Task 1: Review Module Two
This module looks into ways in which technological, pedagogical and societal changes have contributed to our changing understanding of e-learning. In this module the emphasis is on pedagogy leading to the use of technology.
After completing this module, I should be able to:
a) What is the most important thing that I have learnt about the topic of each module of study and the process of coming to know about it?
In other words, what did I learn, and how did I learn it?
The 21st Century students are learners whose existence came into being in an advanced technological era. This is very different to the traditionally based classrooms and schools where one teacher stood in front of the class with reason to believe that one size fits all. Every student would learn the same thing from the same text and are assessed the same way. But that’s not the same for the students of today who are growing in a technologically saturated environment. As the technological advancement takes place, so does the pedagogical practice. The old school assumptions and ideas are now turned with millions of people walking around with smartphones with access to knowledge on the fingertips. It is important to know that in digital world people are not classified as per age but by their use of internet and technology. As Hoffmann, Lutz and Meckel states, “The notion of digital “nativity” is more than just a matter of generation: it is an attitude toward new media and usage habits. We identified a group of young, active, and savvy Internet and social media users, many of whom are still in school, whom we call digital natives. We also found a group of significantly older, more sceptical, or passive Internet users—many of them retirees or homemakers—whom we categorise as digital immigrants” (Hoffmann, Lutz & Meckel, 2015, p. 160). Organisations dealing with technologies are investing millions in creating the best machine (either fixed or portable). Other technological people and orgnisations are creating apps and webs for use either free or for a fee. This leads for discussion on pedagogy, its relation to technology and the influence to and from the society.
There are many learning theories that has influenced the development of e-learning at different generations. Ng states that, “Learning theories are important to inform effective teaching and are closely linked to instructional theories that focus on effective ways of structuring teaching to facilitate learning” (Ng, 2015, p. 82). Anderson and Dron looks at three generations of cognitive-behaviourist, social constructivist and connectivist pedagogy. As Anderson and Dron states, “The first generation of distance education technology was by postal correspondence. This was followed by a second generation, defined by the mass media of television, radio, and film production. Third-generation distance education (DE) introduced interactive technologies: first audio, then text, video, and then web and immersive conferencing” (Anderson & Dron, 2011, p. 81). None of the generation has been eliminated overtime but it’s the choice the educators make to cater for each generation. The availability of technologies means that many learning models can be supported and developed. I can only imagine the challenges it must have had for the teachers and educators in creating a pedagogical framework to comply with the curriculum. As Ng states, “The integration of digital technologies into the curriculum is intended to support innovative pedagogy as well as prepare students for future work and citizenship” (Ng, 2015, p. 79).
It was once believed that education only took place between the walls of the classroom but it is not true about the 21st century especially in the digital society. The 21st century pedagogy encourages the students to take charge of their learning inside and outside of the school. Technology has a huge impact in the way 21st century students learn. E-learning has the potential to transform the way teaching and learning takes place because with the use of technologies, accessible, relevant and high quality learning opportunities are provided (Te Kete Ipurangi, 2016). Some teachers embrace this mode of teaching and learning while others don’t but it is certain that the students want more use of technology. For the leaders and educators, it is important to share this vision with the students and have a strategy to implement it. Ministry of Education states, “Effective leadership is critical in implementing effective e-learning practices throughout your school and it goes on to stating that schools will need to engage staff, students and wider community to develop a negotiated curriculum in which the use of digital technologies is clearly aligned with the school vision and strategy” (Ministry of Education, 2016).
The teachers are in control of planning for their class and they are also known to be the agents for change. Ertmer and Ottenbreit-Leftwich questions, “What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? They highlight four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture” (Ertmer and Ottenbreit-Leftwich, 2010, p. 255). They go on to saying that the teachers mindset must change to include the idea that teaching is not effective without information and communication technologies (ICT). Ertmer and Ottenbreit-Leftwich quote CDW-G, (2006), “Teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach” (Ertmer and Ottenbreit-Leftwich, 2010, p. 257). In order to use digital technologies effectively teachers will have to learn and share knowledge and ideas while school and the ministry will need to provide professional development. In 2016 the Ministry of Education has prioritised professional development and supported communities of learning with their achievement challenges. Alongside this the Ministry has also put other initiatives such as The Grass Roots Ideas Initiative and Connective Learning Advisory – New guide for schools. These provide ideas, resources and stories in how NZ schools are using digital technologies to enhance learning. This is a huge undertaking and it costs the Ministry (government) and it costs the school. The Ministry provides fully funded software for state school and state integrated schools but the schools will need to employ their own e-learning experts to carry out staff training.
