Reflective Synopsis

Reflective Synopsis

Managing e-learning for me is about seeing the educational value in using different types of information technology in regular classroom settings. It is also about being able to use this digital and information technology to underpin all other aspects of  learing theories and strategies such as ‘Productive pedagogy’, ‘Blooms Taxonomy’, ‘Dimensions of learning’, 'Constructivism', 'Connectivism' and content delivery. To view my refelction on learning theories, http://sarahjenner-e-learning.blogspot.com.au/2011/11/reflection-on-learning-theories.html 
To view my opinion on the "Learning" theory 'Connentivism please view http://sarahjenner-e-learning.blogspot.com.au/2012/07/connectivism.html
Managing e-learning is about being able to assess whether one tool would be more beneficial to all students learning over another tool and its’ effectiveness within the teaching context. Therefore, being able to evaluate the positives and negatives of different types of technology tools allows us (the learner manager) to understand when and where these tools would benefit learning for all students. Understanding the importance of e-learning is crucial for developing and engaging ,interestingand constructive learning for students in the 21^st century. 
 Although I am a ‘digital immigrant’, see post
 http://sarahjenner-e-learning.blogspot.com.au/2012/07/digital-immigrant.html
 this course has not only made me step outside of my comfort zone, it has also opened my eyes to a whole new world in teaching. My reflective synopsis will look at four technological (ICT) tools and provide examples of how they can be used practically in classrooms.  Furthermore, the Queensland Government (2005-2012) states that technology has the ability to support social and emotional lerning (SEL). The same source states that being able to stregnthen SEL students are able to function more successfuly in society by facilitating 'self awareness, self management, social awareness, relationship and responsible decision making skills

WIKI SPACES ONLINE ACTIVITY

The wiki phone group activity was easy to use and the six thinking hats provided a critical thinking strategy to allow for greater depth in discussion. By being a part of an activity that was well scaffolded and monitored it allowed me to see the true value in using such an online space to evoke thought and productivity in students. This constructivist approach meant that we (the students) were accountable to participate in a space that allowed students to learn off each other. It also allowed us to see other people’s perspective which broadens our own ideas and perceptions about the topic. I was surprised to read that most of the students were opposed to the use of mobile phones in classrooms. For example, many stated they thought that mobile phones would cause distractive behaviours in the classroom.

WIKI SPACES

Wiki spaces are a space that can be used for a variety of educational purposes, however, it shines the most when using it as an online collaborating space for students to develop and grow ideas. I have used a SWOT analysis to list all of the strengths, weaknesses, opportunities and threats I could think of on my blog reflection which you can view here
http://sarahjenner-e-learning.blogspot.com.au/2012/08/wiki-spaces-for-online-learning.html.
 I have been able to make links to learning theories, student developmental domains and other strategies/skills. However, during the past few weeks I have realised that collaborative learning also has its pitfalls. As we know, learning is an individual process and as we know, individuals also have different personalities. Some personalities would cope better in group settings, however, and introvert, shy and unconfident person may not do so well in group settings. Other downsides to collaborative learning can be viewed here http://sarahjenner-e-learning.blogspot.com.au/2012/08/downside-to-collaboration.html . To view my attempts at using a wiki space please click here http://sarahannejenner.wikispaces.com

WEBSITES

Websites are another technological tool that can provide a learning space for students. We were asked to build a Weebly website and do an analysis of the positive and negatives of the usefulness of websites as a learning tool. Again I used the SWOT analysis strategy to help organise my information about websites and its effectiveness in an educational setting. Here is a link to my SWOT analysis/ blog reflection http://sarahjenner-e-learning.blogspot.com.au/2012/08/blog-post.html . For me websites were the easiest to create. I was also able to see its uses as a technological tool in an educational environment. This is most likely due to the fact that I have accessed websites almost daily over the past four years; therefore, I was able to use prior knowledge to build my own website. My website is not ready for classroom use: however, I played around with it and had fun with it. To view my weebly website click on this link http://www.weebly.com/weebly/main.php . As a learner manager I would like to make individual class websites with my students. I would like to have them help create the look and feel of the website. Additionally, I would have the students help decide what they think should be in it. For example, should it be used for resources or activities and so on. I believe this will create a sense of ownership and therefore it would increase intrinsic motivation and engagement. The website would also create a sense of community in the classroom.

