Learning is changing in the 21st century. This change is stimulated by new technologies and new understanding about learning. In today’s interconnected, technology driven world, learning typically takes place in physical, virtual and remote places. It is an integrated, highly-technical environment in which learners learn. The new learning spaces incorporate technologies, engage the learner, creating new learning possibilities, enhancing achievements and extending interactions with local and global communities (Education Services Australia, 2010).
E-Learning provides the student or learner with information that can be accessed in a setting free from time and place constraints. The progress and achievement of the student can be assessed in e-Learning, with custom feedback and evaluation available in an interactive environment (Kurtus, 2004).
The 21st century teacher scaffolds the learning of students, building on a basis of knowledge recall and comprehension to use and apply skills; to analyse and evaluate process, outcomes and consequences, and to make, create and innovate (Churches, 2010). The following four tools promote these concepts.
Blogs provide a communication space that teachers can utilise with students whenever there is a need in the lesson to develop writing, share ideas and reflect on work being undertaken in the classroom. Blogs are useful as a teacher-student and student-student interactive tool. This web-based collaboration tool can be used in a classroom environment for diary entry; it also can be a useful learning tool to link communication between groups within a class or other classes or even schools (Tinio, 2002). If used effectively, blogs can create a learning environment that extends beyond the boundaries of their own school. This can further develop students' skills when collaborating with other students outside of their classroom.
There are numerous educational benefits to Blogs. This tool can be highly motivating to students, especially those who otherwise might not become participants in classrooms, excellent opportunities for students to read and write, effective forums for collaboration and discussion and a powerful tool to enable scaffolding learning or mentoring to occur (Nguyen, 2006).
Using Blogs in the classroom environment allows students the opportunity to reflect on information gained during a lesson. Reflection challenges students to connect activities to course objectives and to develop higher-level thinking and problem solving (Learning Technologies Action Research 2006). Through reflection students are able to build skills necessary for analysing, solving problems and developing creative solutions when faced with a task.
Podcasts can be easy, fast and efficient way of communicating with students, parents and the wider community. Students are able to share the projects they have created with peers, teachers and the wider world. This tool can be a creative way for students to see their learning as authentic. The process of combining text, sound, and colourful, moving images can be utilised to provide challenging and authentic content that will engage the student in the learning process.
Kreider Eash, 2006 states that creating a podcast allows students to share their learning experiences. It provides them with a world-wide audience that makes learning meaningful and assessment authentic. Teachers can use this technology to provide additional information and revision material to students to download and review at a time that is more convenient. Students are able to create podcasts when presenting assignments. This allows students who learn by visual representations to have the opportunity to learn from fellow students. Podcasting allows for collaboration among students. In groups students are able to interview peers or members of the community on a particular topic that is being researched. This can then be presented as a news report as a final assessment task to peers, teachers and the wider community.
The podcast is an alternative option for delivering research content or lessons to students who need remedial or extended support. While auditory learners particularly benefit when podcasts are incorporated into the teaching model, Podcasts actively engage students in their own learning (Kreider Eash, 2006 ). As students are familiar with the use of MP3 and the technology associated with them, integrating it with curricular content comes naturally. Students even become teachers as they help peers to design and implement their own podcasts. Please refer to Podcasting via my E-learning Blog.
Another simple yet very effective tool for presenting information visually can be found in the form of concept maps. Concept maps are graphical tools that are used for organising and representing knowledge (Novak & Cañas, 2008). This graphical tool represents the relationship among concepts in a visual way. Concept maps are able to be designed in online programs such as bubble.us or in software programs such as Microsoft Word if computers are not able to be connected to the internet. If computers are not available teachers may demonstrate to students how to draw a concept map on a sheet of paper and then allow the students to design one of their own or as a group to show the information learnt. Concept maps are also useful for summarising units of study or introducing them as an advanced organiser. It is easier to make meaning of new information when it is represented visually as students especially early childhood students find this style more appropriate to their learning ability.
When students are asked to create a concept map to explain a concept and/or to show relationships between domains of knowledge, they are using the higher order thinking skills of synthesis and evaluation according to Bloom’s Taxonomy (Hobgood. n.d.).