My school is a state integrated school and it has changed software’s completely and has a e-learning expert based in the school. As much as it is challenging and costly, it is also a step forward in right direction because the 21st century students are not finding low level use of technology adequate enough. The students today are high volume technology uses at home and at school but they still need to be taught how to select and use the right tools for their tasks. The teachers and educators will not be able to do this unless investments made in them and for them. Ertmer and Ottenbreit-Leftwich states, “To achieve the kinds of technology uses required for 21st-century teaching and learning, we need to help teachers understand how to use technology to facilitate meaningful learning, defined as that which enables students to construct deep and connected knowledge, which can be applied to real situations” (Ertmer and Ottenbreit-Leftwich, 2010, p.257). Organisations and with the likes of Ministry of Education can only be partially be successful if the teachers don’t take advantage of the technology and implement it in their pedagogy. And if the teachers don’t do it then the students will miss out. Teacher training has been under scrutiny as Bullock states, “Teacher education programs are often positioned the furthest away from the cutting edge of technology, perhaps in part due to the pervasive, long-standing belief that teacher education programs offer little beyond an extended practicum experience” (Bullock, 2015, p. 6). Society is always watching and contributing either positively or negatively to the use of technologies.
There are other influences to and from the society that the 21st century learners share. One of the advantage is that students can get on their digital device and pose a question online and get a list of findings to their question. This is a digital society where people connect, converse, meet and leave digital footprints. People share their materials and experiences and students have access to it almost immediately. Situative learning becomes very practical because the knowledge is readily available online. Society have a huge influence in how schools use technologies hence my school has taken the blended learning approach.
How I learnt this:
Facilitation was a big jump from learning content to actually delivering it to your groups with questions for the group members to discuss, engage, provide feedback and feedback forward. This was a learning moment especially in creating an infographic based on an article that I chose to discuss. Also by reading other people’s work and engaging in discussions with observations and practice within my own environment I have gained great insights and experience.
b) How can I use the new learning from this module to improve my future practice?
I can use my findings from this module to improve my use of technologies and enhancing the student learning. I have gathered that the students want to create, using the tools of their time and they desire to work with their peers. I can give students the trust they deserve to be able to make decisions and follow their own interests (inquiry learning). I also see the need to share and collaborate ideas and materials so the learning is not just relevant but real. My pedagogy has always been student centered and this module has helped me to realise what the students want especially when most of them are technologically enhanced and connected intellectually and socially.
After completing this module, I should be able to:
- Demonstrate a growing awareness and understanding e-learning theory and connections with e-learning practice
- Reflect on the critical connections between technology use and underlying digital pedagogical principles
- Demonstrate a growing awareness of broader institutional and societal influences effects on digital technology uses in educational contexts.
a) What is the most important thing that I have learnt about the topic of each module of study and the process of coming to know about it?
In other words, what did I learn, and how did I learn it?
The 21st Century students are learners whose existence came into being in an advanced technological era. This is very different to the traditionally based classrooms and schools where one teacher stood in front of the class with reason to believe that one size fits all. Every student would learn the same thing from the same text and are assessed the same way. But that’s not the same for the students of today who are growing in a technologically saturated environment. As the technological advancement takes place, so does the pedagogical practice. The old school assumptions and ideas are now turned with millions of people walking around with smartphones with access to knowledge on the fingertips. It is important to know that in digital world people are not classified as per age but by their use of internet and technology. As Hoffmann, Lutz and Meckel states, “The notion of digital “nativity” is more than just a matter of generation: it is an attitude toward new media and usage habits. We identified a group of young, active, and savvy Internet and social media users, many of whom are still in school, whom we call digital natives. We also found a group of significantly older, more sceptical, or passive Internet users—many of them retirees or homemakers—whom we categorise as digital immigrants” (Hoffmann, Lutz & Meckel, 2015, p. 160). Organisations dealing with technologies are investing millions in creating the best machine (either fixed or portable). Other technological people and orgnisations are creating apps and webs for use either free or for a fee. This leads for discussion on pedagogy, its relation to technology and the influence to and from the society.
