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Connectivism focuses on the ability to collect information, rather than being content with just knowing. This is furthered by discussing the "pattern shift"; which is the ability to recognise change and adapt to it (Siemens, 2004). As the collection of knowledge has changed by the use of information communication technology (ICT), this paper will attempt to assess how this change can effect student learning, teachers' teaching, the opportunities which have appeared, and the areas which may present concern.
Prenskey (2005, pp. 60-64) states that since the introduction of the digital age and its exponential growth, students have not only become engaged with this technology, but expect this type of engagement to be prevalent in all aspects of their school life, rather than "powering down" as soon as the school bell rings. Turner-Bissett (2001, pp. 4-5) states that from a study spanning over eleven countries, regarding teaching as a "holistic concept," five dimensions were discovered. Two of these five are: "pedagogical skill", including the acquisition of and ability to use a repertoire of teaching strategies, and secondly the ability to be "self critical." If we are to engage students, we must recognise the gap which exists between teacher and student knowledge, and also the gap between student and student knowledge in regard to ICT.
Waterhouse (2005, p. 39) states that when "student centred learning" is implemented, the teacher is no longer delivering the content, but rather facilitating the learning. She further states that ICT has the ability to span learning styles, cultural difference, learning ability and topics of interest. This is accomplished by the teacher facilitating the learning by using Kearsey and Shneiderman's engagement theory. This theory endeavours to engage students by: placing emphasis on collaboration, creating a purposeful activity, and providing opportunity for all members to make a useful contribution. Technology is esteemed to "facilitate all aspects of engagement", therefore a robust understanding on how and where to access engaging technology is crucial (Kearsey & Shneiderman, 1999, pp. 1-5).
Thrupp (2010) argues that ICT has created another area of diversity in the classroom, which highlights Margaryan and Littlejohn's (2008) view of further learning styles emerging from the growth of ICT. Leadbeater (2002) explains that the spread of ICT has given more areas of topic to disagree on. He further states that ICT can have a negative impact on society, by classified information being sourced by weapon manufacturers. Leadbeater (2002, p.13) states that the case against the pessimistic view is that "powerful forces at work in technology, science, politics and culture will this century give many millions more people more control, choice and reason for hope in their lives."
Florida (2002, pp. 67-69) introduces a new class which is emerging, called the "creative class." He explains that this class sees retirement as something pursued by people who do not enjoy their occupation; where the creative class pursue problem solving activities which do not just create something new, but see the need and benefit for the creation prior to building it.
Conole et al.(n.n., as cited in Margaryan & Littlejohn, 2008, p. 2) suggests that an undergraduate study showed increasing technology use by students to; "search, restructure and validate to help critique decisions about a variety of sources and content." The argument seeking to quantify the emergence of a "digital native" was unidentifiable due to the rapid growth of technology as a whole. This implies that the modern day teachers will need to utilise strategies to connect with the emerging digital economy. "Students and lecturers young or old may still lack digital skills and learning literacy's, but these skills are now increasingly defined as 'basic' competencies that every educated person is expected to have" (Margaryan & Littlejohn, 2008, p. 23).
Assessment and analysis of the four chosen tools, will use the"big6" framework (Eisenberg, 2001), which will enable a succinct evaluation of these tools. Big6 question five: present the information, and question six: judge the product and process, will the the focus of the Big6 framework. Blooms taxonomy (Frangenheim, 2006, p. 124) will be employed to seek new creation of teaching content, using ICT.
The first tool explored for meeting the expectations of the creative class or digital native is wikispaces. The use of wiki in the education context of Industrial Technology and Design (ITD) is to provide a place where students can interact with subject matter. For example; for a workshop task to design an invention, the wiki could be set-up by the teacher with some topics of interest. This being a teacher approached learning activity initially, has the potential to span out to student interest, by providing a space for student input. As the wiki has the ability to be added to or subtracted from, through collaboration the students may, with minimal interruption by the teacher, meet a consensus to create a simple tool for a third world country. This in itself creates a "valuable and interesting" engagement in the task (Marzarno & Pickering, 2006, p. 29). Families can have access to the wiki site, and may be given an area to give positive reinforcement, ideas, comments and so on. As family dynamics have changed, for example: may consist of one parent only; both working; both not working and so on, the parents' contact with school activities may be different. The use a wiki includes whoever is interested, therefore giving chance for parental or extended family input, and a potential perception change of their child's education and the education system (Ashmon & Elkins, 2009, p. 9). As there are multiple wikis on the web, the class may even elect to collaborate with similar subject wikis on the web, the class may even elect to collaborate with similar subject wikis for ideas or partnerships.
