Assessment Task 1 - Reflective Synopsis

Reflective Synopsis

The 21st century is epitomised by an increase in the development and use of digital technologies, and by a subsequent global connectedness. The constantly evolving nature of our digital society requires educational practices which acknowledge, engage and equip learners as members of this ‘digital generation’ (Education Queensland, 2008). While traditional learning is often considered that which occurs in a teacher-centred classroom, using information gleaned from books, Sangra, Vlachopoulos and Cabrera (2012) define e-Learning as characteristic of a new educational paradigm, which utilises digital technologies, or information communication technologies (ICT’s), in the delivery, access, creation and sharing of teaching and learning experiences within and without a school environment. Establishing and maintaining a quality e-Learning environment can facilitate active learning, increase student engagement and promote collaboration which, according to Ormiston (2010), are crucial factors in the acquisition and application of knowledge. Personal reflection on digital technology use and current research will be used to present a synopsis on core ideas linked to e-Learning, including; associated learning theory; safe, ethical practice; and, pedagogical implications which reference the SAMR model and TPCK framework.

No single theory defines how learning occurs in a digital environment; rather, several theories may inform teaching practices, dependent on the ICT being used, and its purpose and role in facilitating expected learning outcomes (Howell, 2012). Many ICT’s are utilised in ways which align with a constructivist approach to learning, in that they support learners to build upon their knowledge through ‘experiencing and doing’ (Educational Broadcasting Corporation, 2004). Correspondingly, McInerney and McInerney (2002) suggest digital tools which engage learners in a ‘cognitive struggle’ are believed to help the construction of new understandings by facilitating metacognition. In this way, personal engagement with a range of Interactive Learning Objects (ILO’s) extended my understanding of certain concepts by having me use my knowledge to problem-solve. Similarly, Vygotsky (McInerney & McInerney, 2002, p. 163) theorised that knowledge and understanding are constructed through social interaction; hence, when digital technologies support learner collaboration and interaction, the social constructivist theory is evident. Participation in a collaborative wiki saw me constructing knowledge through engagement with other learners’ ideas in a social setting, clearly linking to social constructivism. Further, this sharing of diverse opinions in an online system could also be associated with the theory of connectivism; whereby, learning occurred through my participation in a ‘knowledge network’ (Howell, 2012). Connectivism, while specifically developed to explain how learning occurs in the ‘digital age’ through online, global networks (Duke, Harper & Johnston, 2013), is one of many learning theories which can influence and inform instructional design in an e-Learning environment.

For ICT’s to be effectively incorporated into learning environments, teachers require understanding in the areas of content, pedagogical and technical content knowledge (TPCK), together with the ‘relationships among and between’ them (Koehler, Mishra & Cain, 2013, p. 14). The TPCK model for ICT’s in learning requires educators to consider the ‘pedagogical affordances and constraints’ inherent in all technologies (Koehler & Mishra, 2008, p. 22). This became apparent in my explorations with digital images and videos. When confronted with images, viewers make assumptions about what they see (Birt, 2014); therefore, without an appropriate context, learners may struggle to interpret what they are seeing, which could impede learning rather than enhance it (Langran, 2005).  In addition to TPCK, teachers must also develop the skills to evaluate ICT’s for their potential as not only learning enhancers but, more importantly, their capacity to be used as learning transformers (Anderson, 2013). The SAMR model is a continuum which encourages consideration about how specific ICT’s are used in teaching and learning contexts (Department of Education Western Australia, 2014). In frequently consulting the SAMR model whilst completing my own ICT investigations, I was able to visualise learning experiences in which ICT’s were used as substitution and augmentation tools (i.e. PowerPoint used to enhance presentation of information to students). More significantly, I was also led to consider applications for modification and redefinition (such as in the creation of previously inconceivable presentation products), which could promote more complex reasoning processes and link to real life applications.

The pedagogical issues related to ICT use in the classroom should also include consideration and implementation of safe and ethical practices. Brooks-Young (2010) addresses the concept of ‘digital citizenship’, whereby online spaces present new worlds which are navigated by users. As current and future users of ICT's, students require instruction and guidelines when navigating these spaces in order to develop the capacity to participate in safe, ethical and legal practices (Australian Curriculum Assessment and Reporting Authority (ACARA) (n.d.). Responsible ICT use is underpinned by; the principles of respect for self and others; an understanding about the ‘myth of online privacy’ (Brooks-Young, 2010, p. 103); and, an adherence to codes of conduct and copyright laws (ACARA, n.d.). According to Langan (2005, p. 47) ‘responsible use of technology should be modeled and discussed with students’. In this way, engagement with a personal blog saw me employ safe, ethical and responsible practices as I reflected on my ICT investigations. As my blog was public, this required careful consideration about each post I made, to ensure I breached no copyright laws, gave away no personal information, and remained respectful of others’ opinions. As blogging is as much a social platform as it is a personal journal, it presents opportunities for transformational learning through its connectivity and networking capacities, as well as its accessibility both in and out of the classroom (Carrington & Robinson, 2009). In using ICT’s which expose learners to a wider, global audience it is essential that they understand and adhere to safe and ethical online practices. This prepares learners to be responsible users of ICT's at all times, not only in a learning environment.

Exploring and reflecting upon my use of ICT’s has enabled me to develop a digital pedagogy which is reflective of the needs and expectations held by learners of a ‘digital generation’ (Education Queensland, 2008). In a classroom context, successful incorporation of digital technologies requires an understanding of the TPCK framework and how its components interact, along with an observance of the SAMR model. To develop and maintain an effective e-Learning program, learning experiences must utilise ICT’s in transformative ways which promote higher-order thinking, and support the development and application of complex reasoning processes. The ever-evolving nature of digital tools predicates that it is my responsibility as a pre-service teacher to understand, and continue to explore, the impact of ICT’s on teaching and learning.

References:
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