Brainstorming is one of familiar forms of reflection and prior knowledge that is used in all years and all classrooms. When displayed in the form of a concept map it allows teachers the opportunity to assess the prior knowledge the students have gained through life experiences and a way to gauge what students have remembered from pervious lessons. Providing this type of scaffolding for students allows the opportunity for higher level thinking and creative thinking which is vital for the learners of the 21st century.
The fourth tool that is valuable to the 21st century classroom is videos. This provides a tool that has the ability to enhance the learning of students both in and out of the classroom. This tool is suitable for all year levels as students find this form of media engaging and when students are engaged in learning they are more likely to remember information and are willing to participate further in discussions and other classroom tasks. It allows teachers to enhance the learning experience by playing this form of media in the classroom. Programs such as YouTube offer appropriate resources to enhance lessons. Students are able to upload to this program when creating a video on the topic being taught. As children develop their video they are learning to collaborate with others, use creative skills and higher order thinking.
The use of videos in a classroom helps to promote learning in students who have visual learning styles. Video can also provide visually compelling access to information for many learners with learning difficulties who might miss learning opportunities if the information is represented in print form such as research books and provides important learning opportunities to students who have a second language (Curse, n.d.). Videos give these students the same opportunities to learn as their peers.
As with all educational technologies, the value of the video relies on how it is implemented in the classroom. If implemented in the correct manner positive learning and affective outcomes will be greatly enhanced and students will be engaged as they will be able to see the connection to real life learning.
This new technology opens many new opportunities for learning by engaging students in the information presented. This technology also presents legal, ethical and safety issues. With expanding amounts of information being published on the internet every day safety for students must be paramount. Netiquette is one component of internet usage that students must be taught. How they speak and relate to others when leaving comments on learning tools such as Blogs is a vital aspect of respecting others and their opinions. Students need to be made aware of the legal issues that are associated with downloading information, images, music and videos.
By utilising these tools into the classroom environment it will allow “Digital Natives” a way to develop skills that will promote Higher Order Thinking and enhance problem solving skills. From the research that has been conducted it has become obvious that these learning tools can be used as separate teaching resources but they also can be used in conjunction with each other. Videos and podcasts can be incorporated in to individual or class Blogs. Blogs can be presented in video form and downloaded as a podcast for future learning. Concept maps can be placed into all of the tools that have been discussed in this reflection. This demonstrates that learning is not an isolated occurrence but a combination of different learning tools combined together. By combining different tools it allows students to learn in a variety of styles which helps to keep them engaged and promotes learning.
E-learning is helping to make teaching and learning an engaging, active process that is connected to real life. If designed and implemented properly, ICT-supported education can promote the acquisition of the knowledge and skills that will empower students for lifelong learning.
References
Churches, A. (2010). 21st century pedagogy. Retrieved from http://edorigami.wikispaces.com/21st+Century+Pedagogy
Curse, E. (n.d.).Using educational video in the classroom: Theory, research and practice. Retrieved from http://www.libraryvideo.com/articles/article26.asp?mscssid=32BRRKB5A1S99LSEKK49XRXSJP5J3SD2
Department of Education. (2010). Blogs in education. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/index.htm
Education Services Australia. (2010). 21st century learning spaces. Retrieved from http://www.educationau.edu.au/learning-spaces
Ferry, B. Hedberg, J. & Harper, B. (1997). How do preservice teachers use concept maps to organize their curriculum content knowledge? Retrieved from http://www.ascilite.org.au/conferences/perth97/papers/Ferry/Ferry.htmlGriffin, L. (n.d.). Using video in the classroom. Retrieved from http://www.libraryvideo.com/articles/article13.asp
Hobgood, B. (n.d.). Concept maps: An introduction. Retrieved from http://www.learnnc.org/lp/pages/757
Kreider Eash, E. (2006). Podcasting 101 for K–12. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/index.htm
Kurtus, R. (2004). Succeed in e-Learning Development. Retrieved from http://www.school-for-champions.com/elearning.htm
Learning Technologies Action Research (2006). Using ICTs to support higher order thinking. Retrieved from http://www.decs.sa.gov.au/learningtechnologies/files/links/onlinecommunicationtools20.pdf
Nguyen, T. (2006). Blogs in education. Retrieved from http://thanhnguyen75.blogspot.com/2006/11/use-of-blogs-in-education_14.html
Novak, J. & Cañas, A. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
Tinio, V. (2002). ICT in education. Retrieved from http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf
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