"If we teach today's students as we taught yesterday's, we rob them of tomorrow."
(Dewey, n.d., cited in Piontek & Conklin, 2009, p.3)
What is E-Learning?
"Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations" (Queensland Studies Authority, 2007, p.1). This is the opening line of the QSA's ICTs Cross-curriculum priority by the end of Year 3. This simple statement encapsulates the purpose of embedding ICTs in today's primary classroom. The prevalence of ICTs in today's world provides the authentic purpose (Marzano & Pickering, 2006, p. 31) for affording students with the opportunity to explore and develop skills in the use of a range of ICTs. If today's students are going to take their place as the informed and productive citizens in the global community of tomorrow, then logic dictates that their education equip them with the skills to do so. ICTs are integral to that process. However ICTs can offer so much more to a student's education then keyboard skills.
Smith & Lynch (2006, p.1) assert that "schooling is a fundamental requirement for all if people are to have the opportunity and the wherewithal to participate in a knowledge creative society." Smith & Lynch (2006, p.1) elaborate on this, stating "there is more interest in creativity and in learning capacity as resources. Technology is a means to do new things rather than old things faster." Quality Learning Managers (LMs) recognise this and are capable of taking appropriate ICT tools and employing them in the classroom to engage students (Prensky, 2005) in meaningful learning experiences which promote collaboration, intellectual rigour and creativity.
Embedding ICTs across the curriculum, using sound pedagogical practice, "assists students to become competent, discriminating, creative and productive users of ICTs" (QSA, 2007, p.1). Furthermore, according to the QSA (2007, p.1) this purposeful use of ICT tools assists students to "develop the knowledge and skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context." The way the LM engages with ICT tools; in order to design learning experiences which maximise student engagement and enhance pedagogical practice in the classroom, reflects a similar learning experience to that of her students.
The considered application of ICTs in the primary classroom allow both LMs and students to develop all of the valued attributes of life-long learners, which the QSA describe as "knowledgeable person with deep understanding; complex thinker; active investigator; effective communicator; a creative person; a participant in an interdependent world and a reflective and self-directed learner" (cited in Lawson, Askell-Williams & Murray-Harvey, 2006, p.16). The challenge for LMs is identifying which tools are most appropriate in delivering these desirable outcomes; in conjunction with recognising the risks and constraints associated with ICT and planning learning experiences accordingly.
Barriers/Limitations to E-Learning in the Primary Classroom
First and foremost, the LM must understand that, in the words of Kent (2009, p. 8) "...ICT is just a tool." Research shows that "teachers matter most in fostering student learning" (Brown et al., 2005, cited in Smith & Lynch, 2006, p.54). Kent (2009, p.6) asserts that "technology serves to amplify your teaching ability." In essence, just as ICT can improve learning experiences based on sound pedagogical practice; it will magnify poor pedagogical practice (Kent, 2009, p.7). Kent (2009, p.7) maintains "the key is to ensure that the underlying teaching and learning strategies are relevant, engaging and encourage higher order thinking."
Of course there are many other considerations when using ICT in the classroom. An obvious one is the availability of resources. In many cases, despite being heralded as the 'digital age', many classrooms have only limited access to digital technology. Computer access can be an issue with restricted access times or insufficient machines to cater for each student. Costs associated with maintaining computer networks and accessing new and innovative software can also compound an already burdened school budget.
Even when access and associated costs are not an issue, the LM's familiarity and confidence in engaging with new tools and exploring classroom applications can restrict the students' opportunity to explore and benefit from this mode of learning. Attitude and willingness to explore and educate oneself can considerably reduce this barrier (Pointek & Conklin, 2009, p. 18). Such a situation offers many learning experiences for LMs. It reminds the LM of the student's experience when confronted with new information and allows them to experience the learning journey directly. Find an example of this here.
Thrupp (2010, p.1) highlights an additional barrier to ICT in the primary classroom. "Children arrive at school with diverse home and community experiences" (Henderson, 2008, p. 75) and this diversity extends to ICT use (Thrupp, 2010, p.1). Thrupp (2010, p.2) reports that ICT creates "many forms of diversity." According to Thrupp (2010, p.2), students who engage with ICT in the home environment "have discovered different ways of learning that are often inconsistent with classroom approaches, often independent and self-directing." Alternately, Thrupp (2010, p. 2) indicates that students "...who do not use ICT at home find incongruence in an environment that has high expectations for the use of ICT." This relatively new form of diversity is an added consideration for LMs in primary classrooms. View forum contribution here. There are also inherent risks associated with being 'online' and these apply equally in the classroom.
What are the risks?
