"E-Learning is learning that takes place in an electronically simulated environment. E-Learning, web-based training, internet-based training and computer-based training...With e-Learning, users can immerse themselves in a three-dimensional environment to further enhance their learning experience" (Top Bits, 2010, p.1). This type of learning can take place anyplace and anytime if the users contains the required hardware. E-Learning allows the user to have a more real life experience when working with the hardware. The task that are available to be done through technology allow the students to have more authentic tasks and hence create a deeper understanding in the topic. To be successful at teaching and learning using e-Learning the use of ICTs is an integral part of the process. "Information and communication technologies (ICTs) are the technologies used in the conveying, manipulation and storage of data by electronic means" (The Open University, 2005, p.5). ICTs that are commonly used in education are:
• MP3 Players
• Digital Camera
• Mobile Phones
• Interactive Blackboards
• Computers
• Internet
• IPods
• Voice Recorders
This tools are designed to process and communicate data effectively and effortlessly. ICTs are a great tool because they engage and motivate the students and allow them to trial the tools to make conclusion on the effectiveness of the tools themselves. In education a learning manager must ensure that "Students make use of the potential of a range of ICT functions and applications. They develop the knowledge, 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. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs on society" (Queensland Studies Authorities, 2007, p.1).
In our current society, young children are technologically savvy. They have been introduced to IPods, MP3 players, digital cameras, DVD players and computer games. They have been born with the basic ability to use technology. Students in middle primary (Grade 4-7) use may different forms of ICTS in their classroom environment. Students use computers for research, voice recorders to practice speeches, digital cameras to take photos of science experiments and the upload them into their science reports, internet for Mathtletics and they do this easily almost instinctually. That is why in this year levels "Applying ICTs as a tool for learning assists students to become competent, discriminating, creative and productive users of ICTs" (Queensland Studies Authorities, 2007, p.1).
It is only natural like everything else in the world for e-Learning and ICTs to have some barriers and disadvantages:
• Unmotivated learners or those with poor study habits may fall behind
• Lack of familiar structure and routine may take getting used to
• Students may feel isolated or miss social interaction
• Instructor may not always be available on demand
• Managing learning software can involve a learning curve
• Some courses such as traditional hands-on courses can be difficult to simulate (About eLearning, 2010).
This is where some tools like Movie Maker, Weebly, Wikispaces and Blogging can be difficult to utilize. In a classroom with 30 students a Learning Manager will find it very difficult to lead an average middle primary classroom to follow a Weebly website or to make a movie using Movie Maker. It is important to understand that although these tools are very useful they need to be used in the correct manner. Students can lose interest if they have to continually write Blogs over the internet and miss the social interaction that is also a major tool in learning. Tools like the ones mentioned above are too complex for students to work individually without constant support.
While using e-Learning there are many ICTs that can be used to improve the pedagogy. "ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication" (Queensland Studies Authorities, 2007, p.1). In middle primary tools like Google Maps allow students to have a views of their own city and other cities in the world. They can compare the buildings, the number of people and they can view the important landmarks. With this tool Learning Managers can make SOSE assignments more authentic and real life like for the students. Students can also connect with people from all over the world easily and act like reporters. There are many tools on the internet that allow students to perform tasks that could usually be completed using pen and paper easier. For example, Bubbl_Us allows students to create concept maps easily and allow the students to edit and re-edit effortlessly. YouTube allows students to see what can normally not be seen. It allows students to view all the planets in the universe and the vastness. Something that would be extremely difficult for a young learner. These tools are also great because they engage and motivate the students to think outside the square and to use their imaginations.
I have selected four tools that I find would be most useful for the teaching in middle primary. These are: PowerPoint, YouTube, Bubble_Us and Movie Maker. These tools were chosen because they can be embedded into pedagogical practices for the context that I am aiming to teach. Firstly, the tools selected all engage and motivate students into working technologically. They are fun tools that are also very easy to use and tools that most learning manager would know how to use effortlessly. All the tools can be used at any stage of the learning process. They can be great for an introduction of a topic or as a summative assessment.
