My Technological Journey
Throughout
this course, I have had the enjoyment of experiencing new
technologies and new information. Before exploring the content of
this course I had not really understood the full concepts of learning
theories, with technologies, and their significant link to
educational environments. With connectivism, cognitivism,
constructivism, and behaviourism I realised learners develop in
unique ways (Central Queensland University, 2012). I had already
understood the variety of learning styles and multiple intelligences
(learning
styles) associated with individuality, but the learning theories
gave me a deeper understanding of the overall student (learning
theories).
This highlighted to me that my preferred method of learning is
constructivism, with social networks and communication about ideas
and knowledge. These learning theories also demonstrate the need for
a variety of engaging tools and activities. Technologies allow for
this specific type of engagement. The Technology Pedagogical and
Content Knowledge (TPACK) framework (Central Queensland University,
2012) mould the technology to the content with the understanding of
learning theories to most effectively deliver the learning (TPACK).
With this new knowledge I am better equipped, mentally and
confidently, to develop learning experiences for students of the
future.
Through
the use of a wiki, people who respond prominently with constructivism
or connectivism will strive in their learning (reflection
on wiki), however, those who learn better with behaviourism may
find this learning environment distracting, unless sufficient
scaffolding has taken place. I found this learning environment very
useful and prodcutive. I have created multiple wikis during my time at Central Queensland University, some have been purely for communication between lecturers and students, or amongst students for collaboration of assignments, while other wikis have been used for the teaching of concepts or units of work to a specific class (basic wiki). A wiki is ideal for ownership of an
individual's learning, by adding to or editing the content. This is
an empowering feeling for some but, unless there has been taught the
basis of appropriate online interactions, this can lead to unpleasant
situations (online
behaviour).
These practices provide technological users with safety, moral
guidelines, and legal boundaries.
The
wiki activities, which were experienced during the earlier weeks of
this course, were interesting to conduct. With the use of Edward de
Bono's Six Thinking Hats (de
Bono) my learning was expanded through the interactions involved,
and the exploring of other people's ideas. This process allowed me to
see that my ideas were similar to those of other people, as well as
discovering new ideas which other people presented that I had not
previously thought about. I have always enjoyed the concept of Edward
de Bono's Six Thinking Hats (Managing
e-Learning wiki), but the activity of including multiple people's
responses on the one chart was a new experience and this was neither
a bad nor good thing, just different. This process encourages
higher-order thinking and allowed me to connect the concept of mobile
phone use in education with various aspects of myself, which I would
not usually link with this concept. The learning theories involved
with these activities are also varied, as experiences online can
encourage social interactions while also linking information and
developing connections to further information.
My
first digital tool explored was the Blog (my
first blog). I chose this tool because I had not previously used
or created a blog post or comment which meant it appealed to me as an
endeavour for new experiences (beginner blogger). I found this is a useful resource for
reflective purposes as it can link back and forth amongst blog
entries, as well as linking to other web resources. This program may
be ideal for diary entries, for people to keep track of their online
experiences and explorations. Although, I feel the interactive
components of this activity are limited, it is not completely
restricted. With connecting this activity with the activity of
collaborations on another resource, for example a wiki, then the use
of a blog will be increased. Unfortunately, with all these links between blog postings and other web resources, I have managed to confuse myself with whether or not some links may have been repeated.
The
second digital tool experienced for this journey was the concept of
images. Although this seems to be a fairly basic and isolated idea,
it appealed to me and the way that this resource allows for deep thinking
and linking to the inner self for learning. I use my emotions and
expressions regularly to experience social endeavours, so this felt
like an important activity to me. With the use of a specific image, a
learning experience can be introduce, enlightened, expanded or
concluded (what words can not say). For example, when I was learning about the ANZAC Day
developments, my class was exposed to a picture of the war. This made
me feel connected to the ANZAC Day activities on a deeper level. I
felt a connection to the people we owe sincere gratitude to. With
this, I feel I can give future students the same experience of
connectedness to other aspects in our past.
Glogster
was my third digital tool selected as it was a new practice for me,
but it also had a sense of connection to my past-time hobby of
scrap-booking (Blog glog). This is limited in the way of interacting with other
people, but it is unlimited in the way of creativity and individual
appeals. With the range of decorative pieces, from pretty unicorns
and rainbows to skulls and graffiti look, this activity may entice
even the teenage boys to explore its boundaries. I feel this resource
would be an ideal way to present assignments to students, and as a
demonstration of involvements with science experiments. For
assignments, the individual sections allow for clear point form
instructions and illustrations which appeal to students with hearing
impairments. As a science experiment display, students can upload
photographs of stages while also adding written developments
throughout the experiment (Glogster).
The
final digital tool I selected was the mobile phone in an educational
environment (iPhone). I chose this resource because I feel strongly about its
potential within the learning context. Although I think an android
technology based phone would be the best option here, there are many
phones which can still conduct the same activities as the newer
phones. In particular, the iPhone is an ideal component of
interactive learning experiences. With the downloadable applications
available, an iPhone has allowed me to have a dictionary on hand at
all times. This is something I am very proud of, as I am stubborn
when spelling is concerned. The iPhone also allows for the recording
of still images, videos, voice memos and typed notes. With these, I
can document an entire day of events and produce a presentation for
viewers with my computer. This is ideal for students as a way to
demonstrate and provide evidence of thoughts, feelings and findings.
My
learning journey, starting with these first six weeks of Managing
e-Learning, have been enlightening and inspiring. Although not all
experiences were new to me, I did learn new knowledge with each
individual experience. From the understanding of learning theories,
learning styles and multiple intelligences to the vast range of
technologies explored, lessons will be better developed for more
effective learning in future educational environments of all key
learning areas. The digital tools I have created will be the starting
point of my learning journey with technology, as well as the starting
point of my future's oriented classroom. With these new found
knowledge and experiences, I feel more confident to incorporate
technologies to my learning experiences for the unique students of my
future classes. This confidence, built on experience and continued
practice, will provide the basis of the Technology Pedagogical and
Content Knowledge (TPACK) framework in my teaching.
References
Central Queensland
University (2012). TPACK. Retrieved August, 2012
form CQ University Moodle, Managing E-Learning FAHE 11001.
Central Queensland University (2012). A Brief Overview of Learning Theory. Retrieved August,2012 from CQ University Moodle, Managing E-Learning FAHE11001.
Central Queensland University (2012). A Brief Overview of Learning Theory. Retrieved August,2012 from CQ University Moodle, Managing E-Learning FAHE11001.
Fountain, B. (2012).
Wikispaces. Retrieved from http://belinda-uni.wikispaces.com/
Fountain, B. (n.d.). Blog
Spot. Retrieved from
Fountain, B. (n.d.). Glogster.
Retrieved from http://www.glogster.com/belindaf/blog-glog-by-belindaf/g-6lccsneh4j9m461fv9ijua0
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