The second tool chosen is a blog. This tool is useful for documenting a journal entry. Unlike a wiki, the blog can only be commented on; which still provides an avenue for the public, or fellow students to give constructive criticism. The blog is also an ideal place to revise personal growth within a subject, or for the purpose of reflection. Blogs become useful when the are shared with an audience, and the blogger; by following, and comparing other blogs, this information can be used to further knowledge and ideas. A student may not interested in a blog at first; but with encouragement from peers, and sufficient help, the student may never have reflected on learning, may have the chance to do so. The teacher also has opportunity to see how the students are evaluating themselves; individual help might be needed, or lesson content adapted to either extend or reduce the students to place the learning in the "zone of proximinal development" (Snowman et al., 2009, p. 47). This aspect not only enhances the students' development by providing challenging and meaningful activities, but has the potential to use time more efficiently during contact time, due to a portion of work being accessed at the student' leisure. According to Blooms taxonomy, the goal should be to push them to "analyse, evaluate and synthesise" (Frangenheim, 2007, p.124).
The third tool chosen is a weebly web-site. This free web building site, provides an easy interface for students to design their own personal sites. The task of building a web-site has been an area of school where most students would look around and hope someone in the class has the ability. Weebly stops this fear by its easy drag and drop interface. I have used my weebly site for collecting ITD related games so far, but plan to include some engineering marvels, models of ITD constructions, designs and links to relevant subject matter under topic headings. The advantage of students accessing a prepared weebly, is that is cannot be interfered with, and at the creator's discretion can be added to or deleted. For example; a teacher might direct students to look for specific information on steel production. A small group might look for information about the iron age, another about steel mills in Australia, another about the use of coal in steel production and so on. The students, by using the "jigsaw" strategy (Frangenheim, 2007, p. 90), can create and deliver more information collaboratively, than the class working individually across the whole topic. A presentation for a specific audience from this information can be tailored including all the created weebly sites. Exposure to creating a web-site has the ability for students to explore, analyse the purposes, and create a site which can connect with the digital economy.
The last tool discussed is movie making. This tool has a large area of application in any discipline area, due to the diversity of the product. U-tube, Voki, Xtranormal, and power point for example, has the ability to be embedded in web-sites, blogs and wikis. Students can use existing u-tube video to describe or display what they are thinking or even feeling. Introducing a group of students to another group in a different continent, is made possible by using video. As there are multiple formats available for output, and video footage is easily viewed on the chosen platform. Video tutorials are a great way to scaffold and reinforce learning, as the student can pause, or review the tutorial at any time. As video editing has become more advanced, the slow motion option can display techniques in more detail than words. For example; striking a nail in slow motion, using the correct technique, or incorrect technique.
In summary, the many tools available to educators are phenomenal, exciting, and easily applicable. The function of the web has challenged my knowledge, and I feel compelled to persist further in regard to ICT knowledge, understanding, application, and data collection. My blog (GaryManArtsLM, 2010), has identified the use of ICT in my discipline area, which leaves me in contrast to my initial fear, the fear of being left behind and frustrated. I recognise that to further my knowledge and abilities, I too will need to pursue "connectivism" to build an expanding empire of networks, in collaboration with web 2.0 tools (Siemens, 2004). In addition, this connectivism will be at the centre of the designed student learning; to connect with the students, and connect the students with information, learning and others.
Connectivism focuses on the ability to collect information, rather than being content with just knowing. This is furthered by discussing the "pattern shift"; which is the ability to recognise change and adapt to it (Siemens, 2004). As the collection of knowledge has changed by the use of information communication technology (ICT), this paper will attempt to assess how this change can effect student learning, teachers' teaching, the opportunities which have appeared, and the areas which may present concern.
Prenskey (2005, pp. 60-64) states that since the introduction of the digital age and its exponential growth, students have not only become engaged with this technology, but expect this type of engagement to be prevalent in all aspects of their school life, rather than "powering down" as soon as the school bell rings. Turner-Bissett (2001, pp. 4-5) states that from a study spanning over eleven countries, regarding teaching as a "holistic concept," five dimensions were discovered. Two of these five are: "pedagogical skill", including the acquisition of and ability to use a repertoire of teaching strategies, and secondly the ability to be "self critical." If we are to engage students, we must recognise the gap which exists between teacher and student knowledge, and also the gap between student and student knowledge in regard to ICT.
