Indirectly, theorists such as Kearsley and Shneidman (1999), Siemens (2004), and Prensky (2001), who commented that there is a need to teach both Legacy and Future content in the language of Digital Natives, have encouraged my new found dedication to the continuation and implementation of new technologies in the classroom. As I continue my quest for lifelong learning (Kiley, & Cannon, 2000) it appears that technology will now take a front row seat.
This journey has revealed the importance of integrating digital pedagogy and relevant tasks with technology to ensure student success. As educators and future educators, it is our main objective to engage and energise our students with tasks which are hands-on, authentic, and interesting (Griffin, 2009). One of the many challenges is the ability to cater to an individual’s learning style. Felder and Spurlin (2005) discussed that students have different strengths and preferences in the ways they gain and process information. As stated in my blog posting “Advantage of Video”, the incorporation of learning design based technologies such as: Avatars, Blogs, Wiki's, Voicethread, PowerPoints, Video and Interactive Whiteboards, as learning tools, provides a medium for which innovative and effective stimulation occurs. This stimulation is a ripple effect caused by an engaging environment which caters to most learning styles. The ability for these tools to provide mediums for a variety of comments, and provisions for the incorporation of cool and warm feedback via friends, students and teachers portrays the theory of connectivsm (Siemens, 2005).
Kearsley and Shneiderman’s (1999) 'Engagement Theory' is heavily reliant on the concept of collaborative learning. To successfully achieve this style of learning, students must interact with others and participate in meaningfull and worthwhile tasks (Kearsley and Shneiderman, 1999). This kind of engagement is facilitated by the incorporation of technology, including Wiki’s, and Blogs. Maintaining this level of engagement without the use of technology, is difficult. The integration of tools such as podcasts are an invaluable in encouraging active learning incorporating cognitive processes such as creating, problem-solving, reasoning, decision-making and evaluation. This kind of engagement leads to students becoming intrinsically motivated to learn due to meangful nature of the learning environment and activities (Kearsley & Sneiderman 1999).
The application of assessment through a technological medium also lends itself to the fundamental structure of the engagement theory, providing high end engagement through rich tasks and peer assessment. Two possible technologies mentioned in my blog postings that can be used to incorporate diagnostic, formative and summative assessments are: quizzes and voicethread. I am not sure there is any other meduim available where students are happy to partake in assessment.
There were many times during my e-journey when frustration took over from normalacy, I am beginning to realise that technology comes at a price. Some of the technologies were time consuming and challenging. Having said that, I have obtained a sense of empowerment and excitement at having conquered my initial expedition into technology.
If technologies as engaging as these were available during my schooling years, it is possible that lifelong learning capabilities would have ignited my passion to pursue further education at an earlier age. Who knows, I may have pursued a career in education. However, it could also be noted, I could have easily been one of Prensky’s 'Immigrants' who are now reluctant to change to meet a Native’s learning requirements.
Whilst participating in ‘blogging’, it became clearly obvious, that this particular tool was instrumental to us in a collaborative online nature. This form of technology allowed the posting of personal and researched information for which colleagues could comment and critique. Many different learning ideas have been generated throughout this journey, which are now accessible and can be implemented to enhance learning experiences. Some of these being:
- Using Google Earth as a tool for constructing travel itineries - Kerri
- Collaboratively write a script, draw pictures, and scan for a digital storytelling book - Nari
- Using video as a tool to elicit predictions, debates, elaborations and demonstrations - Sarah
Unfortunately technology is not readily available in some schools, however barriers are meant to be broken. Providing an environment that allows students the opportunities to learn in a manner to which they are comfortable, is difficult, but may provide a foundation where intended outcomes can be achieved.
Follow this link to see the blogs I have contributed to during my e-learning journey.
Bloom, B., (1956), Bloom’s Taxonomy and Learning Domains. Retrieved, May 12, 2009 from:
Felder, R., Spurlin, J., 2005. (citing computer references. Retrieved July 30, 2009, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS_Validation(IJEE).pdf
Griffin, L., (2009). Using Video in the Classroom. Retrieved 16 August, 2009, from:
Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from
Kiley, M., & Cannon, R., (2000). Leap into lifelong learning, retrieved 21 August, 2009, from:
New Basic Program, (2004). Productive Pedagogies. Department of Education, Training and the Arts. Retrieved, 21 Feb, 2009, from: http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html
Prensky, M., (2001). Digital Natives, Digital Immigrants. Retrieved July 18, 2009, from:http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Siemens, G. (2004). Citing computer references. Retrieved July 18, 2009, fromhttp://www.elearnspace.org/Articles/connectivesm.htm