Reflective Synopsis - ICTs as Teaching and Learning Tools.

Learning in a digital era has been changed into a new paradigm since the development of network and communication technology, and it is inevitable in today’s dynamic society that technology plays a large role in the modern classroom (Kultawanich, Koraneekij, & Na-Songkhla, 2015). Gone are the days, however, that the computer labs were a one off lesson for students to simply type up and print off their work. With the rise ICTs, there is an inherent need for learning managers to change traditional pedagogy to ensure that students are receiving a high level of education from the technology on offer (de Vries, 2009) and are not simply using it as a replacement of traditional classroom methods.

Twenty first century learners need to be equipped with the skills to successfully participate in their world as active and informed citizens, and e-learning is an integral part of their learning journey into the future (MCEETYA, 2005). E-learning can be defined as the effective use of technology as a teaching and learning tool. It can employ a range of online platforms and programs, and considers a variety of relevant and current learning theories to ensure effective implementation (de Vries, 2009).

The benefits of e-learning are many and varied. It is obvious that today’s learners require basic computer technology skills simply to be relevant and functional in the future, however the benefits of e-learning run much deeper than that. According to the Queensland Government (2008), a contemporary the learner investigates, communicates, creates, manages and operates ICTs. This method of learning enable students to engage and connect globally, be authors and producers of their own work, access personalised learning that they are able to work through at their own pace, be mobile and access learning 24/7 (MCEETYA, 2005). This is the type of learning that is vastly different from the days of old, as e-learning supports, transforms, facilitates and enhances every-day learning in the classroom through these approaches. Research suggest that e-learning can also be applied to Bloom’s Taxonomy (Callens, 2014), as it enables students to reach higher order thinking, as students use technology to not only remember, understand and apply new information, but creates opportunities for students to analyse, evaluate and create in ways that would not have otherwise be possible (Safitry, 2015).

It is imperative however, that teachers are implementing technology in the classroom that allows students to take full advantage of these opportunities outlined in Bloom’s Taxonomy (Callens, 2014). One model that has been designed to ensure the effective utilisation of technology is the Substitution, Augmentation, Modification, Redefinition Model, or SAMR. This model can be used as a way for learning managers to evaluate how they are incorporating technology to transform their instruction to reach higher levels of achievement (Romrell, Kidder, & Wood, 2014). Teachers must ensure that technology is not simply used as a replacement, but as a way for students to experience the technology in meaningful and purposeful manner. Underpinning the models and framework surrounding e-learning are learning theories such as the Connectivism learning theory, and Social and Cognitive Constructivism. Connectivism is a modern online learning pedagogy giving emphasis to an interactive learning in an online context and focuses on and emphasizes ‘social and experience learning’ (Siemens, 2005). The theory states that people learn through connections of social and cultural interaction and experience. Connectivism also promotes each individual as a potential source of information and knowledge which has been developed through social observation and learning (Siemens, 2005). Linking with this theory is that of the social and cognitive constructivist learning theory. The constructivist framework is the idea that “meaningful learning is the active creation of knowledge structures, rather than a mere transferring of objective knowledge form one person to another” (Snowman, p. 28, 2009). Furthermore, the social cognitive theory suggests that the actions of a person in a situation depend on the interaction among the influences with a primary emphasis on social cognitive factors. The framework states that people learn from a variety of experiences (Money, 2005), supporting the collaborative nature of e-learning within the classroom.

Teachers must also consider and promote the safe, legal and ethical use of technology, both in and outside the educational context. Integrated explicit teaching and discussions must be held regularly to ensure that learning is not threatened by unsafe practices and media that is uploaded is used appropriately. Constant updating of this knowledge is required, and teachers should frequently visit sites such the Australian Government’s e-safety page for information and updates. Other resources include the Safe Schools Hub, underpinned by the National Safe Schools Framework, which aims to build student responsibility and build a positive school culture with supportive relationships.

In conclusion, technologies are an active, creative and engaging learning area that fosters students’ capacity to be discriminating and informed producers, innovators and users of technologies (ACARA, 2012). With the guidance of current and relevant learning theories, models and frameworks, educators can ensure they are providing purposeful, engaging and meaningful learning experiences that students can apply in their everyday lives, not only today, but also in the future.

Reference List

ACARA. (2012). The Shape of the Curriculum: Technologies. Accessed from: http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf

Callens, M. V. (2014). Using Bloom's Taxonomy to Teach Course Content and Improve Social Media Literacy. Journal Of Interdisciplinary Studies In Education, 3(1), 17-25.

Kultawanich, K., Koraneekij, P., & Na-Songkhla, J. (2015). A Proposed Model of Connectivism Learning Using Cloud-based Virtual Classroom to Enhance Information Literacy and Information Literacy Self-efficacy for Undergraduate Students. Procedia - Social And Behavioral Sciences, 191(The Proceedings of 6th World Conference on educational Sciences), 87-92. doi:10.1016/j.sbspro.2015.04.394

Ministerial Council on Education, Employment, Training & Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, Curriculum Corporation, Melbourne, accessed 23 Auguest 2015, http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G oals_for_Young_Australians.pdf.

Money, W. H. (1995). Applying Group Support Systems to Classroom Settings: A Social Cognitive Learning Theory Explanation. Journal Of Management Information Systems, 12(3), 65-80.

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Journal Of Asynchronous Learning Networks, 18(2),

Safitry T, Mantoro T, Ayu M, Mayumi I, Dewanti R, Azmeela S. Teachers' Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom. International Journal Of Emerging Technologies In Learning [serial online]. September 2015;10(3):10-14. Available from: Education Research Complete, Ipswich, MA. Accessed August 22, 2015.

Seimens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from: http://www.itdl.org/Journal/Jan_05/a rticle01.htm

Snowman, J. (2009). Psychology applied to teaching. Milton, Qld. : John Wiley & Sons Australia, 2009.

de Vries, M. 2009, ‘The developing field of technology education: an introduction’, in A. Jones & M. de Vries (eds), International Handbook of Research and Development in Technology Education, Sense Publishers, Rotterdam, pp. 1–9.