I came into this course with such great expectations of what I would learn, how I would learn and how I would be able to 'teach' these to the students in my class. I have not been disappointed. For me, the most important thing I have learnt so far in this course is that although I am here to teach students specific knowledge components - as required by the Essential Learnings, my main role is to be a guide, facilitator, encourager, assistant, manager, offer challenges, promote positive changes, provide good practice and model good behaviour. This course has challenged my initial impressions of how teachers teach and has replaced it with a greater self awareness of being able to identify what ICTs I can utilise to encourage Active Learning and Student Centred Learning. I have learnt the importance of engaging students in meaningful education and being able to seek out activities that challenge students ability to think, perceive and utilise learning at a higher level. I have learnt that we learn best when given the opportunity to investigate for ourselves, form relationships with other people within a community of practice and take on ownership of our own learning. My aim is to be a facilitator of learning, providing students with the tools required to access information.
ICTs for Learning Design has been a path of personal and professional growth, and has allowed me to question my values and beliefs in a positive supporting environment. This is how I expect my students to learn and explore new ideas, question the world and make personal convictions about their own beliefs and values - in a safe and supportive environment. Unlike me, students will do the majority of their questioning via technology. Blogging, mobile phone use, using smart phones, accessing Facebook and Twitter to keep in touch with people and to question the world they live in will (and has already to some extent), become second nature to many students. Today many students have the advantage of access 24 hours a day, 7 days a week to the internet. This has great potential for learning on a global scale. Having the ability to link into classes, learning opportunities and social networks on a want basis as opposed to a class timetable can allow for learning outside of the classroom, from any location in the world, bringing the world to our doorstep. When we engage students in learning activities and provide opportunities for them to fully participate we are demonstrating Mode 2 Knowledge.
Technologies are changing every day. Updated versions of software and new advancements keep us excited about what the future possibilities are for our students. We have learnt that in order to educate students for the 21st Century we must keep up with the available technology and its constant changing structure. This sounds brilliant in theory and I understand that we need to learn how to manage in the 21st Century and beyond, but we also need to learn to engage students in a world today that may or may not have the resources of ICT's available to them. Managing the learning of students to direct them towards careers and jobs that don’t even exist yet, have ramifications for schools and home based learners that just don’t have the facilities and resources necessary to ‘keep up’ with the dynamic movement of the technology. We are Learning Managers that need to be creative with what resources we have at our disposal and we are learning to engage students with and without ICT’s now. Plan B and Plan C are important for if and when the lights go out (see discussions on Mahara).
To be a well organised teacher I believe it is important to have quality resources at your disposal. The use of an e-portfolio as a record keeping tool, professional log and a community of practice to share all teaching resources with other colleagues would be invaluable. Not only could these be used by professional teaching staff but high school students would benefit greatly by being able to keep track of their learning experience. Students could learn to develop it, manage it and maintain it as a life long learning tool that goes far beyond the boundaries of a school ground. See professional discussions on Mahara, comments on Carolyn's, Emma’s, Susan’s, Johanna's blogs and my blog all show my thoughts on how and when to utilise e-portfolios within the education system. Other teaching resources include Fuse technology and Bookmarking..they are both exciting way to continue with the communities of practice model.
I have particularly enjoyed investigating the variety of creative ICT options for students. As we have learnt, not all students learn in the same way, and the same topic or idea will not engage them all. We, as learning managers need to find a variety of options and include what we can into our planning. The introduction of Avatars, Storybird (and other digital storybooks), Glogs, Flickr, Picnik and other programs similar such as Memory Manager, PhotoShop, Kahootz, Vodcasts and Podcasts all have the potential to engage students into incredibly exciting and enriched learning opportunities.
I have been able to identify particular ICTs that I think will have huge benefits in the classroom. Powerpoints, YouTube, Teacher Tube, Wikipedia, Wiki’s and Google Earth all have their place in education. When used appropriately the improvement in students ICT use and understanding will be a great benefit. Interactive Whiteboards are just as they are called, interactive. Students will reap the benefits of being able to do hands on activities from all KLA’s. Engaged students are learning student’s and when they jump up to have a turn on the interactive whiteboards they are learning more and enjoying education more.
George Lucas talks at length about engaging students in learning that is creative, exciting, meaningful and allows for students to gain skills in developing higher order thinking skills. He is passionate about creating life long learners and encourages us to embrace ICT’s and embed them into our learning plan to meet the needs of our students. I firmly believe that technologies such as Reflective Blogs and Webquests can help our students to focus on Marzano & Pickering (1997) Dimensions 3 and 4. When students have opportunities to reflect on what they have learnt and participated in they need to think at a higher level as they do when they are participating in Problem Based Learning. This thought process encourages and develops student’s ability to think at a higher level and to become creative in alternative thinking.
If we are to be acknowledged as a successful Learning Manager we can no longer attend University to obtain the required degree, work within an environment with set curriculum and teach within set guidelines that are being adapted and altered to cover minimum standards over the impending years. We need to remember that learning for students within the education environment is about lifelong learning and this requires us to have a passion and commitment to lifelong learning. Our quest for knowledge must continue to develop. Every day that passes more developments are being made within the area of technology to enhance our lives. As Learning Managers, these are the things we need to continue to strive for understanding.
I am feeling very excited about the prospect of taking the technologies we have been exposed to, gaining knowledge in technologies that are not developed yet and incorporate them into the learning area.
My goal is to create opportunities for my students so they can develop positive changes in their learning and lives. I know that the challenges ahead will only strengthen my commitment to each student and the learning path they have ahead of themselves.
References:
CQU. Problem Based Learning. Retrieved on 6th April, 2010 from http://pbl.cqu.edu.au/
George Lucas. Edutopia. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007 on 26th April, 2010
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
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