Being 'online' allows the user to participate in a global conversation. When users log on to the World Wide Web, they are in essence on a 'world stage'. Just as there are innate risks when one ventures out into the real world, so to do similar risks exist in the digital world (Kent, 2009, p.86).
The most obvious danger is the loss of privacy. 'Posting' on the 'net' is in effect, publishing the information for all the world to see. (Being somewhat introverted, this is something I have never been comfortable with.) Implications for this lack of privacy include potentially compromising or personally embarrassing information remaining in the public domain for a lifetime (Kent, 2009, p.87). Disclosure of personal information also exposes one to identity theft (Kent, 2009, p.87).
Just as students can be bullied in the school ground, so to can they be exposed to cyber bullying online (Kent, 2009, p.87). Publishing information online could also impinge on copyright laws (Education Queensland (EQ), 2002). EQ (2002) has a range of policies which dictate the LM's responsibility in ensuring student safety online and provides guidelines for managing the risks. View that information here.
What are the Opportunities for E-Learning in the Primary Classroom?
ICTs can be integrated into the classroom in four main areas (Kent, 2009, p.11). The first obvious application in the classroom is to acquire knowledge (Kent, 2009, p.11). This is "Dimension 2 Acquire and Integrate Knowledge" in Marzano & Pickering's (2006, p.43) framework 'Dimensions of Learning'. ICTs can also be used to "communicate and collaborate with others" (Kent, 2009, p.11). Cooperative learning "promotes effective communication" (Brady, 2006, p.127). According to Brady (2006, p.127)it "...creates an active learning environment and thereby enhances the likelihood of student engagement." Kent (2009, p.11) states ICTs can also be used in the classroom to "create or produce solutions to tasks" and assist students to "organise and manage themselves."
I've explored a range of tools both during this course and in my career as a university student to date. The following is an analysis of just some of those tools and focuses on tools for which I can see immediate and broad application within the classroom.
Access Information
The tool I've chosen to analyse for this category is Skype. Skype is such a versatile tool! Kent (2009, p.95) describes Skype as "...a free software program that allows individuals to make telephone calls from computers over the internet." Utilising a webcam also allows video calls to be made across the internet (Kent, 2009, p.95). The applications are limited only by one's imagination.
Last year I took a course which was conducted solely via Skype with the support of Moodle. As a means of accessing information, Skype is an inexpensive mode of accessing primary sources of information, whilst allowing collaborative learning (see here)as well. See here for a SWOT analysis of Skype. Despite being nervous about engaging with this (for me) new technology, I personally found it an invaluable tool which supported my preferred learning style. See a personal learning style analysis here. As a tool for acquiring information, Skype can be used to speak directly to any number of people in different professions, anywhere in the world; for example: scientists, health professionals, politicians and writers to name just a few. Similarly, the class can connect to students in other parts of the world, in order to learn about other cultures. Clearly the list is endless. Skype facilitates learning in Marzano & Pickering's (2006, p.4-5) "Dimension 2: Acquire and Integrate Knowledge", "Dimension 3: Extend and Refine Knowledge" and "Dimension 4: Use Knowledge Meaningfully".
Consolidate and Refine Information
Excel might be regarded as a relatively 'old' ICT tool, having been in use for some time. However, I have never had occasion to use it. Recently I needed to construct some graphs for another assignment. I needed to present original research to a wider (online) community and Excel was my tool of choice. See my graphs here. Once I had worked out how to use it (by networking with an experienced practitioner), it was a very quick and easy way to build graphs. Volumes of information can be manipulated into very user-friendly graphs and tables which allow the information to be interpreted quickly. This is a form of visual literacy which today's students are much exposed to. It is important that students are capable of 'reading' this information and Excel would have many applications within the primary classroom. From a professional point of view, this is a useful tool to use when presenting statistics to peers. View a SWOT analysis of Excel here. Reading Excel graphs could be classed as a component of Marzano & Pickering's (2006, p. 43) "Dimension 2: Acquire and Integrate Knowledge". Constructing graphics using Excel could be classed as "Dimension 3: Extend and Refine Knowledge" (Marzano & Pickering, 2006, p. 113).
Transforming Information to Develop New Understandings
Two months ago, I didn't know what a wiki was! Whilst exploring wiki for this assessment, I also had to create a wiki for another subject. It was a swift learning curve! View that wiki here. Whilst ultimately it was a quick and effective means for displaying information (my purpose); it was a little time consuming and frustrating for me to 'master' (I use the term loosely). However, I am only starting to realise the advantages of this fantastic tool! Once more, this is a tool with so many possible applications. View a SWOT analysis of wiki here. The outstanding feature of wiki is its collaborative nature. Group projects can be completed without the traditional barriers of time and distance. In fact, I plan to use wiki for the next group assignment I have to undertake. This tool has wide professional applications for the LM; supporting collaboration with colleagues and as a peer sharing resource.
