This paper is a synopsis of research findings from four groups of Web 2.0 information communication technologies. The paper will explore one tool from each of the four groups. The groups are online spaces, multimedia, presentation tools and mind mapping. These tools were selected for their potential to enhance, support and transform learning (appendix A). The tools accomodate eLearning theories and pedagogies that I have identified to be important when designing eLearning outcomes. Such theories are Constructivism, Connectivism, Cognitivism and Behaviourism. The frameworks are Learning Engagement Theory and Bloom's taxonomy.
The specific tools chosen are blogs (appendix B), digital video (appendix C), glogster (appendix D) and mind mapping (appendix E). Each tool is engaging, flexible and encourages multi-discipline learning, supports scaffold activities, compels students to actively collaborate and engage in inquiry based learning processes cultivating into higher order thinking, fosters deep learning and provides authentic learning environments. They also allow students to express creativity and assist in developing communication, project management, intrapersonal and technical skills. The editing of functions of these tools encourages students to take risks in their learning, giving students greater control over their learning journey and thus a greater sense of ownership. An effect of this is the transformed nature of where and how learning occurs, changing learning to be leaner-centred, a non-linear cycle of learning, where students are aware of their own meta-learning, and a shift in roles of the learner and teacher.
The multimodal nature of ICT's helps students develop traditional and emerging 21st Century literacies, that of the 3 R's and vision and sound. Given the flexibility of the tools, they can be applied into a primary school setting supporting grades P-7 (see appendixes B, C, D and E for discussion). Their use requires basic skills which most children already possess before entering the education system (Prenksy, 2004). Furthermore, the tools assist teaching curricular content, giving teachers the opportunity to transform how curricular targets are to be taught, and enhance learning.
In using these tools, teachers and schools must consider their legal and ethical obligations in order to comply with state and federal laws (appendix F), and school's fiduciary relationship with their students (appendix G). These risks are copyright infringements and the protection of students' privacy against malicious outside forces. As ICT's are inherently multimodal, and the software available makes inserting, copying and embedding information easy, the opportunity to use other's works is readily available. The legal implications relating to this must be examined and understood to comply with school policies and legislation. Furthermore, the schools duty of care for its students must be a primary concern when creating and publishing such content on the web. Combining these two issues together needs careful examination and evaluation of what teachers are morally and legally obliged to do.
The tools also share common limitations. Each tool takes time to master, and longer for a teacher to design a lesson. Access to these digital devices and high speed internet is also a barrier, where funding concerns must be considered. The legal obligations need to be carefully considered to ensure compliance with the law. Using the tools in schools is only a valuable experience if they are supported with sound pedagogical practices, ensuring that students are not merely using ICT's but acquiring quality learning gains. Basic technical skills are needed to for students to complete learning tasks.
Electronic Portfolios to Enhance, Support and Transform Learning.
The most heralded benefit of using ICT's in the classroom is its ability to engage students. 'Engagement creates the mental context that prepares people to learn' (Schwartz & Hartman, p9) and the tools should allow the learner to feel in control of the process, including the look and feel of the final product (Barrett, 2004). Weblogs and glogster enhance learning by engaging students to customise their spaces and populate them with content that has personal meaning to the learner. Their flexibility allows scaffolds that support all levels of learning. The multimodal and multi-disciplinary nature of electronic portfolios enhances the learning experience by supporting all learning styles in one activity. Publication of glogs and blogs on the net enhances learning by providing authentic learning environments. Kearney and Schuck (2005) argue that students create better quality projects and more importantly relevant works when presenting to a real audience. Knowing that student's peers, parents and potentially professionals will read/view their work, causes students to ensure that the quality of their work can withstand critical review. Moreover publishing works on the net may lead to opportunities that otherwise may not occurred, such as discussion and research collaboration with academic institutions and industry professionals. Direct contact with real world professionals and problems enhances and supports learning by engaging in relevant work.
Electronic portfolios provides authentic learning environments for students to develop and engage in higher order thinking, communication, negotiation, project management and technical skills. The process of blogging and glogging supports creativity which is a product of critical thought. Creativity encourages risk taking, blogs and glogs especially, as they offer safe environments in which learners can explore options (Downes, 2004). The ability to edit and re-edit quickly provides a way to test ideas encouraging analysis and evaluation. Additionally, the process supports the development of intrapersonal and technical skills. Creating electronic portfolios is inherently learner-centred. It requires learners to work autonomously and within groups, where decision making, negotiation with classmates, project organisation and management skills and technical knowledge are necessary to complete the task.
