Waterhouse (2005) believes that eLearning is primarily, using technology in conjunction with teaching to support and facilitate better learning. It uses information communication technologies (ICT) in innovative ways to engage, enhance and extend learning. From my personal experience since starting my teaching studies, it is evident that ICTs has become the basis of much of the learning and teaching material that we use. Not only learning through computing technology, but with a wide range of digital devices including, digital and video cameras, interactive whiteboards, television, mp3 payers and Ipods and many more. It provides us with great access to teaching material and endless opportunities, and transforms student learning by interactively empowering students to become creative, build something of their own and move on from traditional pencil and paper classrooms. However, teachers are asking questions about what is available, and how it can be used to enhance, support and transform student learning and they are also questioning whether or not we are following legal, safe and ethical guidelines.
In the following blog I will look at a number of different eLearning technologies and how they can be used to support and facilitate better learning in education settings. Firstly it is important to realise that although technology is a very useful interactive tool which enables us to have instant access to information and programs worldwide, it is forever changing and new programs are being developed. Furthermore, it is not always reliable so it is essential to always have a back-up. The following eLearning technologies can be used with students from years 3 upwards, who have a basic understanding of computer and digital devices.
Microsoft PowerPoint, Prezi and Glogster are all part of the Group 3 Technologies; presentation tools. I chose Microsoft PowerPoint for this group because I believe this program is used by and is familiar to many people however the full potential has not be utilised. Unlike the other programs PowerPoint is already on most PCs and does not need the internet to access the program. It is a relatively straight forward and easy program to use although if not familiar with the program it may take the operator some time to understand all the functions and how they work. It allows the user to engage in higher order thinking by providing them with the freedom to be creative with the design and construction of their presentation. It is also a great tool for supporting oral presentations done both by teachers or students. It enables the user to add text, audio, video and/or images into the presentation as well being able to provide links for further interaction to additional resources. These presentations can enable students to record their own voices to individualise the presentation. Alternatively, both teachers and students can use the presentation as a guide to an oral piece. In addition to this, Tuscaloosa City School (2002) states that Microsoft PowerPoint can not only be used for presentation, but also for educational games such as Flash Cards. As well as, slide shows about themselves or field trips the class has been on, interactive book reports, poetry readings and many more. In addition to all this, Microsoft has created a free downloadable program called Microsoft Mouse Mischief which is a great whole class interactive tool. It enables a group of students attached to a single computer and be able to interact and work in a single PowerPoint presentation using their own personal mouse (Microsoft Mouse Mischief, 2010). It is a great way to engage student in any learning area and provides a supportive team working environment for students to interactively work together. An example of this would be asking the students to click on the animal sounds the teacher has added to the PowerPoint and determine which one the matches each animal. I have completed a PMI on my blog regarding PowerPoint click here to view it.
Blogging along side with Wikis and Websites are part of the Group 1 Technology. I have chosen to summaries Blogs as it is my preferred online space, and it is more user friendly than the other online spaces. It enables students to create their own space (their blog) to write, reflect and publish their ideas and schoolwork online for their teachers and peers to see. Blogs differ from other online spaces because only the creator of the blog has permission to post to the blog however feedback can be given by visitors by leaving comments in the comments space below the blog. Here is a link to my blog which I have created to present my findings and reflections during my university ICT course. In addition to publishing schoolwork, blogs can be used by educators to post additional resources from lessons as well as keeping parents up-to-date with what’s happening in the classroom (Blogger, n.d.). Blogs can support learning through a wide range of critical thinking strategies such as Plus, Minus, Interesting (PMI) analysis, Strength, Weaknesses, Opportunities and Threats (SWOT) analysis and collaborative authoring which can be published to the blog (Learn Online, n.d.). Blogs may also provide some personal insight into the student’s life which may not be evident in the classroom. This could create a better teacher-student relationship which can then be reciprocated into the learning of the student. However, it is important that teachers, students and parents are aware that the information they publish to a blog can be seen by anyone. Parents need to have an understanding of blogging and what it will be used for in the classroom before allowing students to create a blog. This will ensure that no issues arise with parent unfamiliarity with the sites.