Wikis encourage the "substantive conversation" so desirable within the classroom (Education Queensland, 2002, p.4). Students could use wiki to collaborate on any project. I have created an example here. In addition, they may be used as a place for discussion, allowing students to contribute their ideas. An example of this would be a book review page on a wiki, where all students present their thoughts and reflections (Fitzgibbon, 2010, p.15). By utilising wikis within the classroom, LM's can engage students in learning in Marzano & Pickering's (2006, p.4) framework of "Dimension 2: Acquire and Integrate Knowledge", "Dimension 3: Extend and Refine Knowledge" and "Dimension 4: Use Knowledge Meaningfully"
Presenting Knowledge to an Audience
The tool I have chosen to review for this component is the website. Once more, this is a very versatile tool with many obvious applications. View a SWOT analysis here. This is a fantastic tool for presenting students' work and could be considered the modern equivalent of the video recorded tape. Considered use of this tool allows students to present their work to the wider community and acts as a resource or information source for other learners. Alternatively the LM could design a site solely for the purpose of having students access information on a specific topic. Yet again, it may be used to design a webquest or as a presentation tool for the LM to display class information for parents and caregivers. The applications are endless. Click here to view an example of a website as a presentation tool. Websites can facilitate learning in Marzano & Pickering's (2006, p.4-5) framework of 'Dimensions 2, 3 and 4'.
Conclusion
This synopsis has served to highlight only some of the ICT tools explored during this course. The considered integration of ICT into the primary classroom has the ability to transform student learning. Evidently, the LM has an integral part to play in this process. I am developing an appreciation of the need for LMs to attend to habits of mind in order to achieve this highly desirable outcome. Maintaining an open mind (Marzano and Pickering, 2006, p.262) when engaging with a new ICT tool or application is of equal importance as persisting (Marzano & Pickering, 2006, p.262)in 'mastering' its use. I am only at the beginning of my E-Learning journey, but already it is apparent to me that the LM's personal ability and knowledge of ICTs is not the most critical factor in integrating ICT into the primary classroom. This has required quite a shift in my personal thinking. My ignorance of many technologies has previously left me reluctant to engage with them. Rather, I should adopt the 'have a go' attitude and learn as I experiment with the tools. Obviously this is a strategy that is dependent on time. However, in order to fulfil my professional obligations as a LM and ensure optimum outcomes for all future students in my care; developing the skills and confidence necessary to incorporate ICTs into my classroom in a meaningful manner is obligatory. As a life-long learner, I choose to model positive behaviour for my students and persist in my learning journey with renewed enthusiasm!
References
Brady. L. (2006). Collaborative learning in action. Frenchs Forest, NSW: Pearson Education Australia.
Education Queesnsland (EQ). (2002). A guide to productive pedagogies: Classroom reflection manual. Brisbane, QLD, Australia: Author.
EQ. (2002). Risk management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Fitzgibbon, K. (2010). Teaching with wikis, blogs, podcasts and more. New York: Scholastic Inc.
Henderson, R. (2008). A boy behaving badly: Investigating teachers' assumptions about gender, behaviour, mobility and literacy learning. Australian Journal of Language and Literacy (31) 1. Norwood, SA, Australia: Australian Literacy Educator's Association Ltd.
Kent, P. (2009). Learning with ICT. South Yarra, VIC, Australia: Macmillan Education Australia.
Lawson, M.J., Askell-Williams, H. & Murray-Harvey, R. (2006). The attributes of the lifelong learner. Retrieved from http://www.qsa.qld.edu.au/downloads/Publications/research_qsa_lifelong_learner.pdf
Marzano, L. & Pickering, D. (2006). Dimensions of learning teachers manual. (2nd Ed.). Heatherton, VIC, Australia: Hawker Brownlow Education.
Piontek, J. & Conklin, B. (2009). Blogs, wikis and podcasts, oh my! Huntington Beach, CA: Shell Education.
Prensky, M. (2005). "Engage me or enrage me: What today's learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Queensland Studies Authority (QSA). (2007). Information and communication technologies (ICTs) cross-curriculum priority by the end of year 3. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf
Smith, R. & Lynch, D. (2006). The rise of the learning manager: Changing teacher education. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Thrupp, R. (2010). ICT created diversity in the classroom: the contemporary learner. Paper presented at ACEC2010: Digital Diversity Conference. Retrieved from http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf
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