As the world and society begins its first steps into the twenty-first century, there is a huge demand for information and knowledge, one of the best ways to gain this is through technology. The use of technology not only in any working industry but also in education has become a key element of ensuring the next generation of learners are able to equip themselves with the skills and knowledge to use this technology effectively. Khine and Fisher (2003, p.21) suggest that classroom environments in this day and age are fast becoming technologically rich and as such are providing opportunities to deliver learning in new and innovative ways. As a future educator it is my strong belief that a key component of what I will be helping students learn will be through e-learning and as a result provide learners with opportunities to harness the power of Information and communication technologies (ICTs) to ensure that they are fully aware of the capabilities of such tools.
The e-learning course presents to its students a number of E-tools that can be used in a number of ways in a learning environment. Throughout the past seven weeks I have explored these E-tools with peers and by myself using a number of deconstruction techniques including deBono’s thinking hats, PMI and SWOT analysis. The E-tools that I engaged in are designated into four technology groups which are as follows: group one online spaces, group two is multi-media programs and sites, group three presentation tools and group four relates to programs about simulations and animations. The ability to use ICT tools in the context of a learning environment is having a massive impact on learners. Snowman et al. (2009) believe that education should use technology in many useful ways to accommodate for student Variability. Ashman and Elkins (2009, p.170) gives an example of how a leaner with disabilities is using ICTs to make learning gains and effectively enhance their learning outcomes, the learner in question had a sudden loss of vision and a number of devices including an MP3 player were used to help him deal with his disability and continue his schooling.
Group1
Group one E-tools include websites, wiki’s and blogs. I had reflected on the learning outcomes for websites and wikis here. During my exploration of theses ICTs I found that it was heavily revolved around collaboration of learning. I participated in a wiki activity which can be seen here. I found that this was a great and easy way to contribute to learning and appreciated the input of others for a total outcome of quality learning. The content of what a fellow student and I partook in was a PMI of twenty-first century learning. I found this interesting because of the massive changes that have been and are happening to education in relation to technology which is what this course is about. Brooks-Young (2010, p.74) goes on to say that using a wiki for a class project is a great way to enhance learning if the barriers are set out to ensure that information being used is not going to be altered without consent or false. Before commencement of this course I had been working on a website for a couple of months previous. I was unknowingly exploring this tool and as a result found it to be an essential part of the project that I was part of. The main function was to communicate to the public and member of the project what stage we were up to, supply project members with key resources such as schedules, time lines and lesson plans and finally links other site for useful information on the topic of disasters. These types of tools indicate a level of learning that requires well planned out structure for students to use. I have also been actively using my blog to explore the vast variety of E-tools. I have found that a blog is very customisable and easy to express my thoughts and communications, something which student learners would benefit from and enjoy doing (Brooks-Young, 2010, p.67). Marazno and Pickering (1997, p.32) state that by relating tasks to concepts that interest them you will engage learners more effectively. As with any program, website or tool being used online there needs to be a level of safe, legal and ethical practice to protect content and users. This is mostly common sense such as not using full names of students or addresses. This can also come down to participants involved in bullying and harassing others CQU (2011) go on suggest that when designing online content for learning it has to be considerate of these practices so as not to complicate users or content in a detrimental way. As such the Government has released a website for these safe practices which I have found useful and essential when creating such learning designs.
Group2
Group two consist of Multimedia technologies such as Picture, audio and video programs and websites. These tools can be used in a variety of ways to enhance learning. Finger et al. (2007, p.167) goes on to say that multimedia helps learners communicate information in multiple ways. I with a fellow student analysed YouTube as a tool and came up with the following conclusions. Another website that I had tested was the Flickr website which allowed me to store, edit and crop picture online. I found that this site would be great to use for students who like to take pictures it would allow them to create albums for school projects and share them with their peers. Brooks-Young (2010, p.85) say that digital picture programs can equip students with effective resources for assessments. My last exploration of multimedia tool was a Voki which I have implemented on this blog. This allowed me to create an avatar to communicate on my behalf. This can allow for an engaging through technology, students would also be able to use this tool if they have problems using verbal. Ashman and Elkins (2009, p.173) describe that Vokis would be classed as an assisting technology. This group of Tools I found really connected well with the senses of visual and audio something that a student relies heavily on when learning and as such are key to incorporate into e-learning. There is also consideration of such use of tools in relation to keeping in the guidelines of safe and ethical practices.
Group3
Group three technologies related to presentation tools. Some examples of these programs are Glogster, Power Point and Prezi. These Tools relied on most of the group two technologies of pictures, video and audio. I used and analysed Glogster to create a simple online presentation tool about the uses of I-pads in education. I used videos and pictures in creating the presentation and found it very customisable which would appeal to learners along with its ease of use interface. In a school setting I would find this program very useful as it would help students in presenting the information that they wanted to communicate with. With its flexible variables and custom features this would be a great way to engage learners as well as assisting them in familiarising themselves with technology.
Group4
Group four include programs and tools in relation to animation and simulations. For this topic I explored a number of simulations programs. I have found these tools to be the most engaging and informative when used in a learning environment. Simulations are a programs used to educate learners as close to real life as possible. Using simulations Such as disaster-management or frog dissection can help learners understand the key concepts of the real life situations. For example in the natural disasters game the player has a budget to erect defences in a set amount of time before the disaster strikes. This show the learner how much planning is needed for a community and give suggestions and ideas to lessen the impact of the disaster therefore they can understands and sometimes come up with new ways to tackle situations. Engle (2008) suggests that simulation games improve learners on multiple levels including verbal and cognitive development. Because these simulation games are close to real life they have an extremely effective way to engage the learners. Technology has been a real key factor with this type of E-tool and as a results has created ideal programs for learners to gain knowledge in.
Conclusion
Overall E-learning is an aspect of teaching which is fast becoming embedded into education. It is essential factor that must be used in education by learning mangers to enhance learning and ensure that student know how to use ICTs for their future in life and society. Queensland education (2008) goes on to state that effective E-learning is the combination of digital pedagogies, digital content and e-learning spaces. Mclnerney and Mclnerney (2006, p.170) recommend using technology based programs to give students feedback and create endless pathways for learning through programed instruction. Education is changing and in its process it is using E-learning as a means to better its outcomes for students. As a future learning manger I will ensure that my learning environment has technology embedded in it so that I may better my learner’s outcomes and futures in the twenty-first century.
References
Ashman, A., & Elkins, J. (2009). Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Brooks-Young, S. (2010). Teaching with the tools kids really use. Thousand Oaks, California: Corwin A SAGE Company.
Central Queensland University. (2011). E-learning design. Retrieved August 10, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186314
Engle, I. (2008). Simulation games and educations. Retrieved August 17, 2011 from http://www.slideshare.net/Irvinangel/simulation-games-and-education.
Finger, G., Russell, G., Jameson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT. Frenchs Forest, NSW: Pearson Education Australia.
Khine, M. S., & Fisher D. (2003). Technology-rich learning environments. Toh Tuck Link, Singapore: World Scientific Publishing Co. Pte. Ltd.
Mclnerney, D. M., & Mclnerney, V. (2006). Educational psychology constructing learning (4th ed.). Frenchs Forest, NSW: Pearson Education Australia
Queensland Government. (2008). eLearning for smart classrooms. Brisbane, Queensland
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Bryer, F. (2009). Psychology applied to teaching[Vitalsource Edition]. Retrieved from http://www.vitalsource.com/.
