Digitally -mediated teaching and learning – Course reflections. In the beginning of this course we reflected on what digitally mediated learning is and how technology can be used to reimagine learning and not just digitize learning. I believe the challenge in education is to use technology that will effectively engage students, personalize their learning, and allow students to be more active learners. In this course we reflected on various learning theories and digital technology that could support the theory. The constructivist approach to learning was one I could relate to in my professional career. This theory allows students to build from previous knowledge and use inquiry to solve problem and draw conclusions. The teachers role is more of a mentor and students are more active in learning (Ozola & Purvins, 2013). The digital tools that could support this learning theory could be project- based authentic learning models (PBL) and blended learning models. PBL allow students to build on prior knowledge and problems solve to complete a task. The blended learning model utilizes technology to deliver instruction but also includes face to face instruction to support technology. The trend in education is moving away from traditional teacher centered learning environment to more of a student centered environment. In order for students to acquire 21st century skills such as innovation, they need to be more active learners and have a say in how they are taught (Khan, 2011). Technology could be the key to bringing the gap between traditional instructions and providing personalized learning environments (U.S. Department of Education Office of Educational Technology, 2010). Students have virtually unlimited access to technology in their personal lives. They communicate globally through social media, blog and create videos. Education should be an extension of this and would offer more resources that are available in the traditional classroom (U.S. Department of Education Office of Educational Technology, 2010). Students should use the tools of professionals to prepare themselves for the global workforce. Blogs, wikis, digital communication, mathematical 3D modeling, gaming, and virtual world technologies are all effective integrations of technology that could increase student engagement and motivation. Technology could also be useful in assessments by measuring 21st century skills and provide data to drive instruction. As a result of what was learned in this course, I will implement the use of blogs in my classroom as a digital collaboration tool. As a personal goal, I will continue to research and implement a flipped classroom blended technology model and utilize this format for blogs, How can technology be used to motivate and engage students to effectively improve learning? References: Khan, S., (2011). Year 2060: Education predictions. Retrieved from https://www.youtube.com/watch?v=CiKrFcgVSIU Ozola & Purvins, 2013. Teaching /learning theories- how they are perceived in contemporary educational landscape. BCES Conerence Proceedings, 133-138. U.S. Department of Education Office of Educational Technology. (2010). Transforming American education: Learning powered by technology. Washington, DC.
0 Comments
A digital tool that could enhance learning in a variety of environments is the use of gaming and virtual world technologies such as the Second Life program. Second Life provides learners with a 3D virtual world using avatars in unique settings. Learners could spend time immersed in simulations, reenactments, and other interactive activities that enhance the learning environment (Educational uses of second life, 2007).
This digital tool can be useful in teaching secondary high school students. I believe students would be engaged in this form of technology use in the classroom. Many students today spend countless hours gaming at home instead of doing homework and are very familiar with this platform. Educational principles found in certain video games can help engage students of today and update our instructional strategies which no longer seem effective or productive (Kooiman, B., Kim, H., Wenling, L., & Wesolek, M., 2013). With proper resources and support. This tool can be used in all disciplines as a supplement to instruction. The teacher can provide an environment that offers collaboration with other students in real time. Collaboration is an essential 21st century skill. Bullying in schools and a general increase in lack of empathy, is too common among some student populations. This tool can provide a virtual reality that allows students to not only learn about a topic but to empathize with others. For example, students can be placed in an environment as someone that has a genetic, or physiological disorder. Students could learn about the science of the genetic disorder as well as how these individuals may have been treated historically. Other applications useful to high school students would be the use of scavenger hunts relevant to the field of study as an interactive vocabulary. Also, with the ability to insert white board technology or Power Points to the virtual reality, teachers can personalize the lessons. An important feature of this digital tool is the translator feature. The demographics of our high school is increasing in English Language Learners and this feature could help bring the learning gap. The educational physiologist, Benjamin Bloom, developed the Taxonomy of Educational Objectives in 1956. This taxonomy has become a tool in understanding the learning process. Bloom’s taxonomy follows the thinking process and is ordered from low order thinking skills to higher order thinking skills. In the 1990’s, the taxonomy was revised by a former student of Bloom to use verbs rather than nouns to describe the thinking skills. Today, Bloom’s Taxonomy can be applied to the digital tools available to students as related to the learning process. It is important to mention, learning can start at any point of Bloom’s taxonomic order. Students may be at different points of the learning process and the digital tools used today such as Second Life, could be used to facilitate teaching of those student at different levels. It could also make learning more personalized (Wikispaces, n.d.). In Bloom’s Digital Taxonomy, the skills that would be addressed using 3D virtual realities and gaming would mostly fall under the higher order thinking skills of evaluating, analyzing, and creating. Using a digital tool liked Second Life, students would be immersed in a world where they would be collaborating with other students potentially in groups around the world, posting and blogging related to simulations, and designing relevant avatars using animation. Learning has certainly come a long way! References: Educational Uses of Second Life, (2007). Retrieved from: http://www.youtube.com/watch?v=qOFU9oUF2HA. Kooiman, B., Kim, H., Wenling, L., & Wesolek, M. (2013). Linking the educational principles of multiplayer gaming and play to common core strategies. International Journal Of Technology In Teaching & Learning, 9(2), 189-204. Wikispaces (n.d), Retrieved from: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy |
AuthorArchives
April 2016
Categories |