PowerPoint
PowerPoint is a great tool for a teacher to guide a lesson using a great number of visual cues. Students will be engaged and gather a deeper understating. But the tool also allows students to have resource when creating a speech. If students are taught at an early age how to successfully employ PowerPoint as a visual aid it can be a great tool. PowerPoint allows students to insert their sound effects, images and text. Hence, if used properly students would be required to plan their slides. Students that are planning and attempting to find solution to problems are using Higher-order thinking "this involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation" (The State of Queensland: Department of Education and Training, 2002, p.1). This tool can also be used to design authentic assessment which is shown in the PowerPoint blog, the blog also includes the advantages and disadvantages of using this tool in the classroom.
YouTube
This tool allows students to create a deep knowledge of the topic that is been studied. "Knowledge is deep when it concerns the central ideas of a topic or discipline, which are judged to be crucial to it. Deep knowledge involves establishing relatively complex connections to those central concepts" (The State of Queensland: Department of Education and Training, 2002, p.1). The YouTube blog, shows how a video can improve the students understanding in a topic. It can show students images that would have been extremely difficult for them to grasp without a visual aid. This tool is vital in the classroom as it allows the students to think outside the square and view knowledge they could not even imagine. This tools can be used to introduce a unit or to create a deeper understanding in a topic.
Bubbl_Us
Bubble_Us is a great tool that students can use. This tool allows students to create concept maps. "One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode learning patterns. Concept maps are also effective in identifying both valid and invalid ideas held by students" (Cañas, A & Novak, J. 2008, p.4). Bubble_Us is also a great tool as it allows students to easily share their concept map (printing or email). The Bubbl_Us blog shows an example of a concept map.
Movie Maker
This tool allows students to use digital cameras, video cameras and mp3 players. The tool allows students to show higher order thinking as they plan, produce, edit and publish their movie. If working in groups it encourages students to discuss and reflect on problems. "When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher's main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking"(The State of Queensland: Department of Education and Training, 2002, p.1). Refer to the Movie Maker blog for more information and advantages and disadvantages of movie maker.
References
• MP3 Players
• Digital Camera
• Mobile Phones
• Interactive Blackboards
• Computers
• Internet
• IPods
• Voice Recorders
This tools are designed to process and communicate data effectively and effortlessly. ICTs are a great tool because they engage and motivate the students and allow them to trial the tools to make conclusion on the effectiveness of the tools themselves. In education a learning manager must ensure that "Students make use of the potential of a range of ICT functions and applications. They develop the knowledge, 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. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs on society" (Queensland Studies Authorities, 2007, p.1).
In our current society, young children are technologically savvy. They have been introduced to IPods, MP3 players, digital cameras, DVD players and computer games. They have been born with the basic ability to use technology. Students in middle primary (Grade 4-7) use may different forms of ICTS in their classroom environment. Students use computers for research, voice recorders to practice speeches, digital cameras to take photos of science experiments and the upload them into their science reports, internet for Mathtletics and they do this easily almost instinctually. That is why in this year levels "Applying ICTs as a tool for learning assists students to become competent, discriminating, creative and productive users of ICTs" (Queensland Studies Authorities, 2007, p.1).
It is only natural like everything else in the world for e-Learning and ICTs to have some barriers and disadvantages:
• Unmotivated learners or those with poor study habits may fall behind
• Lack of familiar structure and routine may take getting used to
• Students may feel isolated or miss social interaction
• Instructor may not always be available on demand
• Managing learning software can involve a learning curve
• Some courses such as traditional hands-on courses can be difficult to simulate (About eLearning, 2010).
This is where some tools like Movie Maker, Weebly, Wikispaces and Blogging can be difficult to utilize. In a classroom with 30 students a Learning Manager will find it very difficult to lead an average middle primary classroom to follow a Weebly website or to make a movie using Movie Maker. It is important to understand that although these tools are very useful they need to be used in the correct manner. Students can lose interest if they have to continually write Blogs over the internet and miss the social interaction that is also a major tool in learning. Tools like the ones mentioned above are too complex for students to work individually without constant support.
