Reflective Synopsis

The Information and Communications Technology (ICT) tools and programs available today are extensive and growing, and over the last decade they have redefined the workplace. It has been stated that ICT proficiency will be at the centre of required skills in the future (Punie, Zinnbauer, & Cabrera, 2006, p.7). The world has changed, it must be considered that with today’s student being ICT adept, mobile carriers they can also be ICT adaptable mobile learners. So it is clear teachers need to adjust and start using ICTs to redefine the classroom, so not only are students fully prepared for the requirements of the workforce but also develop the ability to be good digital citizens and protect their safety and privacy.

ICT's in the Clasroom (Google images, 2015)

Through my exploration of a variety of ICT tools, I found they have great potential to meet the needs of a variety of learners and learning styles. When considering learning theories such as Vygotsky’s (1978) social connectivism, software such as Docx, wikis and weeblys help student’s connect, collaborate and learn from one another. As Burgelman & Punie (2006) indicated, it can bring people from different backgrounds, cultures and contexts closer together. Google Earth, movies and Prezis provide experiences that help constructivism learners to see, hear, experience and learn, redefining activities that where once impossible for a classroom. Chen & Arnold emphasis's this point in 2002 stating, ICTs can help to overcome two enemies of learning ‘isolation and abstraction’. Within my own teaching fields, it is clear that ICTs are facilitating the expansion of ideas for continuing mathematical exploration and can be used to represent scientific phenomena in ways to improve students understanding of science concepts, ideas, and information (QSA, 2015).

Connecting the world (Cruz, 2012) 

Many ICT tools are visually and auditorily enhanced to support a variety of leaning styles, whether it is the audio supported learning through podcasts, the visual learner through movies and digital images or the kinetic learners through movement orientated technologies such as Prezi’s and Google Earth.  Every student, no matter their learning style or cognitive development, can be provided with appropriate learning experience through the right ICTs. 

It is the application of the best ICT tool, paired with clear learning outcomes, content and pedagogy, that enhances learning, so that computer technology exist not as ends but as supports for student centered learning.

This ICT support can provide all learners with the perfect learning experience this is especially the case for those learners who have additional learning needs.  ICTs can be tailored to provide a great learning experience and can aid teachers with an alternative method of teaching and assessment. Instead of students with limited reading and writing missing learning opportunities, multimedia provides an opportunity for ALL students to understand and demonstrate their knowledge.

Joyce, G (2014) Blooms and SAMRs model for ICTs 

As shown through my previous blogs and in the above figure, ICTs have the ability reach all levels of Blooms Taxonomy and the SAMRs model, they can not only substitute an outdated processes ‘such as Power Point is to the overhead projector’. They can also be modified further allowing students to create and produce work with added digital images and movies.

As ICTs change and modify our activities, the aim is to redefine them to something that was inconceivable before. This can be achieved through a variety of ICT tools such as wikis, blogs, Prezis websites and Google Earth. At the redefinition level, students are able create digital portfolios. As Bloom (1956) explains, before we can create digital portfolios and assignments through wikis, blogs, Prezis and websites, students must have understood, analysed, and evaluated the new information, indications of becoming critical and higher order thinkers. ICTs at this level also provide clear evidence of learning outcomes and as Moyle (2006) states, digital portfolios were promoted as emerging methods for assessment and reporting of students’ learning.

My Mind map for using ICT's in the classroom. 

Although technology should enhance not intrude on the learning that takes place, as Shulman (1986) describes in TPACK, with the right choice, good planning and pedagogy, links to curriculum content and learning outcomes, ICTs can redefine learning activities and aid successful teaching. Incorporating ICTs into the classroom will prepare learners for the workplace, as modelling and supporting safe, legal and ethical practices in the classroom will aid a learner for life. As the QSA (2015) documents states, educators and students must apply social and ethical protocols and practices when using ICTs. 

I feel it is vital for teachers to keep up to date with technologies so learners get the best learning experiences and are prepared for the requirements of higher education and the workplace.  They also need to address important issues concerning privacy and safety and educate students to exercise good judgment and digital responsibility when using all forms of technology. It’s about setting clear expectations, responsibilities and rules to becoming not only a good social citizen but a good digital citizen - both in and outside of the classroom.

My example of Class rules from clatcham

References

Bloom, B, Engelhart, M, Furst, E, Hill, W. & Krathwohl, D. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Burgelman, J-C & Punie, Y. (2006). Information, Society and Technology, pp. 17-33, in E.Aarts & J-L. Encarnação (Eds.), True Visions: The Emergence of Ambient Intelligence,Springer Verlag: Berlin, Heidelberg, New York.

Chen, M., & Arnold, S. (2002). Day in the life of a young learner: A 2020 Vision, “Transforming Education and Training Through Advanced Technologies”,U.S. Department of Commerce, Washington. Retrieved from http://www.technology.gov/ reports/TechPolicy/2020Visions.pdf.

Cruz, X. (2012). [Digital Image] Enterprise ICT Strategy Meets Cloud Services. Retrieved from http://cloudtimes.org/page/9/

CQUniversity Australia. (2013). EDED20491- ICTs for learning design: online learning materials. Retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=115325

Google images (2015). [Digital Image] ICT's in the Classroom. Retrieved from http://techmoran.com/nigeria-ict-consumer-spending-smash-167-billion-next-five-years/

Joyce, G. (2014). Blog spot. Retrieved from http://geoffajoyce.blogspot.com.au/2014/03/linking-blooms-taxonomy-with-samr-model.html

Moyle, k. (2006). Leadership and learning with ICT'. Teaching Australia - Australian Institute for Teaching and School Leadership 2006. Retrieved from http://www.aitsl.edu.au/docs/default-source/default-document-library/leadership_and_learning_with_ict_-_voices_from_the_profession

Punie, Y., Zinnbauer, D., & Cabrera, M. (2006). A Review of the Impact of ICT on Learning, Working Paper prepared for DG EAC, October 2006.  Retrieved from http://ftp.jrc.es/EURdoc/JRC47246.TN.pdf

QSA (2015). Australian Curriculum in Queensland, Queensland Studies Authority, Australia. Retrieved from http://www.australiancurriculum.edu.au/

Shulman, L.  (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14. Retrieved from http://www.intime.uni.edu/model/teacher/teac2summary.html

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.