MOBILE PHONES

The third tool I analysed was the controversial ‘mobile phone’. In many schools mobile phones are banned. However, during the course of this subject I have been able to see that there may be educational uses for this small device. At first I was totally against mobile phones in classroom settings as I believed that they were a distraction and were only to be used as a contact device. After careful consideration and thought I believe that this tool may be beneficial for students. Unfortunately, I believe that this device will remain a topic of argument for quite some time still. The reason for this is that mobile phones are hard to monitor and internet access cannot be filtered. Another important issue is finding a way to make strict policies and rules for mobile inclusion. It is my belief that policy needs to be well documented and implemented if mobile phones are going to take a place in educational settings. I used the PMI strategy to evaluate the pluses, minuses and interesting facts about mobile phones. Additionally, I have added a youtube clip that I believe sums up mobile phone use in schools. Please view these at  http://sarahjenner-e-learning.blogspot.com.au/2012/08/mobile-phones-in-classrooms.html

The funny thing is, is that my fifteen year old son came to me for help last night regarding  a ‘Rant’ he has to put together for an English assignment. He chose ‘Why are mobile phones banned in schools’. My sons’ choice of topic has now cemented (for me) the fact that there is a need for change into the policies and guidelines in schools regarding mobile phones. It is obviously a topic that is current and that teenagers want change.

POWER POINTS

The last tool that I challenged was the Microsoft power point. Power points are a set of slides that usually follow a sequential pattern with each slide being relevant to the last. Power points are an easy system that teachers can use to present data, information and content. Additionally, pictures can be uploaded to give the slide a more appealing and engaging feel. Power point slides however, can do much more then present information videos and audio can be uploaded to create story books. The down side to power points is that they cannot be uploaded unless you install a slide reader. I recommend that both teachers and students can use power points to format, display, organise and deliver content either in class or for assignments because it is easy to use and does require too much technology knowledge. Other form of presentation tools that students and teachers could use are: Prezi, and Glogster. I used both of these tools and although they are both very good at displaying information in a visually creative manner, I was unable to use them easily. Here are my attempts http://sarahjenner-e-learning.blogspot.com.au/2012/08/prezi-link.html

http://sarahjenner-e-learning.blogspot.com.au/2012/08/glogster.html

MISCELLANEOUS

Other attempts at using technological tools include:

Voki http://sarahannejenner.wikispaces.com/home

Resizing Photo’s http://sarahjenner-e-learning.blogspot.com.au/2012/07/re-sizing-photos.html

Podcast http://sarahannejenner.wikispaces.com/space/content

SAFE, LEGAL & ETHICAL

There are safe, legal and ethical laws that apply to using technology. Teachers must be aware of the safety issues that may occur in online spaces. Providing an online environment that protects the students personal details is paramount when deciding what tool or space to use for educational purposes. In may reflections of each tool I have listed the safety risks involved for using that particular space or tool. Additionally there are legalities that all teachers and students must follow. Ensuring students follow the laws of attribution and copyright is a right used by others to protect their information, images and /or videos being taken and used by others. For teachers the 'rule of thumb' applies. The rule of thumb refers to 'Fair dealing', and states that the exceptions to copyright fraud allows a portion of someone elses work to be copied for research, study, critism and rebiew purposes (Smart Copying n.d.). Furthermore, there are ethical rights that need to be exercised whilst using technological devices. Ethics refers to the moral principles that apply to acceptable and unacceptable behaviours. For students this means that respecting the rights of others by behaviour in an appropriate manner is an essential practise whilst using ICT. Following the guildelines and/or policies is behaving in an ethical way. For teachers this means providing explicit instructions into the right way and wrong way of using technology. This especially allpys to what is being accessed by the internet.
In any case it is the teachers responsibilty to maintian a safe environment, provide explicit instructions into the legal obligations of students and lastly students need to be given strict guidelines into the ethical practises of online useage

CONCLUSION

Overall, there are practical uses for ICT in classrooms and schools that I can foresee myself utilising as a future learning manager. I have learnt that there are many types of tools that exist either on mobile devices such as mobile phones, camera’s laptops, or fixed devices such as computers. Additionally, the tools found on the internet that can be downloaded or accessed via wi-fi settings is so vast that it would be ‘almost’ humanly impossible to use them all.  These tools will allow students to do tasks in an untraditional and creative manner. Furthermore, teachers are able to create well scaffolded spaces for constructive learning, self-regulated, individual learning (differentiation). Using ICT provides teachers with tools that enable engaging and motivational learning experiences for their students

Reference list

Smart Copying (n.d.). Fair dealing. Retrived from http://www.smartcopying.edu.au/scw/go.pid/373

The State of Queensland (DETE) 2005-2012. Social and emotional learning. Retrieved from   http://education.qld.gov.au/studentservices/protection/sel/