Research is constantly proving that collaborative learning is growing to be more and more beneficial for students, this collaboration, teamed with the incorporation of technology, creates a recipe for success. Millenials are seen to have dispositions that are highly sociable, collaborative, inclusive and achievement-oriented (Raines, 2003, cited in Knipe, 2007). It is because these characteristics are commonly threaded throughout the diverse range of 21st century learners, that it is necessary to incorporate collaborative learning whenever appropriate in the classroom. Snowman (2009) notes that the social activities and talk between students and teachers in a face-to-face or distance learning environment are central to students learning. I have found that it is no longer the case that a class is seen as working well when there is silence and student's are all working from their textbooks. Curtin University (2011) suggests that collaborative learning helps to 'assimilate multiple views, which deepens knowledge and promotes critical thinking'. It is very easy to develop meaningful, collaborative experiences that address intended learning outcomes through the use of technologies such as Wikispaces, Edmodo, and Blogger (view links to see how I would incorporate these tools into my classroom). These technologies call on the Constructivist learning theory because they are highly relatable to student's worlds outside the classroom. When using these technologies students could work with other students around the world, or in their class, through a password setting available. I would use these tools in activities such as brainstorming, collaborative assignment work, homework questions where students can ask for help, reflective practices and general housekeeping components of the classroom. It is necessary for the learning manager to provide sufficient, age appropriate, scaffolding when using these technologies to ensure the greatest success and engagement for all learners. When used appropriately and structured well, collaborative activities in the classroom, teamed with the incorporation of technology, can have a much higher success rate for achieving intended learning outcomes.
It is extremely important that students develop critical and creative thinking skills while at school to ensure their success in the 21st century world. Through the use of technology, the opportunities for students to think critically and creatively are heightened to a whole new level. Critical and creative thinking are identified as two of the three overarching categories of the Dimensions of learning, Habits of mind; exemplifying their importance (Marzano and Pickering, 1997). Bloom's Taxonomy (M. Forehand, 2010) as well as Scheffer and Rubenfeld's (2000) approach, identify two different frameworks that can be utilised to ensure that students are pushed to these thinking levels. Activities such as De Bono's thinking hats, critical and creative questioning, anaylsis of information and images, brainstorming and mindmaps, are just a few approaches that I would use in my classroom. The use of student-centred learning tasks also promotes critical and creative thinking skills. Student centered learning allows learners to develop their own pathway and set of steps to solve the problem at hand. Each of these activities can be greatly enhanced through the use of technologies such as, Images, audio recordings and Weebly (see links for more information). Images and audio recordings can be used as stimulus, or students can create their own to develop their higher order thinking skills. Once again, the activities using these tools will need explicit scaffolding to ensure intended learning outcomes are obtained.
Although it is evident from the above that the use of technology in the classroom can greatly increase student engagement and understanding of classroom tasks, it should only be used when it is the most appropriate method of delivery and not as 'busy work' or because teachers are told to use it. The TPACK Framework (view link for blog reflection) outlines that technology should be used when it is the most appropriate tool for the learning activity(Koehler, 2011), which quite often it is, and teachers choose the easy option as it is what they already know. The framework suggests that Pedagogical knowledge, Content knowledge and Technological knowledge should all be integrated appropriately to ensure meaningful and engaging learning for all students. These three knowledges together form Technological Pedagogical Content Knowledge (Koehler, 2011). Learning Managers should attempt to develop and use these knowledges to create learning experiences that are pedagogically sound, content driven and use the best methods of delivery for those particular students (being technology or not). The framework is about technology becoming an integrated method of every classroom and not just being used because the ten Queensland College of Teacher Standards (Queensland College of Teachers, 2009) says it should be used. TPACK is trying to spread the word that Tecnological knowledge is just as important as pedagogical and content knowledge and should be treated in the same with. With knowledge about technology, comes its easy integration into the classroom.