There are many learning theories that has influenced the development of e-learning at different generations. Ng states that, “Learning theories are important to inform effective teaching and are closely linked to instructional theories that focus on effective ways of structuring teaching to facilitate learning” (Ng, 2015, p. 82). Anderson and Dron looks at three generations of cognitive-behaviourist, social constructivist and connectivist pedagogy. As Anderson and Dron states, “The first generation of distance education technology was by postal correspondence. This was followed by a second generation, defined by the mass media of television, radio, and film production. Third-generation distance education (DE) introduced interactive technologies: first audio, then text, video, and then web and immersive conferencing” (Anderson & Dron, 2011, p. 81). None of the generation has been eliminated overtime but it’s the choice the educators make to cater for each generation. The availability of technologies means that many learning models can be supported and developed. I can only imagine the challenges it must have had for the teachers and educators in creating a pedagogical framework to comply with the curriculum. As Ng states, “The integration of digital technologies into the curriculum is intended to support innovative pedagogy as well as prepare students for future work and citizenship” (Ng, 2015, p. 79).
It was once believed that education only took place between the walls of the classroom but it is not true about the 21st century especially in the digital society. The 21st century pedagogy encourages the students to take charge of their learning inside and outside of the school. Technology has a huge impact in the way 21st century students learn. E-learning has the potential to transform the way teaching and learning takes place because with the use of technologies, accessible, relevant and high quality learning opportunities are provided (Te Kete Ipurangi, 2016). Some teachers embrace this mode of teaching and learning while others don’t but it is certain that the students want more use of technology. For the leaders and educators, it is important to share this vision with the students and have a strategy to implement it. Ministry of Education states, “Effective leadership is critical in implementing effective e-learning practices throughout your school and it goes on to stating that schools will need to engage staff, students and wider community to develop a negotiated curriculum in which the use of digital technologies is clearly aligned with the school vision and strategy” (Ministry of Education, 2016).
The teachers are in control of planning for their class and they are also known to be the agents for change. Ertmer and Ottenbreit-Leftwich questions, “What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? They highlight four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture” (Ertmer and Ottenbreit-Leftwich, 2010, p. 255). They go on to saying that the teachers mindset must change to include the idea that teaching is not effective without information and communication technologies (ICT). Ertmer and Ottenbreit-Leftwich quote CDW-G, (2006), “Teaching process is fundamentally changing as professional development is taking teachers from learning how computers work to using technology to change how they teach” (Ertmer and Ottenbreit-Leftwich, 2010, p. 257). In order to use digital technologies effectively teachers will have to learn and share knowledge and ideas while school and the ministry will need to provide professional development. In 2016 the Ministry of Education has prioritised professional development and supported communities of learning with their achievement challenges. Alongside this the Ministry has also put other initiatives such as The Grass Roots Ideas Initiative and Connective Learning Advisory – New guide for schools. These provide ideas, resources and stories in how NZ schools are using digital technologies to enhance learning. This is a huge undertaking and it costs the Ministry (government) and it costs the school. The Ministry provides fully funded software for state school and state integrated schools but the schools will need to employ their own e-learning experts to carry out staff training.