Waterhouse (2005, p. 39) states that when "student centred learning" is implemented, the teacher is no longer delivering the content, but rather facilitating the learning. She further states that ICT has the ability to span learning styles, cultural difference, learning ability and topics of interest. This is accomplished by the teacher facilitating the learning by using Kearsey and Shneiderman's engagement theory. This theory endeavours to engage students by: placing emphasis on collaboration, creating a purposeful activity, and providing opportunity for all members to make a useful contribution. Technology is esteemed to "facilitate all aspects of engagement", therefore a robust understanding on how and where to access engaging technology is crucial (Kearsey & Shneiderman, 1999, pp. 1-5).
Thrupp (2010) argues that ICT has created another area of diversity in the classroom, which highlights Margaryan and Littlejohn's (2008) view of further learning styles emerging from the growth of ICT. Leadbeater (2002) explains that the spread of ICT has given more areas of topic to disagree on. He further states that ICT can have a negative impact on society, by classified information being sourced by weapon manufacturers. Leadbeater (2002, p.13) states that the case against the pessimistic view is that "powerful forces at work in technology, science, politics and culture will this century give many millions more people more control, choice and reason for hope in their lives."
Florida (2002, pp. 67-69) introduces a new class which is emerging, called the "creative class." He explains that this class sees retirement as something pursued by people who do not enjoy their occupation; where the creative class pursue problem solving activities which do not just create something new, but see the need and benefit for the creation prior to building it.
Conole et al.(n.n., as cited in Margaryan & Littlejohn, 2008, p. 2) suggests that an undergraduate study showed increasing technology use by students to; "search, restructure and validate to help critique decisions about a variety of sources and content." The argument seeking to quantify the emergence of a "digital native" was unidentifiable due to the rapid growth of technology as a whole. This implies that the modern day teachers will need to utilise strategies to connect with the emerging digital economy. "Students and lecturers young or old may still lack digital skills and learning literacy's, but these skills are now increasingly defined as 'basic' competencies that every educated person is expected to have" (Margaryan & Littlejohn, 2008, p. 23).
Assessment and analysis of the four chosen tools, will use the"big6" framework (Eisenberg, 2001), which will enable a succinct evaluation of these tools. Big6 question five: present the information, and question six: judge the product and process, will the the focus of the Big6 framework. Blooms taxonomy (Frangenheim, 2006, p. 124) will be employed to seek new creation of teaching content, using ICT.
The first tool explored for meeting the expectations of the creative class or digital native is wikispaces. The use of wiki in the education context of Industrial Technology and Design (ITD) is to provide a place where students can interact with subject matter. For example; for a workshop task to design an invention, the wiki could be set-up by the teacher with some topics of interest. This being a teacher approached learning activity initially, has the potential to span out to student interest, by providing a space for student input. As the wiki has the ability to be added to or subtracted from, through collaboration the students may, with minimal interruption by the teacher, meet a consensus to create a simple tool for a third world country. This in itself creates a "valuable and interesting" engagement in the task (Marzarno & Pickering, 2006, p. 29). Families can have access to the wiki site, and may be given an area to give positive reinforcement, ideas, comments and so on. As family dynamics have changed, for example: may consist of one parent only; both working; both not working and so on, the parents' contact with school activities may be different. The use a wiki includes whoever is interested, therefore giving chance for parental or extended family input, and a potential perception change of their child's education and the education system (Ashmon & Elkins, 2009, p. 9). As there are multiple wikis on the web, the class may even elect to collaborate with similar subject wikis on the web, the class may even elect to collaborate with similar subject wikis for ideas or partnerships.
The second tool chosen is a blog. This tool is useful for documenting a journal entry. Unlike a wiki, the blog can only be commented on; which still provides an avenue for the public, or fellow students to give constructive criticism. The blog is also an ideal place to revise personal growth within a subject, or for the purpose of reflection. Blogs become useful when the are shared with an audience, and the blogger; by following, and comparing other blogs, this information can be used to further knowledge and ideas. A student may not interested in a blog at first; but with encouragement from peers, and sufficient help, the student may never have reflected on learning, may have the chance to do so. The teacher also has opportunity to see how the students are evaluating themselves; individual help might be needed, or lesson content adapted to either extend or reduce the students to place the learning in the "zone of proximinal development" (Snowman et al., 2009, p. 47). This aspect not only enhances the students' development by providing challenging and meaningful activities, but has the potential to use time more efficiently during contact time, due to a portion of work being accessed at the student' leisure. According to Blooms taxonomy, the goal should be to push them to "analyse, evaluate and synthesise" (Frangenheim, 2007, p.124).
