Reflective Synopsis

E-learning is…. “the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material” (Stockley, 2003). Using ICTs to deliver learning programs and activities to students is a key way to transform, support and enhance their learning effectively. Through use of ICTs including: computers, cameras, voice recorders, internet, I-pods, mobile phones and video cameras, students engage in meaningful learning within real life contexts. According to the Queensland Studies Authority (2007) “Students explore and experiment with the use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs on society”.

Within today’s society our students are highly influenced and affected by ICTs and their uses. Students today are known as ‘digital natives’, faced with ICTs and new technology every way they turn. Within the early learning phase (Prep -3), the use of ICT commonly looks like: students using cameras to take images and videos of plants and animals to analyse the similarities and differences between them in a science unit, using a computer to record data collected and to reflect on their learning in small groups or individually, students working collaboratively to complete one activity using ICT technologies.

“Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations. ICTs include the hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated. Students independently and collaboratively work in online and stand-alone environments across a range of learning contexts” (QSA, 2007).

By incorporating the use of ICT into the Early learning phase students are exposed to higher order thinking, habits of mind and other skills that they will develop for life. According to the Australian Education Systems Officials Committee (2006) Using ICT as a tool for learning enables students to:

• efficiently and effectively access digital information to assist with investigating issues, solving problems and decision making
• produce creative solutions to support learning and develop new understandings in areas of learning
• communicate, share and work collaboratively in local and global environments
• understand the legal, ethical and health and safety implications of using ICT and their responsibilities as users and developers
• develop new thinking and learning skills to support learning.

With ICT also come some barriers to implementing it within an Early Childhood learning context. Research indicates that the three key challenges faced by early childhood teachers in the integration of ICTs are:

• Teacher knowledge of ICTs
• Access to adequate ICTs
• Lack of time
(Edwards, 2005; Han, 2003; Kankaanranta & Kangassalo, 2003; Morrow, Barnhart & Rooyakkers 2002).

Using ICT tools in the classroom can only result in positive outcomes if the pedagogy supports the learning. Great pedagogy comes with a price; simply sitting students in front of a computer screen is not effective pedagogy. Effective pedagogy requires planned, thought out activities and learning experiences that incorporate higher order thinking, habits of mind and engagement; with ICT acting as an enhancer to make the tasks more meaningful. “Students have opportunities to conduct simple investigations and inquiries in a variety of curriculum areas. They use ICT in inquiry processes to support their thinking and develop new understandings of specific issues and topics” (AESOC, 2006). Refer to Appendix 1 for further statements about ICT and their importance to the Early Childhood Phase.

These activities and learning experiences designed to incorporate ICT also need to break down the walls and venture into the real world. To accomplish this, tasks need to have a specific meaningful purpose that relates directly to the outside world. Experiences such as:

- Investigating global warming- researching, blogging to record observations, discussion and concept map (bubbl.us) use to record their thinking/ ideas.
- Science experiments – watching a plant grow- period of weeks – recording observations and reflections on blog or wiki – collaboratively.
- Designing a webpage – organizing an event for the school fundraiser – collaboratively design a web page to sell the event.
These are just a few meaningful real world related activities that students could complete by using ICT in the classroom.

There are four learning tools that have been chosen for further discussion. These tools are: Blogs, Concept Maps, Digital Video/s and Powerpoint. These tools have been chosen for the following learning purposes: to engage and enhance student learning, to allow transformation of learning, to teach students ICT skills to keep up with the digital era that exists today. Take a look at the concept map that I have created about The Engagement Theory Framework(Kearsley & Shneiderman, 1997). These tools have been selected as they offer Early Childhood students a range of skills and knowledge to enhance their learning abilities. They have been chosen as more important for this context for the following reasons:

- Easy to use
- Suitable for a range of purposes
- Collaboration as a learning option
- Link to real life situations and scenarios- meaningful learning
- Teach students how to manipulate and learn through ICTs

Blogs

Blogs are like online journals with posts that date based, archived and enable a degree of interaction though the use of comments, pingbacks and trackbacks.
You can either use blogs to record information or use blog search engines and manage the updates using software such as Bloglines. There can be individual blogs and group blogs and the content is determined by the writer.

Accordingly they can be official blogs of organizations or be developed and used for the teaching and learning of certain topics in a variety of subject areas. They are in the public domain and for their use in schools they can be developed internally through the school’s network protected by the firewall (Cuttance, 2001). Refer to my blog for a further discussion about blogs and their uses, also comments on peer’s blogs.

