Let me start by stating boldly that 'at the beginning of this (ICT for Learning Design) course I was intimidated by the technology, stressing about the relatively short time frame we have to grasp a huge range of tools and deeply concerned about my ability to employ them'. I was also seriously questioning my ability to retain this volume of information. We are now half way through the subject and it is becoming increasingly obvious to me that along with the tools to employ ICT in teaching, we are being guided along a path of personal pedagogy that will allow us to continue to grow and constantly explore and evolve our use of ICT as we embed it into our daily teaching practices. The GDLT is masterfully crafted to tie in together all of our subject areas and all of our other course materials and underpin them all with the skills and tools we are being exposed to through our ICT course work. The deeper we travel into our pre-service teaching journeys the more this is proving the case.
Early in our ICT journey we were exposed to the fundamentals of pedagogy. Our existing beliefs were challenged through the introduction of digital pedagogy and the concept of e-learning. E-learning is not new. It is not new to most of the students in the GDLT program but to consider using it as a regular teaching tool on a daily basis in primary or high school environments IS new to most of us. It is very new and innovative to me. The first week of ICT opened my eyes in relation to pedagogy in a huge way. Not only did we discuss and explore the concepts of learning theory, we were exposed to the barriers to learning and how important identifying these barriers and incorporating into our personal pedagogy methods to cope with these barriers really is. This is at the heart of teaching and learning theory foundation. Beating the barriers and achieving engagement.
The video seminar conducted by Dr Judy Willis was a critical part of this realisation and redirection for me (https://www.youtube.com/watch?v=eMZnfFD1maU#t=18)(Hogan,D. March 3rd. 2014). The need to develop evolving pedagogy to cope with the diversity of a modern classroom environment set the stage well for the introduction of digital pedagogy and the ways in which embedding ICT into every day teaching methodology can assist with facilitating learning.
As we were introduced to many new ICT tools, and revisited some we may already have had some experience with, we were exposed to some fantastic tools to assist with exploring these new ICT products. There are several ways of examining, exploring and evaluating new products to determine if they are beneficial or valuable additions to our teaching toolboxes. The two systems that appealed to me the most, and therefore were the ones I used the most often to evaluate new tools were, PMI's and SAMR models. Both of these were valuable tools in different ways. I found them to be mostly complementary of each other.
Acknowledging that I have a systematic mind, I discovered that I carry out PMI evaluations constantly in my life (I just didn't realise I was using learning theory framework tools when I was doing this). During my blogs though I highlighted the findings of my SAMR models even though my comments and evaluations clearly show the use of PMI style thinking. In week 3 we learned more about the PMI system and how evaluation is made simpler by breaking things down into categories like PLUS, MINUS AND INTERESTING (Mind Tools, 2014).
Also during week 3, we learned about the invaluable framework tool of SAMR (Puentedura, R).
The SAMR model allowed us to incorporate the learning theory we expanded on in week 2 into practical application in relation to evaluating the digital tool we are adding to our digital pedagogy and e-learning toolboxes every week. This was integral to our learning as it demonstrates clearly how each ICT tool was able to be utilised at each of the different levels of the SAMR evaluation. It also tied in directly with the fundamental learning theories.
The learning Theories we investigated in Week 2 were, Behaviourism, Cognitivism, Constructivism and Connectivism and the important roles they play in the different and diverse ways people learn. The roles these learning theories play in the learning of students and how different ICT tools can assist in facilitating learning fits neatly into the SAMR model. The way in which a tool fits into the Substitution and Augmentation component of the SAMR model relates back to how this tool can assist the learning of Behaviourist and Cognitivism learning styles. An example of this is the option of presenting information in new and engaging ways by the use of ICT tools like youtube.
How an ICT product fits into the Modification and Redefinition part of the model outline how they may be valuable to learners who embrace Constructivism or Connectivism learning styles. This encompasses the skills and higher order thinking that is involved in, and necessary for, collaboration, evaluation and critical thought processes. We used the De Bono's 6 hats tool modified with an ICT approach to demonstrate this very effectively (De Bono, E. 1985).
The early weeks of the course also saw us build our own Wiki space and static web page with Weebly.com. Links to these can be found in early posts in this blog (Hogan, D. 2014). This was a really enjoyable experience and I am keen to find out what more we can do with these amazing tools as the term progresses. The ability to embed the other tools into these platforms further ties the ICT tools to each other as well as enhances their usefulness as engagement mediums when delivering lessons with ICT embedded in them.
