In the 21st century, learning managers are required to be confident and competent teachers of ICT (Information and Communication Technologies) to effectively assist learners to become technologically literate. Learning managers not only require knowledge of curriculum content but also pedagogical content knowledge. Pedagogical content knowledge is fundamental in a learning manager’s approach to teaching ICT as it provides a well-constructed foundation for effective teaching.
Literacy is a basic human need and human right. It is the foundation of all skills which enable individuals to become productive members of society. Literacy is of utmost importance in education for the 21st century. 21st century education is creative, challenging, complex and flexible; it seeks to address our rapidly changing world which is filled with new problems and new possibilities (21st Century Schools, 2004). Our rapidly changing world requires learning managers to prepare the students’ of today for jobs that don’t yet exist. Students are now faced with emerging issues such as environmental and social concerns, and these issues lead to a need for students to be able to communicate, function and create change personally, socially, economically and politically (21st Century Schools, 2004). The effective teaching of technological literacy in schools educates students to think critically and to problem solve, to effectively communicate orally and through writing, and to assess and analyse information (21st Century Schools, 2004). Today’s children are tomorrow’s adults; and the adults of tomorrow must become scientifically and technologically literate as they develop into productive members of society.
Traditionally, literacy has referred to the ability to “read and write in a language” (Richards, Platt & Platt, 1992, p. 216); and to continue with this narrow view on literacy would be fatal. Since 1991, the nature of what constitutes as literacy has been expanded to reference the multitude of literacies that form part of the modern world (Winch, Johnston, March, Ljungdahl & Holliday, 2006); it now encompasses a range of knowledge, skills and abilities relating to forms from across the curriculum including English, mathematics, science and technology. In the 21st century, literacy is now viewed as not only the ability to read and write but also comprises the facets of literacy which are termed social literacy, critical literacy, mathematical literacy and technological literacy (Winch et al., 2006).
Technological literacy in schools provides a foundation for learning across the curriculum and is vital for success in modern society. Literacy learning impacts on an individual’s ability to participate as a productive member of society. With our ever-changing world increasing in complexity it is vital that individuals are competent in literacies, including mathematics, technology and science, in order to understand and participate in economic and social life (Cengage Learning, 2009). High literacy standards in Australia are providing individuals with fundamental skills for the 21st century and in turn creating members of society that have the ability to rise up and meet economic and social challenges (Cengage Learning, 2009).
Creating learning experiences based on ICT curriculum requires learning managers to support students to build on their declarative and procedural knowledge for the twenty-first century. Declarative knowledge is what learners are to know and understand; the facts and concepts within content knowledge (Marzano & Pickering, 1997). The declarative knowledge within science education includes students understanding science and its processes and also recognising how relevant science is in culture and society. Declarative knowledge is stated in the Knowledge and Understanding section of the Essential Learnings (QSA, 2007) and in the Information and Communication Technologies section of the proposed National Curriculum (2009). Procedural knowledge requires the learner to demonstrate a skill or perform a process (Marzano & Pickering, 1997). The procedural knowledge within ICT education includes engaging in online discussions of and about ICT, questioning claims made by others online, identifying and investigating questions, drawing evidence-based conclusions and using technology in their daily lives. Procedural knowledge is stated in the Ways of Working section of the Essential Learnings (QSA, 2007) and in the Information and Communication Technologies Inquiry Skills in the proposed National Curriculum (2009). There is little point in teaching declarative knowledge if the learning manager and learners are not ultimately aiming at procedural knowledge. In ICT education it is the knowing and the doing which is required for technological competence. Effective learning experiences aim to close the gap between declarative and procedural knowledge.
All learning experiences must ensure that the profiled cohort makes learning gains. Profiling enables the learning manager to introduce students to appropriate activities which are suitable to each student’s learning ability (Booker et al., 2004). Lynch and Smith (2006) confirm that this process provides learning design principles that underpin pedagogic approaches that benefit all learners. To ensure the profiled cohort make learning gains, Dimension of Learning strategies are to be utilised within the learning experience (Marzano & Pickering , 1997). By using strategies which can be applied to benefit all learners, evidence in contemporary research has indicated that there is potential for all learners to make learning gains. Through this research, it is suggested that specific instructional techniques make a vast difference to the outcomes of learners (Lynch & Smith, 2006). Throughout the learning design process, learning outcomes and experiences are to be formulated to ensure the entire profiled cohort make definite learning gains (Lynch & Smith, 2006).
Within every profiled cohort there are a range of visual, auditory and kinaesthetic learners, therefore, learning experiences are to be developed to take into consideration all learning styles. Direct teacher instruction, group discussion, student self-instruction and group work should all be incorporated into the learning journey (McInerney & McInerney, 2006). Learners’ intellectual abilities and skills, and preferred styles of thought and work during learning differ greatly (Snowman et al., 2009). In using varied teaching and learning strategies, the cohort can all make learning gains (Lynch & Smith, 2006). The Productive Pedagogies (Department of Education and Training, 2004) and the Dimensions of Learning are frameworks which guide learning managers to create an environment for effective learning and scaffolding of effective learning experiences. ICT learning journey should aim to promote higher order thinking as supported by the Productive Pedagogies (Department of Education and Training, 2004).
Learning managers must ensure that their learners’ understand the importance of protecting their identity and privacy at all times prior to commencing the learning journey. When learning managers implement learning experiences which require students to communicate with people outside of the classroom, this explanation must be reiterated.