The learner-centred nature of using electronic portfolios transforms the roles of the teacher and student. As students are encouraged to create original projects, teachers are no longer needed to impart facts, but rather guide students towards desired learning outcomes. The role of the teacher shifts to one of education facilitator, as students take ownership of their learning. As these activities occur online, students are liberated to work outside classroom walls. The authentic learning environment allows the teacher to interact with their pupils outside school hours, and provide ongoing written feedback. Creating a relationship of an ongoing conversation with students transforms the nature of how students relate to their work and teachers. Receiving quick responses from peers and educators allows the learner to explore ideas independently and outside of schools. Additionally, from a teaching perspective, blogs and glogs provide holistic insights of a student's development as opposed to what the student knows.
Digital Video to Enhance, Support and Transform Learning
Marcus (2005) argues that mediums which rely upon visual and aural forms of literacy naturally attract young learners' interest. Children are exposed daily to visually and aurally rich modes of communication that promote fun and the imagination, which is in direct opposition the world of schools, which is 'linear, expository, abstract and detached'. Digital video is a form of communication that is familiar and accepted by young learners today. Schuck and Kearney's research discovered schools that used student generated video had increased engagement and motivation from the student body. Using digital video was seen by students to be different from other class work. This difference enhanced attitudes towards learning, engaged reluctant learners and created a sense of student ownership and control over the direction of learning (2004, p.9). Using digital video in class allows students to work autonomously and create meaningful projects, enhancing meta-cognitive skills and developing technical knowledge. The creation of student generated video to address real world situations and in context to an authentic audience develops written, spoken and life skills necessary to produce informed consumers and digital citizens.
Pre-recorded digital video supports student learning through its multimodal nature and the ability for learners to pause or review the video to clarify misunderstandings. It allows students to work at their own rhythm, and provides insights to the teacher as to where a student may sit in their cycle of learning journey (Khan, 2011, March).
Student generated video allows students to explore their creativity and support risk taking adventures with their learning. As with electronic portfolios, digital video offers similar opportunities to explore and investigate ideas. Analysing and evaluating their conclusions enhances learning experiences and supports visual literacy along with written and spoken communication.With popular culture saturated in media rich content, it is important for students today to become media and visual literate. Incorporating digital video in the classroom transforms what and how teachers will operate in schools. The editing process of digital video is highly instructive in showing how narration, emotive music, juxtaposition and special effects can manipulate messages and set agendas. Students behind the camera or editing suites gain informed experiences and knowledge about propaganda, bias and points of view (Schuck & Kearney, 2004, p.14). Additionally, digital video transforms learning by changing how students learn. Students are now producers, directors, camera operators, editors, reporters and sound technicians. Students are now controlling their learning agendas, creating storyboards and learning techniques to create specific visual outcomes (Schwartz & Hartman). Further transformations are evident in teacher's pedagogical approaches when examined using digital video. Students played more independent roles and teachers increasingly became instructors on technical issues. The nature of digital video emphasized group work and discovery learning, a marked shift from solitary goal striving environments in contemporary schooling.
Online Mind Mapping to Enhance, Support and Transform Learning.
Online Mind Mapping enhances learning because it caters to all learning styles. Buzan (2010, "What are the benefits", para.3) argues that the organic nature of mind mapping mimics how schemas are developed in the human brain. The natural flow of ideas and information allows students to amass knowledge and make connections between topics and subtopics.
According to Fasso (2011) 'online concept mapping tools are a valuable tool for information organisation, chunking and linking for transfer to long-term memory'. Mind mapping is also flexible, allowing scaffolds to support and enhance learning. Furthermore, some mapping tools are interactive, where users can link and embed files, developing visual literacy. Adding video, music and pictures transforms how mind maps traditionally operate. No longer are mind maps restricted to pen and paper, but are now interactive, and could possibly be used as an assessment tool, transforming the how assessment tasks are created and marked (Buzan, 2010).
Summary
Electronic portlolios, digital video and online mind mapping enhances, supports and transforms learning. They increase student motivations to learn and provide authentic learning environments, facilitate higher order thinking and aid development of traditional and emerging literacies. The chosen tools cater for all learning styles and promote risk taking and exploration of conceptual ideas. The tools support scaffolds and multimodal learning and transform the roles of teachers, students and schools. The tools are flexible to work within a P-7 environment and require basic technical knowledge. They share common limitations such as access to digital devices and high speed internet, time to master and legal and ethical obligations to consider. Each tool must be supported with sound pedagogical practice to ensure quality learning gains.
Appendixes
Appendix A
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Reference
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