Throughout the
duration of the course thus far I have learnt a great deal about the importance
of digital pedagogies in contemporary learning environments. I have become
acutely aware that the learning environments of today’s schools have evolved into
something quite different to those of my schooling years, and that they will
continue to evolve as technology develops even further. The course thus far has
also made me fully aware that the students I will be teaching upon my
graduation are quite different to those of the generations before them. The
weekly course materials and activities have given me an appreciation of how
digital platforms and tools can facilitate learning, communication and
collaboration between teachers, students and the wider community in todays
rapidly evolving educational environment.
As pointed out by Honey & Sparkes in their Slidshare presentation, Generation Z have grown up with radically different
experiences and references to Millennials. They are generally tech innate, with
smartphones, tablets, blogs, social networks, and basically anything else web-related
being integral to their daily life. Just as the new generation of students has
changed, so has our understanding of the brain and how it learns. As Judy
Willis argued in a video presented in week 1, it is vital to use our
knowledge of how the brain learns to develop more engaging, supportive pedagogies
that spark interest, encourage higher order thinking and facilitate creative
expression among students. This will in turn increase the likelihood of complex
learning outcomes like analysis, synthesis and
evaluation.
As stated in week 2, Digital
pedagogies can increase the likelihood of complex learning outcomes through the
use of ICTs in the classroom. This being said, when considering the use of ICTs
in the context of Bloom’s Taxonomy, research findings suggest that while there
is an increased likelihood of complex learning outcomes, simple outcomes like
knowledge and understanding can be just as easily achieved without the use of
ICT (see week 2 material). Similarly when considering ICT use in the context of the SAMR
model, it is important for teachers to aim to use ICT on at least the
redefinition or modification levels. It is when operating at these
transformative levels that complex learning outcomes are achieved rather than
when the ICT is simply being used as a substitute for conventional learning
activities.
For a teacher in
the twenty-first century, there are almost countless numbers of online and
digital ICT tools at their disposal. Teachers should be proficient in
effectively using these tools themselves, as well as ensuring that their
students are provided with knowledge and opportunities to use ITCs. Online
spaces such as blogs, wikis and websites can be used as hubs for collaborative
learning activities, communicating ideas and presenting information sources.
These spaces can incorporate many other online and digital tools through the
uploading and embedding of artifacts, learning materials and interactive
learning activities by both teachers and students. These artifacts could
include images manipulated or created with Photoshop, presentations created
in Prezi, mind maps created with bubble.us or interactive timelines made on dipity. The beauty of online spaces such as blogs and wikis is that they
enable interaction and collaboration, so uploaded and embedded artifacts,
information and activities can be edited, discussed, authored and worked on
collaboratively by students and teachers simultaneously.
Online communities
and networks can be formed in these online spaces and enable many different
people and groups form all over the world to communicate, cooperate and
collaborate, facilitating the exchange and development of ideas. The benefits
of idea exchange and collaboration are cleverly illustrated in Steven Johnson’s
video ‘Where good ideas come from’. He argues that many great innovations and
breakthroughs occur through collaboration and the sharing of ideas between
people rather than independently working groups or individuals. Indeed, as
stated in Week 7’s course material, learning no longer only takes place in
the confines of a physical classroom but rather also global learning communities
and networks.
As digital
pedagogies become ingrained in the contemporary educational environment, it is
vital that teachers also consider the legal, ethical and safety issues that
arise through the use of technology in the classroom. These issues are relevant
to both teachers and their students, and teachers should ensure that the
implications of these issues should be made clear to students. As stated in the week 2’s course material, educational copyright laws and guidelines are also
applicable in the online environment. Teachers must be well aware of the
copyright restrictions of the various online materials they access and supply
in their lessons. The best way for teachers to ensure they are working within
copyright guidelines is to familiarise themselves with websites such as Smartcopying, the official guide to copyright issues for Australian schools
and TAFE. Here they will have access to up to date guidelines for any resources
they are likely to use.
It is widely known
that the Internet poses serious safety issues for vulnerable children and teens
if not effectively managed. As we saw in week 2’s course material, students can
be exposed to inappropriate material that can be pornographic, violent and that
encourages dangerous and illegal activities. Chartrooms also pose the risk of
exposing users to harassment, bullying and even physical danger. Websites such
as Cyber Smart are extremely valuable resources for teachers and provide
valuable support and direction for the management of Internet safety. The
digital footprint is also an issue great importance for teachers and students
alike, and both groups need to be aware of the implications of their online
activity. Guides such as the one presented on this educational website should
be consulted by teachers to ensure they have a sound understanding of the
importance of reputation management.
Overall I feel
that I have learned a great deal about online and digital learning so far in
this course, though I am certain I still have much to learn throughout the
duration of my studies and future career as a teacher.