Concept Maps

A concept map is a special form of a web diagram which offers a method to represent information visually. It can be used for exploring knowledge, gathering and sharing information, structuring thoughts or collecting ideas. A concept map can be developed by an individual person as well as in collaboration with a group.
A concept map consists of nodes or cells that contain a concept or an idea. The nodes are connected through branches or arrows in order to build relations between the contents of the nodes. Concept Maps therefore form networks of knowledge.
A few examples for the usage of concept maps:
• Visualizing knowledge in brainstorming sessions
• Summarizing class readings
• Outlining information in a presentation
• Simplifying complex systems of dependencies
• Structuring thoughts for an essay
• Visualizing results of experimental research papers (Novak, 2008).

Refer to my blog for a further discussion about concept maps and their uses, also constructive comments on peer’s blogs.

Digital Video

According to a research study by Kearney & Shuck (2006), digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection. As a communication tool, digital video facilitates students' communication of messages, ideas or information.

Digital video is also used as an observation and analysis tool, enhancing students' observations of phenomena, experiments or performances. Finally, it is used as a reflection tool to support student reflections on their own learning.

Outcomes of student video production include affective, metacognitive, higher order thinking, communication and presentation, literacy, organizational and teamwork and moviemaking skill development.

Digital video can be created using digital video cameras, however can also be made using still photographs, audio overlay, and/or the inclusion of video. Refer to my blog for a further discussion about Digital Video and their uses.

Powerpoint

PowerPoint is a presentation software program that is part of the Microsoft Office package. PowerPoint uses a graphical approach to presentations in the form of slide shows that accompany the oral delivery of the topic. This program is widely used in business and classrooms and is an effective tool when used for training purposes.
PowerPoint is one of the simplest computer programs to learn. It is the number 1 program used worldwide for presentations. Anyone can create stunning presentations that look like they were designed by a professional.

“PowerPoint presentations can be made into photo albums, complete with music or narrations, to distribute on CDs or DVDs. It is easy to customize presentations with your company logo and to dazzle your audience by using one of the many design templates that come with the programs. Many more free add-ins and templates are available online from Microsoft and a host of other websites. In addition to an on screen slide show, PowerPoint has printing options that allow the presenter to provide handouts and outlines for the audience as well as notes pages for the speaker to refer to during the presentation” (The New York Times Company, 2010).
Refer to my blog for a further discussion about PowerPoint and its uses, also comments on peer’s blogs.


“Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations. ICTs include the hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated. Students independently and collaboratively work in online and stand-alone environments across a range of learning contexts” (QSA, 2007).

Using ICTs to deliver learning programs and activities to students is a key way to transform, support and enhance their learning effectively. Through use of ICTs including: computers, cameras, voice recorders, internet, I-pods, mobile phones and video cameras, students engage in meaningful learning within real life contexts. According to the Queensland Studies Authority (2007) “Students explore and experiment with the use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs on society”.


References

Australian Education Systems Officials Committee. (2006). Statements of Learning for Information and Communication Technologies (ICT). Curriculum Corporation, Carlton South: VIC.

Cuttance, P (2001) “Information and Communication Technologies” School Innovation: Pathway to the Knowledge Society, Department of Education, Training and Youth Affairs pp.73-100.
Edwards, S. (2005). Identifying the factors that influence computer use in the early childhood classroom, electronic version, Australasian Journal of Educational Technology, vol. 21, no. 2, pp. 192-210, retrieved from ProQuest database.

Han, C,W. (2003). Challenges of using ICT in Hong Kong early childhood settings, IFIP Working Group 3.5 Conference: Young Children and Learning Technologies. Retrieved on August 12th 2010 from: http://crpit.com/confpapers/CRPITV34Han.pdf

Kankaanranta, M. & Kangassalo, M. (2003). Information and communication technologies in Finnish early childhood environments, electronic version, Childhood Education, vol. 70, no. 5, pp. 287-292, retrieved from ProQuest database.

Kearney, M. & Schuck, S. (2006). Teaching and Learning across the School Curriculum with Student-generated Video. Faculty of Education: University of Technology: Sydney: NSW.

Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning. Teacher’s manual. (2nd Edition).

Morrow, L,.M, Barnhart, S, Royyakkers, D. (2002). Integrating technology with the teaching of an early literacy course, electronic version, The Reading Teacher, vol. 56, no. 3, pp. 218- 230, retrieved from ProQuest database.

Novak, J,. D. (2008). Concept Mapping. Retrieved on August 8th 2010 from: http://cmap.coginst.uwf.edu/info/

Queensland Studies Authority. (2007). Information and Communication Technologies
(ICTs) Cross-curriculum priority by the end of Year 3. Retrieved on August 17th 2010 from: www.qsa.qld.edu.au

Stockley, D. (2003). E-learning Solutions. Retrieved on August 22nd 2010 from: http://derekstockley.com.au/elearning-definition.html

The New York Times Company. (2010). What is Microsoft PowerPoint? How do I use PowerPoint? Retrieved August 2nd 2010 from: http://presentationsoft.about.com/od/powerpointtipsandfaqs/f/ppt_overview.htm