Google Earth is my chosen program from the Group 4 eLearning technology. The Group 4 technologies consist of a number of interactive digital tools that are used to animate and stimulate the classroom and move away from print based material. Google Earth is free to download and it enables students and teachers to interactively search for places all over the world. Educators can use Google Earth to set the scene for lessons including geography, history and literature and can also immerse the student in real world and real time data such as weather and earthquakes (Google Earth, n.d.). Students are able to pin point places of interest and place markers on them for future reference as well as viewing elevated two dimensional images of historical landmarks. They can also measure exactly how far way these landmarks are and exactly where they are located on the globe. Captured photos from Google Earth can also be used in student’s presentations and reports. This tool can be used to initiate higher order thinking in students by combining the facts that they have been given by Google Earth with their own ideas to arrive at a hypothesise. Although this is a great eLearning Technology I do not believe it is not as user friendly as the others; therefore it is important that that teacher familiarise themselves with this technology before using it in the classroom. It is also interesting to find that there are some similar programs available; however, they do not have the additional teaching resources that Google Earth offers. I have completed a PMI on my blog regarding Google Maps click here to view it.
Finally image programs are an eLearning technology which are part of the Group 2 technologies. Using images to aid the teaching process has been around for many, many years; however, it has come a long way with the use of technology. It has been said that it is revolutionising teaching and learning both in and outside the class room (Green, 2006). Free programs such as Flickr and PikNik are two very easy to use programs which can edit, upload and organise, and share images online for (example, the picture I edited using Flickr on my blog). With this eLearning technology the learning of my students can be forever colour and fun and the possibilities are endless. However it is important that images are used purposefully and not to clutter. Thibault and Walbert (n.d.) state that it is important that students are visually literate, meaning that they are able to understand the image and also be able to think create, and communicate graphically. Additional this tool can be used in classrooms in a thinking routine similar to See, Think, Wonder, where the students use visual thinking to make thoughtful interpretation of an image (Visual Thinking, n.d). More information about my thoughts on the use of imagery in teaching and learning can be found on my blog.
Following on from the eLearning technologies it is important that both teacher and students are familiar with network etiquette (commonly known as netiquette). All of the above programs and technologies are part of a giant cyber space and teachers need to ensure that we and our students are communicating effectively online. The University of Newcastle, Australia (2008) provided a set of ‘road rules’ for their students in regards to netiquette that state that it is important to remember that the person you are communicating with is still a person. Furthermore, you need to communicate with them as you would in a face-to-face situation and also to adhere to the same standards you would in real life. Additionally the university states that it is important the for all to remember that by publishing anything on the world wide web you are broadcasting yourself so make yourself look good, respect other people’s privacy and don’t abuse your power. It is important that all teachers are aware of and understand the legal, safe and ethically issues associated with working online. Education Queensland (2002) states that schools should have a set of procedures and guidelines for the publishing of materials in the schools as well as an equally important set of procedures and guidelines for the exclusion of inappropriate material. All schools should have staff members who are trained to manage web publishing within the school and educate and guide staff members to ensure the procedures and guidelines are adhered to. Additionally when you or a student provides personal information online it can result in unwanted spam. It is important that these factors are taken into consideration when working with eLearning technologies.
In this post I have only examined a couple of the eLearning tools that are available but I believe that these tools are some of the best around. They are all relatively simple to use for both students and teachers, all initiative higher order thinking, and interactively engage, enhance, and extend student learning.
References
Blogger (n.d.). Blogger in the classroom. [Flier] http://www.infinitethinkingmachine.org/stuff/Blogger.pdf
Education Queensland. (2002). Risk Management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Google Earth. (n.d.) Classroom Resources. Retrieved from http://sitescontent.google.com/google-earth-for-educators/classroom-resources
Green, D. (2006). Using Digital Images in teaching and Learning. Retrieved from http://www.academiccommons.org/files/image-report-executive.pdf
Learn Online. (n.d.) Strategies to support Critical Thinking using a Blog or a Wiki. Retrieved from http://weblearn.weebly.com/critical-thinking-ideas.html
Microsoft Mouse Mischief. (2010). Learn More. Retrieved from http://www.microsoft.com/multipoint/mouse-mischief/en-us/learn-more.aspx#benefits
The University of Newcastle Australia. (2008) Netiquette Guide. Retrieved from http://www.newcastle.edu.au/ctl-resources/Teaching-in-the-online-environment/Assets/Documents/documents_final/Communicating/Netiquette_guide_august08.pdf
Thibault, M., & Walbert, D. (n.d.) Reading images: an introduction to visual literacy. Retrieved March 21, 2011, from http://www.learnnc.org/lp/pages/675
Tuscaloosa City Schools. (2002). Using PowerPoint in the Classroom. Retrieved from http://www.online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm
Visual Thinking. (n.d.). See Think Wonder Routine. Retrieved from http://www.pz.harvard.edu/vt/visibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html
Waterhouse, S. (2005). The Power of eLEARNING. UK, Pearson Professional
