary classroom has transformed the teachers role. The teacher is still primarily responsible for guiding and prompting students in their learning. However, now the teacher is responsible for incorporating inquiry based, student-centred learning experiences into the classroom. The teacher now has a role in encouraging and motivating students to embrace a “real-world” outlook and perspective towards learning (Brady & Kennedy, 2005, p.3; Bransford et al., 1999).  

These ideas of learning technologies in the primary classroom are congruent with the purposeful aims and strategies of the Science and Technology syllabus. Technology education, should primarily concerned with “purposeful and creative use of resources” to meet learning goals. This involves in an “application of human skills, knowledge, techniques and processes to expressive and practical problem-solving” (NSW Board of Studies, 2008). Online teaching activities are primarily linked to outcome UTS2.9 in “developing skill to enhance investigation and design tasks” by using computer-based technology in an engaging way (NSW Board of Studies, 2008).  

In summary creative use of learning technologies must be carefully and critically assessed in order to effectively and genuinely to support active learning in primary classrooms. It is imperative that teachers do not fall into the trap of using technology for technology’s sake as this can in fact hinder learning (Harel, 2003; Bransford et al., 1999; Oliver & Herrington, 2003). Conversely authentic and collaborative educational experiences using technology are invaluable in transforming learning into an enjoyable, meaningful and engaging experience. (Sergeant, 2006, p.4; Haden, 2006, p.81).

Reference List 

Australian University Teaching Committee. (2003). Learning Designs. Retrieved February 10th 2008 from http://www.learningdesigns.uow.edu.au/index.html.

Brady, L. & Kennedy, K. (2005). Celebrating Student Achievement: Assessing and Reporting. Sydney: Pearson Prentice Hill.Bransford et al., (1999). How people learn. Ch. 9

Bull, G. (2007). Learning and Leading. The 1000 Mile Microphone Cable. Retrieved February 10th 2008 from: http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_34_2006_/April_N0_7_2/347 

Clements, D. (2007). The International Baccalaureate Primary Years Program: An effective model for inquiry and integrated curriculum. Curriculum Perspectives, 26 (1) 71-75.

Harel, I. (2003). Building software beats using it. Retrieved March 16, 2007 at: http://www.mamamedia.com/areas/grownups/new/21_learning/building_software.html

Harel, I. (2003). Sand castles go digital. Retrieved August 4, 2006 at: http://www.mamamedia.com/areas/grownups/new/21_learning/sand_castles.html 

McAndrew, P., Goodyear, P., & Dalziel, J. (2005). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology.

NSW Board of Studies (2006). K-6 at Board of Studies. Retrieved February 10th 2008  from http://k6.boardofstudies.nsw.edu.au/.

Oliver, R. & Herrington, J. (2003). Exploring technology-mediated learning from a pedagogical perspective. Journal of Interactive Learning Environments, 11(2), 111-126.

Papert, S. (1998). Child Power: Keys to the New Learning of the Digital Century. Retrieved March 16 from: http://www.papert.org/articles/Childpower.html

Resnick, M. (2006). Creative play. (Podcast) retrieved 31st March, 2007 from: http://www.legobuildersoftomorrow.com/poscasts_1.html  

Robertson, M. (2005). Mobile Learning Think: Get on your skateboard to keep up! University of Tasmania, AARE. Sargeant, J. (2006). Developing a pathway for authentic learning and assessment. FYI: The Journal for the School Information Professional, 10(2), 4-7.

Smith, B. (2006). Collaboration in action: integrating ICT for Stage 4 Science. Scan, 25(2), 4-6.http://search.informit.com.au.ezproxy.lib.uts.edu.au/fullText;dn=151832;res=AEIPT

Trackback URI | Comments RSS