All of these tools, e-learning and digital pedagogy technologies open up all kinds of possibilities to enhance pedagogy, improve engagement, redefine and evolve teaching and learning. They also open up new worlds to students. New and exciting ways to interact, grow, learn, share and engage also bring with them new dangers and risks.
The enormous power of digital tools to engage and challenge learners in a meaningful and successful way can have huge benefits. Enthusiasm for embracing these new technologies, and the digital world in general, highlights how crucial it is that both students and teachers understand and embrace legal, safe and ethical behaviour when using ICT tools.
Risks that come with the use of ICT tools need to be addressed and strategies must be put in place so that learning can be managed in a safe and supportive environment. Most of the issues that can arise when operating in the technology arena can be categorised into the following two groups:- PERSONAL RISK or LEGAL AND ETHICAL (Education Queensland).
Personal risk can occur to students and teachers through situations like inappropriate content and or contact, cyber bullying and the release of private information (including pictures).
Legal and ethical implications which can surface include instruction about logging out of a computer so that others may be free to log on, serious breaches of copyright including the legal implications this can have or heaven forbid, child pornography issues.
The value of the ICT toolbox we are building and the benefits it will have in classroom environments is undeniable. The potential risks that come with this are very real and it falls to us as pre-service (and future) teachers to educate our students, colleagues and the parents of our students about the safe, responsible and ethical use of digital technology. it also falls on our shoulders to uphold the standards and responsibility to model this behaviour at the highest level at all times. The use of ICT tools may come with risks but the benefits and opportunities ICT tools bring to my constantly evolving pedagogy far outweigh the risks that can be managed by displaying caution, remaining observant and at the end of the day, engaging with students.
REFERENCES
De Bono, E. (1985). Six Thinking Hats. London, Penguin Books.
Education Queensland. 2014. Risk Management. Department of Education, Training and Employment, Queensland Government. Viewed 10th of April, 2014.
http://education.qld.gov.au/web/schools/riskman.html
Hogan, D. 2014. Damien Hogan's Education Vocation Journey, ICT Blog. Viewed 10th of April, 2014.
http://damienrjhogan.blogspot.com.au/
Mind Tools. 2014. Plus, Minus, Interesting, Weighing the pros and cons of a decision. Viewed 10th of April,2014
http://www.mindtools.com/pages/article/newTED_05.htm
Puentedura, R. SAMR Model diagram, Viewed 10th of April, 2014. http://www.schrockguide.net/samr.html
Early in our ICT journey we were exposed to the fundamentals of pedagogy. Our existing beliefs were challenged through the introduction of digital pedagogy and the concept of e-learning. E-learning is not new. It is not new to most of the students in the GDLT program but to consider using it as a regular teaching tool on a daily basis in primary or high school environments IS new to most of us. It is very new and innovative to me. The first week of ICT opened my eyes in relation to pedagogy in a huge way. Not only did we discuss and explore the concepts of learning theory, we were exposed to the barriers to learning and how important identifying these barriers and incorporating into our personal pedagogy methods to cope with these barriers really is. This is at the heart of teaching and learning theory foundation. Beating the barriers and achieving engagement.
The video seminar conducted by Dr Judy Willis was a critical part of this realisation and redirection for me (https://www.youtube.com/watch?v=eMZnfFD1maU#t=18)(Hogan,D. March 3rd. 2014). The need to develop evolving pedagogy to cope with the diversity of a modern classroom environment set the stage well for the introduction of digital pedagogy and the ways in which embedding ICT into every day teaching methodology can assist with facilitating learning.
As we were introduced to many new ICT tools, and revisited some we may already have had some experience with, we were exposed to some fantastic tools to assist with exploring these new ICT products. There are several ways of examining, exploring and evaluating new products to determine if they are beneficial or valuable additions to our teaching toolboxes. The two systems that appealed to me the most, and therefore were the ones I used the most often to evaluate new tools were, PMI's and SAMR models. Both of these were valuable tools in different ways. I found them to be mostly complementary of each other.
Acknowledging that I have a systematic mind, I discovered that I carry out PMI evaluations constantly in my life (I just didn't realise I was using learning theory framework tools when I was doing this). During my blogs though I highlighted the findings of my SAMR models even though my comments and evaluations clearly show the use of PMI style thinking. In week 3 we learned more about the PMI system and how evaluation is made simpler by breaking things down into categories like PLUS, MINUS AND INTERESTING (Mind Tools, 2014).