The third tool chosen is a weebly web-site. This free web building site, provides an easy interface for students to design their own personal sites. The task of building a web-site has been an area of school where most students would look around and hope someone in the class has the ability. Weebly stops this fear by its easy drag and drop interface. I have used my weebly site for collecting ITD related games so far, but plan to include some engineering marvels, models of ITD constructions, designs and links to relevant subject matter under topic headings. The advantage of students accessing a prepared weebly, is that is cannot be interfered with, and at the creator's discretion can be added to or deleted. For example; a teacher might direct students to look for specific information on steel production. A small group might look for information about the iron age, another about steel mills in Australia, another about the use of coal in steel production and so on. The students, by using the "jigsaw" strategy (Frangenheim, 2007, p. 90), can create and deliver more information collaboratively, than the class working individually across the whole topic. A presentation for a specific audience from this information can be tailored including all the created weebly sites. Exposure to creating a web-site has the ability for students to explore, analyse the purposes, and create a site which can connect with the digital economy.
The last tool discussed is movie making. This tool has a large area of application in any discipline area, due to the diversity of the product. U-tube, Voki, Xtranormal, and power point for example, has the ability to be embedded in web-sites, blogs and wikis. Students can use existing u-tube video to describe or display what they are thinking or even feeling. Introducing a group of students to another group in a different continent, is made possible by using video. As there are multiple formats available for output, and video footage is easily viewed on the chosen platform. Video tutorials are a great way to scaffold and reinforce learning, as the student can pause, or review the tutorial at any time. As video editing has become more advanced, the slow motion option can display techniques in more detail than words. For example; striking a nail in slow motion, using the correct technique, or incorrect technique.
In summary, the many tools available to educators are phenomenal, exciting, and easily applicable. The function of the web has challenged my knowledge, and I feel compelled to persist further in regard to ICT knowledge, understanding, application, and data collection. My blog (GaryManArtsLM, 2010), has identified the use of ICT in my discipline area, which leaves me in contrast to my initial fear, the fear of being left behind and frustrated. I recognise that to further my knowledge and abilities, I too will need to pursue "connectivism" to build an expanding empire of networks, in collaboration with web 2.0 tools (Siemens, 2004). In addition, this connectivism will be at the centre of the designed student learning; to connect with the students, and connect the students with information, learning and others.
References
Ashmon, A., & Elkins, J. (Ed.). (2008). Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Australia.
Eisenberg, M (2001). Big6 skills overview. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Florida, R. (2002). The rise of the creative class: and how it's transforming work, liesure, community and everyday life. NY: Basic Books. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf
GaryManArtsLM. (2010, August 23). Retrieved from http://garyitd.blogspot.com/
Kearsey, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://home.sprynet.com/~gkearsey/engage.htm
Leadbeater, C. (2002). Up the down escalator: why the global pessimists are wrong. London: Viking. Retrieved from http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro959.pdf
Margaryan, A., & Littlejohn, A. (2008). Are digital natives a myth or reality?: students' use of technology for learning. Retrieved from CQUniversity moodle, FAHE 11001 Managing E-learning, http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., ... Whistler, J. S.). (2006). Dimensions of learning teachers' manual (2nd ed. ). Alexandria, VA: ASCD.
Prenskey, M. (2005) Engage me or enrage me: what today's learners demand. Retrieved from CQUniversity moodle, FAHE 11001 Managing E-learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dabozy, E., Scevak, J., Bryer, F., & Barlett, B. (2009). Psychology applied to teaching. Milton, QLD: Wiley & Sons Australia.
Thrupp, R. M. (2010). ICT created diversity in the classroom: the contemporary learner. Retrieved from CQUniversity moodle, FAHE11001 Managing E-learning, http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf
Turner-Bisset, R. (2001). Expert teaching: knowledge and pedagogy to lead the profession. London: Demos. Retrieved from http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro974.pdf
Waterhouse, S. (2005). The power of elearning: the essential guide for teaching in the digital age. Boston: Pearson Education.
Blogs do not allow copy and paste from word docs, or do they?
ReplyDeletewow. just wow.
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