The course Managing E-learning has opened my
mind to an entirely new way of teaching. Over the past six weeks I have learnt
how important it is to understand and develop a philosophy regarding learning
theory and utilising frameworks such as TPACK in order to deliver content in an
engaging and interesting way. Moreover, I have been exposed to a number of
online learning tools which has allowed me to consider their use in a primary
school classroom context in order to cater for 21st century learners.
As I stated in my profile on my blog, I am continually linking course theory and pedagogy to classroom experiences in order to develop my own teaching philosophy. Consequently, I thoroughly enjoyed learning about learning theory in week 1. As I spoke about in week 1’s blog entry, I envision every teacher’s ideal classroom - busy and productive, yet I don’t feel this is possible without an understanding of how students learn best. Personally, I prefer activities based on constructivism (scaffolding and prior knowledge) and social constructivism (group work and collaboration) as I have previously studied the works of Piaget and Vygotsky who both agree on learning as a “construction” of knowledge. However, I can certainly see the value in utilising behaviourism (rote learning and practice to reach a specific outcome) and connectivism (knowing how and where to find knowledge) where deemed appropriate. All in all, I believe in individualising education (when practical) in order to cater for students in the most engaging way possible.
Which leads me to my next point - the TPACK framework. To me, it is a common-sense approach that really outlines what teachers need in order to implement lessons in the classroom. In my opinion, the TPACK framework can be adhered to and relates to all areas of education, not just online technology. As I mentioned in week 2’s blog entry, the TPACK framework proves that the quote “those who cannot do, teach” is neither encouraging, nor correct when it comes to education. As per the TPACK framework - technological, content and pedagogical knowledge are all required in order to be an effective teacher. When speaking more specifically about e-learning, the skill or the ability to learn to utilise online tools yourself is a must if you have a desire for your students to learn to utilise them. Also, as with any topic, you also must know about the content (online tools and where they fit in the curriculum) before you can expect your students to learn it. Finally, a teacher must have a deep understanding of pedagogy and “how” to teach the use of online tools in a way that caters for all students. I feel the course so far has allowed me to consider all three aspects by actually learning to use the tools for myself while understanding where each activity might fit within the Australian Curriculum in regards to a primary school classroom context. I expect to be keeping the TPACK framework in mind when planning lessons when I become a qualified teacher. Moreover, it has taught me how to use online tools in a legal, safe and ethical way and I will be repeating what I have been taught to ensure my students do the same.
The weekly engagement of the course required the creation or use of a range of Web 2.0 online tools or “digital technologies” that are beyond the static websites which bombard the internet today. Evidence of the use and creation of these technologies can be found in my blog entries. The online tools were organised into four groups – online spaces (such as wikis, blogs and websites), multimedia (such as audio, video and images), presentations (such as powerpoint, prezis and glogsters) and miscellaneous interactive tools (such as Google Earth). As I found out, many online tools can be both created and used by the teacher as an aid or “hook” to a lesson, or can be created or used by the student as a means of gaining or sharing knowledge or as assessment to check for understanding of a topic. Depending on how they are used, many of these tools allow for honing in on problem-solving, analysing, creating and evaluating which align with high-order thinking as per Bloom’s Taxonomy. Each week on my blog I have provided scenarios in which digital technologies could be used in a primary school classroom context however it is not a definitive example. In fact, the opportunities are endless when it comes to integrating online technologies in the classroom.
My concluding statement is this: E-learning is not the way of the future; it is the way of now. If we want our 21st century learners to engage in the content we teach with enjoyment, we need to teach the way they learn best. I am very keen to use what I have learnt so far in Managing E-learning such as learning theory, the TPACK framework and the use and creation of digital technologies in a safe, legal and ethical way, in order to deliver exciting and engaging lessons that cater for individual students when I become a fully-fledged and qualified teacher.
As I stated in my profile on my blog, I am continually linking course theory and pedagogy to classroom experiences in order to develop my own teaching philosophy. Consequently, I thoroughly enjoyed learning about learning theory in week 1. As I spoke about in week 1’s blog entry, I envision every teacher’s ideal classroom - busy and productive, yet I don’t feel this is possible without an understanding of how students learn best. Personally, I prefer activities based on constructivism (scaffolding and prior knowledge) and social constructivism (group work and collaboration) as I have previously studied the works of Piaget and Vygotsky who both agree on learning as a “construction” of knowledge. However, I can certainly see the value in utilising behaviourism (rote learning and practice to reach a specific outcome) and connectivism (knowing how and where to find knowledge) where deemed appropriate. All in all, I believe in individualising education (when practical) in order to cater for students in the most engaging way possible.
Which leads me to my next point - the TPACK framework. To me, it is a common-sense approach that really outlines what teachers need in order to implement lessons in the classroom. In my opinion, the TPACK framework can be adhered to and relates to all areas of education, not just online technology. As I mentioned in week 2’s blog entry, the TPACK framework proves that the quote “those who cannot do, teach” is neither encouraging, nor correct when it comes to education. As per the TPACK framework - technological, content and pedagogical knowledge are all required in order to be an effective teacher. When speaking more specifically about e-learning, the skill or the ability to learn to utilise online tools yourself is a must if you have a desire for your students to learn to utilise them. Also, as with any topic, you also must know about the content (online tools and where they fit in the curriculum) before you can expect your students to learn it. Finally, a teacher must have a deep understanding of pedagogy and “how” to teach the use of online tools in a way that caters for all students. I feel the course so far has allowed me to consider all three aspects by actually learning to use the tools for myself while understanding where each activity might fit within the Australian Curriculum in regards to a primary school classroom context. I expect to be keeping the TPACK framework in mind when planning lessons when I become a qualified teacher. Moreover, it has taught me how to use online tools in a legal, safe and ethical way and I will be repeating what I have been taught to ensure my students do the same.
The weekly engagement of the course required the creation or use of a range of Web 2.0 online tools or “digital technologies” that are beyond the static websites which bombard the internet today. Evidence of the use and creation of these technologies can be found in my blog entries. The online tools were organised into four groups – online spaces (such as wikis, blogs and websites), multimedia (such as audio, video and images), presentations (such as powerpoint, prezis and glogsters) and miscellaneous interactive tools (such as Google Earth). As I found out, many online tools can be both created and used by the teacher as an aid or “hook” to a lesson, or can be created or used by the student as a means of gaining or sharing knowledge or as assessment to check for understanding of a topic. Depending on how they are used, many of these tools allow for honing in on problem-solving, analysing, creating and evaluating which align with high-order thinking as per Bloom’s Taxonomy. Each week on my blog I have provided scenarios in which digital technologies could be used in a primary school classroom context however it is not a definitive example. In fact, the opportunities are endless when it comes to integrating online technologies in the classroom.
My concluding statement is this: E-learning is not the way of the future; it is the way of now. If we want our 21st century learners to engage in the content we teach with enjoyment, we need to teach the way they learn best. I am very keen to use what I have learnt so far in Managing E-learning such as learning theory, the TPACK framework and the use and creation of digital technologies in a safe, legal and ethical way, in order to deliver exciting and engaging lessons that cater for individual students when I become a fully-fledged and qualified teacher.
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