Reflective synopsis

Advancements in technology have had a profound influence on the education system (Lan, Worch, YuChun & Aguiton, 2015). A shift in pedagogical practice means traditional teaching methods are frequently replaced with technological tools that aim to enhance learning and equip students with life-long skills; fundamental for future endeavors (Lan et al. 2015). The purpose of this synopsis is to address the value of ICT in the classroom, current learning theories and frameworks that underpin technology utilization, and the importance of safe and legal online practice within a school setting.

According to (Gedera, 2014) the term e- learning is regarded as the use of educational technologies to design, deliver and control learning and knowledge sharing at any place or time. The expansion of e- learning in education results in students adopting new ways to construct and assimilate knowledge that can be transferable to authentic contexts outside the classroom (Alexander, 2001). Learning is transformed as students explore a digital environment that offers collaboration, interaction and flexibility (Livingstone, 2012). Through this exploration, students build on problem solving skills, discover solutions to complex problems, and develop competence with online navigation processes (ACARA, 2013).

It is noted that digital and networked technologies are now a key feature of contemporary classrooms (Livingstone, 2012). Virtual learning environments, educational computer games, interactive whiteboards, and dependence on internet-run applications, are among the various tools used by teachers and students both independently and collaboratively (Livingstone, 2012). In an ICT based classroom, students share information through networking; engage in self-directed learning to advance understandings; are challenged by ideas and concepts and build extensive knowledge by conducting online research.

It is paramount that educators obtain a deep understanding of how to implement technological programs and adhere to current frameworks and theories that support the integration of digital learning (Lan et al. 2015). In order for students to reach optimal learning outcomes in an online environment, educators must demonstrate sophisticated knowledge of each program; and deliver tasks with confidence and enthusiasm (Lan et al. 2015). Without this, student learning may be significantly hindered.

Bloom’s Taxonomy is a highly regarded paradigm that is structured around six specific levels used as a progression model to attain higher order thinking (Eber & Parker, 2007). As learners engage and experiment with ICT in the classroom, the Bloom’s Taxonomy strategies; remember, understand, apply, analyse, evaluate and create, are drawn on in meaningful ways. Tabor and Minch (2013) suggest that a critical step in adopting Bloom’s Taxonomy with technology, is to understand that ‘technology is simply the mediator for collaboration and representation, and that it is the type of task and thinking processes in which students engage that determines the quality of learning.’ Thus, digital tools act as supportive platforms to which students can demonstrate and cement understandings whilst additionally enhancing online competencies.

The SAMR model is a framework designed by Dr Ruben Puentedura that seeks to assist educators with designing and integrating technology into the classroom (DETE, 2015). The model highlights four levels of technology implementation; substitution, augmentation, modification and redefinition. The framework has been thoughtfully designed in a way that allows educators to plan and visualise digital integration on a scale that starts with using the tool for its basic functionality, to then experience an end product that is considered impossible without the technology (DETE, 2015). Effective digital tools to coincide with the framework can include: PowerPoint, Weebly, Wiki, Google Docs and so forth. The adoption of the SAMR model within an educative setting allows learning experiences to be developed purposefully and judiciously and provides educators with a reflection tool to further student performance.

Connectivism is a theoretical framework that correlates with technology-based learning (Kop & Hill, 2008). The key principle of this theory is focused on learning occurring when information is connected to and fed into a digital learning community; inviting dialogue and encouraging interdependent thought processes (Kop & Hill, 2008). A Connectivist approach contributes to learning by developing students awareness and ability to seek out relevant information and filter extraneous information (Kop & Hill, 2008). Additionally, student’s ideas are challenged and expanded on via engagement with digital tools. These processes are drawn on as students participate in programs such as Dipity and Wikispaces.

If the educator fails to address safe and legal online practices, student learning may be jeporadised. Thus, educators are responsible for outlining, discussing and modeling safe, legal and ethical online conduct to ensure students can utilize technology positively and productively (CFCS, 2015). Government websites provide educators, parents and the wider community with recommended sites such as Schools Hub and Cybersmart, for further insight into the matter (DETE, 2014).

The integration of technology into the classroom enriches, supports and facilitates learning. Current theories and frameworks aid educators towards designing and delivering meaningful experiences with the use of ICT. It is of equal importance that educators demonstrate competence and confidence with ICT instruction. With technology becoming more integrated into all aspects of social and working life, students must be able to show a mastery of these tools in order to thrive in the current community.

References

Alexander, S. (2001). E-learning developments and experiences. Education and Training, 43(4), 240-248.

Child Family Community Studies (CFCS).(2015). Australian Institute of family studies: Online Safety. Retrieved from: https://aifs.gov.au/cfca/publications/online-safety

Department of Education and Training. (2015). The SAMR model: engage in deep learning and authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx-

Department of Education and Training (DETE). (2014). Student Resilience and Wellbeing: Cyber safety in schools. Retrieved from: https://www.education.gov.au/cybersafety-schools

Eber, P. A., & Parker, T. S. (2007). Assessing Student Learning: Applying Bloom's Taxonomy. Human Service Education, 27(1), 45-53.

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal Of Education & Development Using Information & Communication Technology, 10(4), 93-101.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review Of Research In Open & Distance Learning, 9(3), 1-13.

Lan, L., Worch, E., YuChun, Z., & Aguiton, R. (2015). How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study. International Journal For The Scholarship Of Teaching & Learning, 9(2), 1-9.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review Of Education, 38(1), 9-24.

Tabor, S. W., & Minch, R. P. (2013). Student Adoption & Development of Digital Learning Media: Action Research and Recommended Practices. Journal Of Information Technology Education, 12(2) 220-223.

Australian Curriculum, Assessment and Reporting Authority (ACARA).(2013). Implications for Teaching, Assessment and Reporting. Retrieved from: http://www.australiancurriculum.edu.au/technologies/implications-for-teaching-assessment-and-reporting