There is an endless range of ICT tools available for utilisation within learning experiences. The following explains how some of the ICT tools mentioned in my blog can be utilised in a classroom context.
Wiki - A Wiki is a collaborative learning tool in which multiple users can share information by editing, modifying, adding or removing information. Within the classroom setting, this online tool is ideal for group assignments as students can access and share information outside of school hours. Contributing to a Wiki is a simple process and learners will easily be able to access and edit the information. The use of a Wiki allows a collaborative effort and then publishes the result. Another benefit of utilising Wiki as part of assessment with the classroom is that the learning manager will be able to check the learners’ progress and in turn provide appropriate feedback when the situation warrants it.
PowerPoint - PowerPoint is simple to navigate and is useful in both a student-directed and teacher-directed situations. The use of PowerPoint within the classroom can allow learning managers to accommodate for visual learners as well as adding a new dimension to classroom instruction. I will utilise PowerPoint within my classroom as a framework for guiding how I deliver my learning experiences to the learners in my classroom. The slideshows I design with comprise of minimal text, with a great focus on audio and visuals. PowerPoint can be utilised as a teaching tool within the classroom to engage students, or students can utilise it to support presentations of their knowledge.
Digital Images - Learners can use images as a means of visual stimulation in their PowerPoint presentations, blogs and websites. Learning managers can also develop learning experiences which involve students creating and editing their own digital images.
Visual literacy is of utmost importance in education for the 21st century. 21st century education is creative, challenging, complex and flexible; it seeks to address our rapidly changing world which is filled with new problems and new possibilities (21st Century Schools, 2004).
A wise man once said “a picture is worth a 1000 words” and he was right. Teaching literacy using visuals is a proven effective way for learners not only to learn but it also promotes higher engagement in learning (Huei-Lien Chen, 2004).
Digital Video - Digital Video (from YouTube etc.) can be incorporated into the classroom as a means of visual stimulation to prepare students for the knowledge which they are yet to acquire. Just like any ICt tool, YouTube’s value is not a given; it depends on how the learning manager uses the video content to support and advance learning. YouTube can be a valuable resource and is just one of Web 2.0 tools that can inspire students and support their digital learning style.
Digital video can also be incorporated into the classroom as another means of students’ demonstrating their content knowledge. Learners could design and create television advertisements or digital news articles to demonstrate their learning.
ICT is an integral component of the Curriculum. As Australia is a technologically and scientifically advanced nation, it is crucial that students from a young age are exposed to technology (National Curriculum Board, 2009). Information and communication technology education at all levels contributes to developing technological skills and competencies within students (National Curriculum Board, 2009). Inquiry through ICT is deemed an important dimension in developing technological competencies and will in turn develop interest in ICT for students of all ages (National Curriculum Board, 2009). With advances in technology constantly emerging, ICT is transforming society. Learning managers must ensure that as ICT evolves, ICT education also evolves.
References:
21st Century Schools. (2004). Possibilities for 21st Century Education.
Retrieved from www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Cengage Learning. (2009). Science matters: The importance of scientific literacy. Retrieved from www.entrepreneur.com/tradejournals/article/198289749.html
Department of Education and Training. (2009). Productive Pedagogies. Retrieved from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html
Huei-Lien Chen, E. (2004). A review of learning theories from visual literacy. Retrieved from http://www.uni.edu/Huei-Lien Chenhaa/research/visual_literacy_final.pdf
Lynch, D. & Smith, R. (2006). The rise of the learning manager. Frenchs Forest, NSW: Pearson Education Australia.
Marzano, R. & Pickering, D. (1997). Dimensions of learning teacher’s manual. Denver, Colorado, America: Mid-continent Regional Education Laboratory.
McInerney, D. M., & McInerney, V. (2006). Educational Psychology: Constructing Learning (4th ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.
National Curriculum Board. (2009). Shape of the Australian curriculum: Science. Retrieved
from http://moodle.cqu.edu.au/file.php/1323/Australian_Curriculum_-_Science.pdf
Queensland Studies Authority. (2007). Knowledge and understanding: Information and communication technologies. Retrieved from http://www.qsa.qld.edu.au/7300.html
Richards, J., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics (2nd ed.). Harlow : Longman.
Snowman, J., Dobozy., Scevak., Bryer., Bartlett., & Biehler (2009). Psychology applied to teaching (1st Australian Ed.). Milton, QLD, Australia: John Wiley & Sons Australia.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2008). Literacy: Reading, writing and children’s literature (3rd ed.). South Melbourne, Victoria, Australia: Oxford University Press.
Collaborative Learning:
Hi Freya,
PowerPoint was the only tool covered in this course that I was familiar with too having utilised it my primary, secondary and tertiary schooling years. When I use PowerPoint in my classroom I will use it as a framework for guiding how I deliver my learning experiences. The slideshows I design will comprise of minimal text, with a great focus on audio and visuals.
I love the different ways PowerPoint can be utilised in the classroom which you have presented here.
September 2, 2010 8:41 PM
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Michaela said...
Hi Jacques
I previously considered Skype to be an online tool to keep in touch with my friends overseas, but the use of Skype as a educational tool is now clear. I am excited to use this tool in my classroom. Thank you Jacques
September 2, 2010 8:46 PM
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Sara, I too considered Google Earth to be a fun online tool to explore cities and countries that I will never actually travel to. The use of Google Earth as an education tool has endless possibilities and I am now excited to create learning experiences that utilise this online tool.
September 2, 2010 8:50 PM
