Teachers at this school, who use ICT, use it to do the same things differently. Students present projects using publishing software, research for projects using Google and practise basic skills using interactive websites and learning objects. Current access to ICT by students is mostly passive, with online resources being used in place of traditional resources but to achieve the same goals. Teacher’s digital use is limited to email for communication, Internet for research and resourcing the curriculum. Yet ICT can be used to transform learning and teaching. The challenge for this school is to interact with, rather than simply use, digital resources and tools - to use the Internet to create, communicate, collaborate, innovate – to participate in the digital world.The video illustrates how technology has already had, and continues to, impact on education (Bellow, 2009).
A growingvariety of freely available web 2.0 tools allow for active rather than passive interaction on the Internet. Possibilities are endless, personally and professionally: create and share images, documents, animations and avatars; communicate with friends, family and colleagues using web conferencing, online chats and blogging; share resources and images using social bookmarking and photo sharing sites; access and use information more effectively using a wide range of searching tools and strategies. Through the use of web 2.0 tools it is possible to build a personal learning network, utilising both resources and colleagues, which will support both teaching activities and professional development as well as enhance student learning.Through the use of digital tools, children have many opportunities to participate and contribute in a very real way on a global scale in ways that were never before possible (Richardson, 2007). While the media often accentuates the examples of misuse of digital technology, there are many good examples out there as well of young people contributing in amazing ways (Angela, 2009).
Just as we teach water safety in conjunction with swimming lessons, so too must we teach about ethical and responsible behavior when using digital tools. We already have in place some policies to guide responsible, safe and ethical use of the Internet at JHSS school. These must be considered, and others will need to be developed, to ensure that clear guidelines are in place to manage issues such as safety and security, cyber bullying, privacy and protection of identity, copyright and plagiarism (Australian Communications and Media Authority, 2009). “Cyber smart” is an Australian website that offers comprehensive guidance for administrators, teachers and students in these areas.Some Australian education departments, including Queensland, have banned or heavily filtered many Web 2.0 tools due to the perceived inappropriateness of their use in educational settings (Queensland Government, 2011). Education Queensland have provided “The Learning Place” as an alternative platform where teachers and students can have access to similar, but limited, tools (Notley, 2008, p. 25). The challenge for educators is to justify the use of Web 2.0 tools for educational purposes and to obtain permission to use these valuable tools for teaching and learning activities.
A pedagogical change is necessary for teachers to fully exploit the benefits of using digital technology to transform teaching and learning. Educators face many challenges in this age of technology (Collins and Halverson, 2010, p. 19-20). Teachers should be prepared to rethink their role as “expert”, without also seeing this as a challenge to their authority. With the information overload developing in the 21st century, the educational focus moves away from content and “in the head” knowledge, towards process and a need to know how to find out. It will be possible, through good questioning, to achieve a deeper learning of personally relevant concepts. Alternative forms of assessment will become necessary as it becomes more important to assess process skills rather than content.Benefits exist for individual students as, through the use of web 2.0 tools learning programs can be customised to meet individual learning needs. (Green et al., as cited in Notley, 2008, p. 8)
Before teachers can model and teach digital competencies to their students, they must develop them themselves. Teachers must overcome personal reservations and develop personal learning networks to enable connections to be made, both personally and professionally, using digital tools. A personal learning network, created using freely available Web 2.0 tools, empowers users to find, organize, create and interact with information in ways which are uniquely suited to each individual user (McElvaney & Berge, 2009). It provides a network of information sources and people immediately available to meet any information needs which may arise, personally or professionally. Learning is no longer about remembering – it is about knowing where and how to access information when it is needed (O’Connell & Groom, 2010, p.53).Teachers must develop and cultivate their own digital footprint and, in doing so, demonstrate to students that learning is indeed a lifelong journey. Teachers can model for students the attitudes and skills needed to undertake it.Teachers can explore ways in which they can use digital tools to enhance teaching and learning activities - draw on existing pedagogy, such as Bloom’s revised taxonomy, to ensure that the focus is on learning, not on the tools for learning.School information policies need to be reviewed and revised to ensure that there are guidelines in place for effective and responsible digital participation. Issues such as copyright, plagiarism, privacy, security and safety all need to be considered.
Just as the industrial revolution changed the focus of education from the practical life skills learnt at home, to subject specific skills learnt in schools, so too has the technological revolution taken education out of the classroom and into the real world. 21st century learning, in an age of ongoing technological change, is a multi-age culture of learning that can occur, anywhere, anytime (Collins & Halverson, 2010, pp. 22-24). Our challenge as teachers is to embrace developing technologies ourselves and empower our students with the learning skills they need in a constantly changing world.
Digital Participation<br />Empowering teachers and students ...digitally<br />by Nicole Barton (#11467713)<br />
Current ICT Use<br />A Brief History of Technology in Education (Bellow, 2009)<br />
What is Digital Participation?<br />Successful learners … are creative and productive users of technology, especially ICT (ACARA, 2010, p. 7)<br />SMART Classrooms use ICT to:<br /><ul><li>Inquire
Issues to Consider<br />Safety and security<br />risks of online interaction<br />managing online information<br />Ethical behaviour<br />privacy and identity<br />respect for others’ work<br />(Commonsense Media, 2010, p. 2-3)<br />Accessibility<br />bans and filters<br />
An Alternative View<br />HOTS<br />Remembering<br /><ul><li>highlighting
bookmarking</li></ul>(Based on Churches, 2011). <br />
Shift your thinking<br />(Based on Boss & Krauss, 2007)<br />
Recommendations<br />Develop a personal learning network<br />Explore ways of using digital tools to focus on HOTS when teaching<br />Review school information policies<br />
Conclusion<br />It’s not the technology,but teachers, that make the difference<br />(The Institute of European and International Affairs, 2010)<br />
Discussion<br />How can you use web 2.0 tools tosupport your students’ learning?<br />Can good teaching and learning occur without digital technology?<br />Which are the most pressing digital citizenship issues for our school to address? <br />Safety and security? Cyber bullying? Privacy? Identity protection? Copyright? Plagiarism?<br />
Recommended Reading<br />Classroom pedagogy<br />Boss, S., & Krauss, J. (2007) Reinventing project-based learning: Your field guide to real-world projects in the digital age. (pp. 3-24): International Society for Technology in Education. <br />Ethical, safety and legal issues<br />Australian Communications and Media Authority. (2009). Cybersafety policies and procedures.<br />Using Web 2.0 tools<br />O'Connell, J. (2010). Transforming learning.<br />McElvaney, J., & Berge, Z. (2009). Weaving a personal web: Using online technologies to create customised, connected, and dynamic learning environments.Canadian Journal of Learning and Technology, 35(2).<br />
Images<br />Title Slide<br />I am Here for the Learning Revolution<br />Slide 2<br />Dicey subject<br />Google Business Card<br />presenting<br />3D Character and Question Mark<br />Slide 3<br />Looking stuff up<br />Slide 4<br />Createweb2.0 partyFlickr home page archive 2004 - 2008 The droids we're googling for<br />Slide 5<br />3D Character and Question MarkReputation<br />Information overload<br />Slide 8<br />Teaching is not Rocket Science<br />Slide 9<br />Learning how to swim<br />Slide 10<br />I am Here for the Learning Revolution<br />