Reflective Synopsis

What is managing eLearning?

E-learning refers to the use of information and communication technology (ICTs) in the delivery of education and training (EDNA, 2010). In accordance to Queensland Studies Authority (QSA, 2007) ICTs include the hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated (QSA, 2007). ICTs incorporate a number of multimedia devices, examples of these explored throughout this course include blogs, wikis, PowerPoint’s, images, podcasts and digital videos.

Managing eLearning provided me with the understandings needed in order to use these technologies in an appropriate and effective manner. It became apparent that the pedagogy and theoretical underpinnings became the central focus point of this course in order to recognise the ways of working a teacher needs in order to create a classroom that breaks down barriers, allows students to recognize and work with tools needed to effectively participate within the 21^st century and gain the skills and capabilities the curriculum considers as necessary attributes of a lifelong learner.

The Queensland Studies Authority (QSA, 2007) recognizes the inclusion of Information, Communication and Technologies (ICTs) as a cross curriculum priority. Therefore, does not view the embedding of ICTs as a stand along key learning focus. It however, should be viewed as an integral part of each key learning area; to support thinking, learning, collaboration and communication. A way of which enhances and enriches a students learning journey.

Managing eLearning ensures to develop the knowledge and underpinnings required for the effective implementation and incorporation of ICTs within the learning site. The knowledge gained from this course allows one to identify different ICT tools and recognize the importance and effectiveness it has in order to enrich students learning; whether it be to inquire, develop new understandings, transform information, construct new knowledge for a specific purpose or context (QSA, 2007).

My Context:

Thus far my professional learning has allowed me to observe and work with students within the lower primary grades. Currently, my embedded professional learning is with a grade one class.

It is assumed that children of the 21^st century potentially already have some fundamental skills necessary to use ICTs. Information, communication technologies can be considered as types of literacy texts as they are tools used to convey and understanding meaning (Winch 2001).

Students bring with them their own attitudes, values and beliefs. These influences contribute to the types of texts they will engage in prior to formal learning. Primary discourse (Gee, 1991) is those that students acquire prior to formal education. The primary discourses that students engage in with the home will depend on the culture.

Opportunities and limitations:

Barriers:

Therefore, it is difficult to determine what common knowledge students have within this context. Hence, opportunities need to be provided for students to experiment and inquire ICTs. For instance, students need to be explicit scaffolded and modeled how to use and how to interpret ICTs. This could be seen as a limitation or set barriers to the intended learning outcome focused for a particular learning experiences. The focus therefore, can be seen to be transferred from the initial learning to how to use the tool. This process can be seen as very time consuming and be detrimental to the focus learning. Overcoming of such limitations may be that the ICT is incorporated in learning experiences where by the Learning Manager models the use of the tool. Due to the age of the students in relation to my context it may be appropriate to only expose students to one element of the tool at a time, until the student is aware of the fundamental processes involve. Thus, providing opportunity to extend the complexity and potential the tool has within the learning context.

An example of a tool having barriers to learning can be seen in the YouTube clip where students are required to demonstrate their knowledge gained through the creation of a YouTube clip. This could be considered as too complex for students who have little knowledge on the functions of using ICTs in this instance it could be digital cameras, video cameras etc. The technology is too complex therefore several opportunities for scaffolding of the tool is needed to be done etc. This is obviously a generalised view and assumption of what the students capabilities are in this context. However, is relevant and poses barriers to effective learning.

Opportunities:

Sockett (1 987 as sited in Turner-Bisset, 2001, p. 17) claimed that the essential feature of teaching is moral. There is a socio-moral quality to teaching. I believe that by scaffolding the appropriate use and purposes for ICTs students are able to recognise their personal responsibility to participate with and apply these tools in an appropriate manner. Without opportunities for students to be exposed to these tools and explicitly shown and modelled the way in which it needs to be used students may then not hold the necessary knowledge and understandings associated with ethical practices and behaviours. An example of students not understanding the appropriate use and behaviours of ICTs is referred to as "Cyberbullying". This term is when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones (Stop cyberbullying, n.a.). These students have obviously not been explicitly taught or scaffolded the appropriate means, language and purposes for specific ICT tools. Therefore, the use of ICTs within learning provides opportunity for these behaviours to be scaffolded and modelled for students.

Another opportunity that the implementation of ICTs has is the possibility to extend learning beyond the classroom. Hargreaves (1998, p. 20) states that in the knowledge society, schools will need to manage many more partnerships – with the world of work, with many other agencies. ICTs have the ability to open learning to create new partnerships. Learning is now not limited to be confined between four walls. Learning can now be extended to the local community, nationally and globally. ICTs allow for students to connect to the world and furthermore, provide a place for where students are able to find out answers to questions posed. This is based on the theory of connectivism. Siemens (2005) states "Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing." This is the central understanding of what we referred to as connectivism.

It is important to identify what the main purpose the ICT holds to enhance learning. The focus of learning should never be about being an ‘expert’ of ICTs – that is know everything about the functions and elements of the tool – however the focus should always be how the tool is used to better understanding the knowledge or how to better communicate the knowledge.

Tools:

From the tools explored and engaged in within this course, I have decided to select four tools in which I believe are purposeful to the learning in my context. These tools include YouTube, Voki, Goggle Earth & Maps as well as images.

Tool One: YouTube

Tool Two: Voki

Tool three: Google

Tool Four: Images

Click here to view comments made to other peer’s blog postings in regards to the tools explored within this course. These comments extend and refine our knowledge in regards to the effectiveness and possibilities some of these tools pose. Collaboratively we as peers have been able to develop a much more in depth understanding about the potential these tools have within the context of learning.

Managing eLearning exposed me to an array of different tools freely available and allowed me opportunity to explore with and discover the potential use it had within the context of learning. Overall, I believe this course allowed me to see the purpose of effective implementations of ICTs in two aspects; one that when implemented effectively it has the potential to enhance students learning –be that for instance by connecting to the wider community, engaging different learning styles or intelligences - and two by holding a strong priority on ICTs within the curriculum it allows students to gain the skills and capabilities the curriculum sets out to achieve as well as develop the attributes seen to be needed to become a lifelong learner.