Synopsis

Throughout this course I have gained an understanding and appreciation of the importance for Learning Mangaers to integrate technology into the classroom environement as it enhances the success of students in their learning experiences. This means that as a Learning Manager I need to not only know how to operate these technologies, but also be able to put them into practice throughout my teaching (Mishra & Koehler, 2006). Prensky (2001) states that Learning Managers how are unable to effectively enhance learning through the use and incorporation of technologies are ‘digital immigrants’. What does this mean for our students? This means that in a classroom full of ‘digital natives’ that they are quickly going to become un-engaged, or ‘enraged’. To ensure that students stay engaged and find success, as Learning Managers we must embrace, train, and engage in digital technologies ourselves, so that we can integrate them into our classrooms (Prensky, 2005). This integration is what the TPACK framework is all about; integrating Technological, Pedagogical, and Content Knowledge. All three elements are as fundamental as the other in a 21st Century classroom. Our digital native students require access and enhancement in their learning through technologies just as much as they need the content, and pedagogical strategies.

My prior experiences were believed to have been limited on beginning Managing E-Learning. Through exploring and experimenting with digital tools I have begun to see that I have had more experience than I first thought. In reflecting on the the idea of digital natives and immigrant, I think that I am borderline. I am familiar and competent in some areas, but in others I am very unfamiliar.

 Digital Tool 1 – Space/Online Tools

These tools are all engaging and effective resources for use in the classroom. They have the potential to scaffold learners through tasks, content, research, and learning experiences in ways that Learning Manager’s cannot do on their own. Or at least, not in such an engaging way. These tools allow Learning Managers to links valuable resources, such as video, audio, imagery, and links to external resources in one place. Blogs, wikis, websites are all effective space and online tools for use within the classroom.

Online tools allow students to connect with content information, peers, and higher order thinking through scaffolded and engaging pedagogy within a digital environment. 

The Mobile Phone Wiki allowed me as a future Learning Manager to connect with my Managing E-Learning peers to collaborate, reflect on ‘the use of mobile phones within the classroom’ by promoting Higher Order Thinking. Practice Quiz Wiki My engagement with creating a wiki was from a previous subject throughout my university study. I was able to design a wiki to scaffold students through an investigation of the Technology Practice Cycle.   This wiki was created for use within the Technology KLA, but wikis have the potential to be used within any, and every KLA.

An important thing to remember about online tools such as blogs and wikis is that to ensure that they are set up to be password protected for private viewing. This is important for the personal safety of the students accessing and contributing to them.

Digital Tool 2 – Visual, Video, and Audio Tools

These tools are so vast in their scope. They range from editing and creating images, creating audio and video files, and creating resources which combine a number of these. Movie Maker is a digital tool which is effective in creating resources which incorporate visual and audio elements. My experience with Movie maker was experienced in high school and was the making of a documentary. Podcasts are a great tool for making video and audio resources. For a university assignment I created a podcast to respresent a live feed in a presentation. Both of these tools could be used effectively within the classroom by students to present their work, and to create presentations.

Digital Tool 3 – Presentation Tools

Presentation tools are greta way to engage students in learning; however, the most commonly overused presentation tool is PowerPoint. Many Learning Managers believe that putting their information and a few pictures onsome PowerPoint slides in engaging with, and integrating technology into their classrooms. It may be, but its only a start. I enjoyed playing around with the online presentation tool Glogster. This tool allowed me to make visually inviting and engaging presentations. The example that I made was a photo pinboard for a student in my Sunday School class.  This Glogster was then emailed via a private link to the student’s parent.

One important consideration in the use of Glogster within the classroom is that this tool in an online tool rather than a software (such as PowerPoint). This means that students are not able to sign up with their own login. One option here is to set up a private class login that can be accessed and monitored by students, parents, and teachers of that class.

Glogster has the potential to be used as an introduction or summary in any KLA. It is also a great visual tool for showing a child’s progress through learning experiences. Glogster is a multimedia tools that can incorporate imagery, audio, and video sources into one resource.  

Digital Tool 4 –Animation and Simulation Tools

There is so much potential for using and working with animation and simulation tools within the classroom. As this was a new area of digital tools for me I started simple by experimenting with Voki. Voki has the potential for Learning Managers to introduce ideas using audio, and embedding it into a class blog, wiki, or website. Students would also love to create their own Vokis, however to allow this a class login would need to be created as students are not allowed to create their own account. Vokis allow you to create an speaking avatar. An avatar is an animated representation of yourself. These avatars range from life like cartoons, to monster and animals. You are then able to type or record speech for you avatar to say. Due to technology restraints at the time of experiementation, my voki only has a ‘computer chosen’ voice to speak my typed text. With the correct equipment you are able to record your own voice speaking.

Bubble.us is another effective simulation tool. Bubbl.us is an online concept mapping tool which allows you to collaborate, save, and add more ideas online. I experimented by creating concept map for ideas for a school garden. This would be an effective tool for use within the classroom; however, it is important to consider that it does not enhance learning if simply used on its own. This tool must be incorporated into further teaching, expanding, and refining or ideas and concepts. Another consideration is that this tool, if used for a whole class to add to, has the potential for students to change and remove other's ideas.

Through engaging and exploring a range of digital resources, I, as a future Learning Manger, feel more confident and competent, in integrating technologies into my classroom. I have gained a thorough understanding of the importance and effectiveness of integrating technology with content and pedagogical knowledge when designing learning experiences. In the 21st Century technology is just as an important an element as the content and pedagogy that is applied to teaching and learning. It is not an add-on, it is a fundamental element.  

References

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 1-6.

Prensky, M. (2005). Engage Me or Enrage Me - What Today's Learners Demand. Educase Review, 60-62.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 1017-1054.