My school is a state integrated school and it has changed software’s completely and has a e-learning expert based in the school. As much as it is challenging and costly, it is also a step forward in right direction because the 21st century students are not finding low level use of technology adequate enough. The students today are high volume technology uses at home and at school but they still need to be taught how to select and use the right tools for their tasks. The teachers and educators will not be able to do this unless investments made in them and for them. Ertmer and Ottenbreit-Leftwich states, “To achieve the kinds of technology uses required for 21st-century teaching and learning, we need to help teachers understand how to use technology to facilitate meaningful learning, defined as that which enables students to construct deep and connected knowledge, which can be applied to real situations” (Ertmer and Ottenbreit-Leftwich, 2010, p.257). Organisations and with the likes of Ministry of Education can only be partially be successful if the teachers don’t take advantage of the technology and implement it in their pedagogy. And if the teachers don’t do it then the students will miss out. Teacher training has been under scrutiny as Bullock states, “Teacher education programs are often positioned the furthest away from the cutting edge of technology, perhaps in part due to the pervasive, long-standing belief that teacher education programs offer little beyond an extended practicum experience” (Bullock, 2015, p. 6). Society is always watching and contributing either positively or negatively to the use of technologies.
There are other influences to and from the society that the 21st century learners share. One of the advantage is that students can get on their digital device and pose a question online and get a list of findings to their question. This is a digital society where people connect, converse, meet and leave digital footprints. People share their materials and experiences and students have access to it almost immediately. Situative learning becomes very practical because the knowledge is readily available online. Society have a huge influence in how schools use technologies hence my school has taken the blended learning approach.
How I learnt this:
Facilitation was a big jump from learning content to actually delivering it to your groups with questions for the group members to discuss, engage, provide feedback and feedback forward. This was a learning moment especially in creating an infographic based on an article that I chose to discuss. Also by reading other people’s work and engaging in discussions with observations and practice within my own environment I have gained great insights and experience.
b) How can I use the new learning from this module to improve my future practice?
I can use my findings from this module to improve my use of technologies and enhancing the student learning. I have gathered that the students want to create, using the tools of their time and they desire to work with their peers. I can give students the trust they deserve to be able to make decisions and follow their own interests (inquiry learning). I also see the need to share and collaborate ideas and materials so the learning is not just relevant but real. My pedagogy has always been student centered and this module has helped me to realise what the students want especially when most of them are technologically enhanced and connected intellectually and socially.
Reference
Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy.
International Review Of Research In Open And Distance Learning, 12(3), 80-97.
Bullock, S. M. (2015). Digital technologies and diverse learning in teacher education:
Reassembling the social perspective. In M. Frances Rice (Ed.), Exploring pedagogies
for diverse learners online (pp. 5-23). Bingley,UK: Emerald Group Publishing.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How
Knowledge, Confidence, Beliefs, and Culture Intersect. Journal Of Research On
Technology In Education, 42(3), 255-284.
Hoffmann, C. P., Lutz, C., & Meckel, M. (2014). Digital Natives or Digital Immigrants? The
Impact of User Characteristics on Online Trust. Journal Of Management Information
Systems, 31(3), 138-171.
Ministry of Education. (ND). Enabling e-Learning. Retrieved from http://elearning.tki.org.nz/About-this-site
Ng, W. (2015). Theories underpinning learning with digital technologies. In New digital
technology in education: Conceptualizing professional learning for educators (pp. 73-
94). New York, NY: Springer.
International Review Of Research In Open And Distance Learning, 12(3), 80-97.
Bullock, S. M. (2015). Digital technologies and diverse learning in teacher education:
Reassembling the social perspective. In M. Frances Rice (Ed.), Exploring pedagogies
for diverse learners online (pp. 5-23). Bingley,UK: Emerald Group Publishing.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How
Knowledge, Confidence, Beliefs, and Culture Intersect. Journal Of Research On
Technology In Education, 42(3), 255-284.
Hoffmann, C. P., Lutz, C., & Meckel, M. (2014). Digital Natives or Digital Immigrants? The
Impact of User Characteristics on Online Trust. Journal Of Management Information
Systems, 31(3), 138-171.
Ministry of Education. (ND). Enabling e-Learning. Retrieved from http://elearning.tki.org.nz/About-this-site
Ng, W. (2015). Theories underpinning learning with digital technologies. In New digital
technology in education: Conceptualizing professional learning for educators (pp. 73-
94). New York, NY: Springer.