Also during week 3, we learned about the invaluable framework tool of SAMR (Puentedura, R).
The SAMR model allowed us to incorporate the learning theory we expanded on in week 2 into practical application in relation to evaluating the digital tool we are adding to our digital pedagogy and e-learning toolboxes every week. This was integral to our learning as it demonstrates clearly how each ICT tool was able to be utilised at each of the different levels of the SAMR evaluation. It also tied in directly with the fundamental learning theories.
The learning Theories we investigated in Week 2 were, Behaviourism, Cognitivism, Constructivism and Connectivism and the important roles they play in the different and diverse ways people learn. The roles these learning theories play in the learning of students and how different ICT tools can assist in facilitating learning fits neatly into the SAMR model. The way in which a tool fits into the Substitution and Augmentation component of the SAMR model relates back to how this tool can assist the learning of Behaviourist and Cognitivism learning styles. An example of this is the option of presenting information in new and engaging ways by the use of ICT tools like youtube.
How an ICT product fits into the Modification and Redefinition part of the model outline how they may be valuable to learners who embrace Constructivism or Connectivism learning styles. This encompasses the skills and higher order thinking that is involved in, and necessary for, collaboration, evaluation and critical thought processes. We used the De Bono's 6 hats tool modified with an ICT approach to demonstrate this very effectively (De Bono, E. 1985).
The early weeks of the course also saw us build our own Wiki space and static web page with Weebly.com. Links to these can be found in early posts in this blog (Hogan, D. 2014). This was a really enjoyable experience and I am keen to find out what more we can do with these amazing tools as the term progresses. The ability to embed the other tools into these platforms further ties the ICT tools to each other as well as enhances their usefulness as engagement mediums when delivering lessons with ICT embedded in them.
All of these tools, e-learning and digital pedagogy technologies open up all kinds of possibilities to enhance pedagogy, improve engagement, redefine and evolve teaching and learning. They also open up new worlds to students. New and exciting ways to interact, grow, learn, share and engage also bring with them new dangers and risks.
The enormous power of digital tools to engage and challenge learners in a meaningful and successful way can have huge benefits. Enthusiasm for embracing these new technologies, and the digital world in general, highlights how crucial it is that both students and teachers understand and embrace legal, safe and ethical behaviour when using ICT tools.
Risks that come with the use of ICT tools need to be addressed and strategies must be put in place so that learning can be managed in a safe and supportive environment. Most of the issues that can arise when operating in the technology arena can be categorised into the following two groups:- PERSONAL RISK or LEGAL AND ETHICAL (Education Queensland).
Personal risk can occur to students and teachers through situations like inappropriate content and or contact, cyber bullying and the release of private information (including pictures).
Legal and ethical implications which can surface include instruction about logging out of a computer so that others may be free to log on, serious breaches of copyright including the legal implications this can have or heaven forbid, child pornography issues.
The value of the ICT toolbox we are building and the benefits it will have in classroom environments is undeniable. The potential risks that come with this are very real and it falls to us as pre-service (and future) teachers to educate our students, colleagues and the parents of our students about the safe, responsible and ethical use of digital technology. it also falls on our shoulders to uphold the standards and responsibility to model this behaviour at the highest level at all times. The use of ICT tools may come with risks but the benefits and opportunities ICT tools bring to my constantly evolving pedagogy far outweigh the risks that can be managed by displaying caution, remaining observant and at the end of the day, engaging with students.
REFERENCES
De Bono, E. (1985). Six Thinking Hats. London, Penguin Books.
Education Queensland. 2014. Risk Management. Department of Education, Training and Employment, Queensland Government. Viewed 10th of April, 2014.
http://education.qld.gov.au/web/schools/riskman.html
Hogan, D. 2014. Damien Hogan's Education Vocation Journey, ICT Blog. Viewed 10th of April, 2014.
http://damienrjhogan.blogspot.com.au/
Mind Tools. 2014. Plus, Minus, Interesting, Weighing the pros and cons of a decision. Viewed 10th of April,2014
http://www.mindtools.com/pages/article/newTED_05.htm
Puentedura, R. SAMR Model diagram, Viewed 10th of April, 2014. http://www.schrockguide.net/samr.html