It is heavily noted that with the creation of Web 2.0 that the world wide web can be an extremely scary place, full of hidden nasties that should not reach student's hands. It is extremely important that students are educated on what is legal, safe and ethical on the internet and the learning manager should model this expectation. It is imperative that students are taught to give attribution to any source of information they wish to use, including videos, images, text and ideas. Quite often in schools students are required to sign an agreement on the use of computers, but it is also important for students to understand the full consequences of their actions on the internet. Students should be taught about the use of appropriate and credible sources in their work to ensure correct information is being used. I will ensure that students in my classes are aware of copyright laws and exactly what they must do to ensure they are being legal, safe and ethical on the internet. It is important that teachers continuously make students aware of implications that may arise and check students work and progress often. An approach that I would utilise would be to have students work in groups and continuously remind students of the implications of breaching copyright.
Throughout the past five weeks of study in the Managing E-Learning program I have learnt about different Web 2.0 tools, how they link with learning theory and what it means to work legally, safe and ethically on the internet. I have learnt many lessons which has embedded implications for my future practice as a learning manager. I intend on using the knowledge I have learnt about Wikis, Blogs, Images, Audio recordings and Presentation tools to ensure the success, engagement and meaningful learning for all of my students. I will attempt to follow the TPACK framework and utilise critical and creative thinking activities where appropriate to ensure that my students gain the skills they need to succeed in the 21st century. I have come to learn many different ways that students can work collaboratively and have come to realise that these methods are often the best for students. I have gained extremely important knowledge about what is legal, safe and ethical when using the works of others and to ensure that my students gain the same knowledge and are aware of the implications. I have come to learn and appreciate that the internet and technology are not terrifying and with the use of Web 2.0 tools, I can easily integrate technology into learning experiences which will help me to focus of different learning styles and assist students reach intended learning outcomes. E-learning is not the way of the future, it is the way of the present and it is imperative that all learning managers embrace all opportunities available to them to expand their understanding and abilities when using technology.
References
Cognitive Design Solutions. (2005). E-learning. Retrieved from:http://www.cognitivedesignsolutions.com/ELearning/E-Learning1.htm
Critical thinking skills. Retrieved from: http://www.engin.umich.edu/~cre/probsolv/strategy/ctskills.htm
Curtin University. (2011). Collaborative Learning. Retrieved from: http://cel.curtin.edu.au/ePedagogy/student_centred/collaborative.cfm
Curtin University. (2011). Collaborative Learning. Retrieved from: http://cel.curtin.edu.au/ePedagogy/student_centred/collaborative.cfm
Knipe, S. (2007). Middle Years Schooling: reframing adolescence. French's Forest, NSW: Pearson Education Australia.
Koehler, M. (2011). What is TPACK? Retrieved from: http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
Koehler, M. (2011). TPACK- Technological, Pedagogical Content Knowledge. Retrieved from: http://www.tpck.org/
Marzano, R. Pickering, J. Arredondo, D. Blackburn, G. Brandt, R. Moffett, C. Paynter, D. Pollock, J. Whisler, J. (1997). Dimensions of Learning: Teacher's manual (2nd ed.). Colorado, USA: Mid-continent Research for Education and Learning.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon Journal, 9(5).
Queensland College of Teachers. (2009). Professional Standards for Queensland Teachers: graduate level.
Scheffer, K. Rubenfeld, M. (2001). Critical thinking: what is it? and how do we teach it? Canada: Jones and Bartlett Publishers.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon Journal, 9(5).
Queensland College of Teachers. (2009). Professional Standards for Queensland Teachers: graduate level.
Scheffer, K. Rubenfeld, M. (2001). Critical thinking: what is it? and how do we teach it? Canada: Jones and Bartlett Publishers.
Snowman. Dobozy. Scevak. Bryer. Bartlett. Biehler. (2009). Psychology applied to teaching. Milton, Australia: John Wiley & Sons Australia.