While using e-Learning there are many ICTs that can be used to improve the pedagogy. "ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication" (Queensland Studies Authorities, 2007, p.1). In middle primary tools like Google Maps allow students to have a views of their own city and other cities in the world. They can compare the buildings, the number of people and they can view the important landmarks. With this tool Learning Managers can make SOSE assignments more authentic and real life like for the students. Students can also connect with people from all over the world easily and act like reporters. There are many tools on the internet that allow students to perform tasks that could usually be completed using pen and paper easier. For example, Bubbl_Us allows students to create concept maps easily and allow the students to edit and re-edit effortlessly. YouTube allows students to see what can normally not be seen. It allows students to view all the planets in the universe and the vastness. Something that would be extremely difficult for a young learner. These tools are also great because they engage and motivate the students to think outside the square and to use their imaginations.
I have selected four tools that I find would be most useful for the teaching in middle primary. These are: PowerPoint, YouTube, Bubble_Us and Movie Maker. These tools were chosen because they can be embedded into pedagogical practices for the context that I am aiming to teach. Firstly, the tools selected all engage and motivate students into working technologically. They are fun tools that are also very easy to use and tools that most learning manager would know how to use effortlessly. All the tools can be used at any stage of the learning process. They can be great for an introduction of a topic or as a summative assessment.
PowerPoint
PowerPoint is a great tool for a teacher to guide a lesson using a great number of visual cues. Students will be engaged and gather a deeper understating. But the tool also allows students to have resource when creating a speech. If students are taught at an early age how to successfully employ PowerPoint as a visual aid it can be a great tool. PowerPoint allows students to insert their sound effects, images and text. Hence, if used properly students would be required to plan their slides. Students that are planning and attempting to find solution to problems are using Higher-order thinking "this involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation" (The State of Queensland: Department of Education and Training, 2002, p.1). This tool can also be used to design authentic assessment which is shown in the PowerPoint blog, the blog also includes the advantages and disadvantages of using this tool in the classroom.
YouTube
This tool allows students to create a deep knowledge of the topic that is been studied. "Knowledge is deep when it concerns the central ideas of a topic or discipline, which are judged to be crucial to it. Deep knowledge involves establishing relatively complex connections to those central concepts" (The State of Queensland: Department of Education and Training, 2002, p.1). The YouTube blog, shows how a video can improve the students understanding in a topic. It can show students images that would have been extremely difficult for them to grasp without a visual aid. This tool is vital in the classroom as it allows the students to think outside the square and view knowledge they could not even imagine. This tools can be used to introduce a unit or to create a deeper understanding in a topic.
Bubbl_Us
Bubble_Us is a great tool that students can use. This tool allows students to create concept maps. "One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode learning patterns. Concept maps are also effective in identifying both valid and invalid ideas held by students" (Cañas, A & Novak, J. 2008, p.4). Bubble_Us is also a great tool as it allows students to easily share their concept map (printing or email). The Bubbl_Us blog shows an example of a concept map.
Movie Maker
This tool allows students to use digital cameras, video cameras and mp3 players. The tool allows students to show higher order thinking as they plan, produce, edit and publish their movie. If working in groups it encourages students to discuss and reflect on problems. "When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher's main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking"(The State of Queensland: Department of Education and Training, 2002, p.1). Refer to the Movie Maker blog for more information and advantages and disadvantages of movie maker.
References
About eLearning. (2010). eLearning Advantages and Disadvantages. Retrieved on August 25, 2010 from: http://www.about-elearning.com/e-learning-advantages-and-disadvantages.html
Cañas, A & Novak, J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved on August 27, 2010 from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Queensland Studies Authorities. (2007). ICTs Cross–curriculum priority: By the end of Year 7, Brisbane, Qld: State of Queensland.
The Open University. (2005). ICTs in everyday life. Retrieved on August 25, 2010 from: http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397557§ion=1.1.2
The State of Queensland: Department of Education and Training. (2002). Productive Pedagogies: Classroom reflection manual. Retrieved on August 27, 2010 from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/html/int-01.html
The State of Queensland: Department of Education and Training. (2002). Productive Pedagogies: Classroom reflection manual. Retrieved on August 27, 2010 from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/html/int-02.html
Top Bits. (2010). e-Learning. Retrieved on August 25, 2010 from: http://www.tech-faq.com/e-learning.html
