A new generation = a new way of teaching
21st
century learners are born into the world of digitisation and it has been proven
that they are neurologically different due to the technological environment into
which they are submerged (Churchill et al., 2011, p. 118). In fact, their
brains fire differently to those of preceding generations which has resulted in
a gap between generations (Churchill et al., 2011, p. 120). Our brains however
are plastic thus it is adaptable and we can learn and adapt to this new way of
teaching and enhance the learning experiences and engagement of our learners. Merely
implementing ICT’s into our teaching however doesn't equal good pedagogy. As teachers we need to implement a variety of frameworks, thinking routines and
strategies to ensure that the technology is used for the purpose of enhancing
and extending the learning of our students rather than as a substitute. Through the progression of this course we have
been exposed to a vast range of different digital tools. The key things that we
explored was the functionality of the technology, the legal, ethical and safety
issues associated with the technology, collaboration and communication, the SAMR
model and technology in the classroom.
Functionality of the technology
When
implementing technology into the classroom, it is vital for teachers to ensure that
the technology used aligns with the level at which students are using
technology at home and builds on those skills. If teachers use outdated
technology it will result in students becoming frustrated and bored (Churchill
et al., 2011, p. 260). Thus, it is important for teachers to be aware of new
technology and be able to use the technology themselves at or even beyond the
levels of their students.
Ingrained throughout this course was the requirement of considering the limitations and
benefits of digital tools. Each technology has its own sets of benefits and
limitations. Teachers need to know what these are before incorporating the
technology into the classroom, consider the intention for the use of
technology, consider the appropriateness of the technology to the task and desired
outcomes, and finally determine whether it redefines the learning experiences
of students or acts as a substitute (Churchill et al., 2011, p. 328). This can
be achieved by using the SAMR model. Throughout this course we have used this
model to create examples of implementing the technology into our own teaching
effectively.
Legal, ethical and safety issues
Throughout this
course the legal, ethical and safety issues pertaining to the use of technology
was explored. When implementing technology into the classroom teachers need to
create a safe learning environment by teaching students about cyber-safety and “netiquette”.
Students must be made aware that there is a zero tolerance to bullying and that
screens and conversations are monitored. Additionally, teachers need to
consider school policies, individual website policies and the QLD policies
(cybersmart website) and teach students about each of these. Teachers must
consider plagiarism, copyright laws and inform students of how to cite
information and media appropriately.
Collaboration and communication
In the 21st century, being able
to collaborate with others and communicate effectively across a digital
platform is crucial. Thus implementing online collaboration as part of the
learning experience of students is vital. Online collaboration enables students
to learn from each other through the sharing of ideas, resources and
constructive feedback. Communication is key as it supports the creation of a
connectedness between learners and the content as well as supports learners to
view their work as meaningful. However, effective communication and
collaboration is reliant upon the teachers’ ability in establishing a
supportive classroom environment (Churchill et al., 2011, p. 268). It is thus essential
for teachers to utilise an effective instructional strategy. My experience of collaboration
and communication can be read here.
Pedagogical frameworks
SAMR model, Bloom’s cognitive taxonomy and
digital pedagogy frameworks were all ingrained throughout this course. Each of
these frameworks are connected and very useful to support teachers in ensuring
learners are getting the best learning experiences from the implemented
technologies. It is thus vital for teachers to consider these frameworks as
well as other strategies when implementing technology into the classroom. The
technology needs to be implemented at a redefinition level, in which students
use the technology in a way that supports the individual learning needs of
students, their creativity as well as self-directed learning. The technology
also needs to support students’ higher order thinking skills and needs to be
set-up in a way that scaffolds the learning so that learners are able to evaluate,
analyse, apply, understand, and remember the content. Moreover, opportunities
for communication and collaboration needs to be ingrained throughout the use of
technologies to build on learners’ digital literacy, communication and
collaboration skills.
Overall, I feel that this experience has expanded my horizons into the digital world and allowed me to explore my own understandings of technology and its uses in the 21st century classroom. Although, the various technologies explored throughout the course is like a drop in the ocean compared to what is available, it has given me a comprehensive overview of what is out there and how I can apply it effectively in my own teaching. In order to effectively and successfully support the education and learning of 21st century learners it is vital to integrate technologies into the classroom and prepare for a lifelong learning journey.
References
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A.,
Letts, W., . . . Vick, M. (2011). Teaching: making a
difference (2nd ed.). Milton, Australia: John Wiley and Sons.
