‘To resist electronic technology is as futile as trying to turn
back the tides. It ahs already swept over us in ways we have
yet to realize. It is not a question of whether to accept or
reject this new world but of who is going to use it and how.'
Taylor and Saarinen 1994: Net Effects 1)
What a journey it has been over the last few weeks. I would have to say that nearly every topic that I have added to my Blog was new to me. I have a sore back, probably due to the chair in my study; I have sore eyes, probably need glasses after the massive hours looking at the computer, and I am still a little bit baffled about some of the music topics; however a lot of good has come from this. I am extremely excited about this new found information that I have acquired, I have thoroughly enjoyed every new topic and will endeavor to use as many of these technologies as I can in my own time and through university assignments so as to acquire the necessary knowledge to pass onto students proficiently. I have shared some of my new found knowledge with my daughter’s teacher as she has an interactive white board, I will be making an avator for the introduction for their math lesson next week and I am looking forward to the students’ response. I am finding myself constantly thinking about the possibilities for lessons using ICTs and am looking forward to it.
I am a big fan of the constructivist approach and believe that all these ICTs fall under this banner. In what areas of learning will I be implementing the use of ICTs? all the curriculum areas. I wrote a list of different ways each ICT could be incorporated into each subject and the list was enormous. From a theoretical perspective, theorists’ such as Dale’s Cone (Topic 2) displays the most effective method as being direct, purposeful learning experiences such as hands on or field experiences. Using ICTs are in line with this theory, the students are directly experiencing through hands on activities, and as long as the teacher has a purpose or intended learning outcome then the activity then becomes purposeful. Kearsley and Shneiderman’s (1999) Topic 2 theory of Engaged Learning sums up the purpose for learning ICTs with in the school system. It has all the qualities that are important to learning such as collaborative teams, project based and to have an authentic focus. Their theory is consistent with the constructivist approach.
Throughout my blog I have reflected on the different learning framework models that each ICT falls under. As I was getting nearer to the end I have noticed that a lot of the ICTs can be integrated which in turn will develop students’ higher order skills and creativity. An example of this would be: ensuring the students are knowledgeable in the area of internet safety, modeling how to create a power point presentation using the interactive whiteboard, have the students create their own, introduce slide share, introduce voice thread and then have the students’ present their abilities and knowledge through an oral presentation to their peers. This is just one of the many combinations that could be used for integrating ICTs.
On my personality quiz, it stated that I was slightly introverted. I have a tendency to believe this as I do not believe that I collaborated enough with peers during this course. I did add comments to my peers’ blogs and added URLs to my blogger reader post; however I think the course expected a lot more. I will continue to add comments and read through my peers’ blogs when time permits as I did discover other new ICTs by reading their blogs and found this new information very interesting. Now that I am aware of the need for collaborative communication in this particular area I will be aware of students’ personalities and ensure that I help those students’ in this particular area.
In conclusion, I would like to quote some theorists who have in what I believe made very true statements and statements that I will follow. Siemens (2005) Connectivism Topic 2: ‘technology has reorganized how we live, communicate and how we learn, and learning principles and processes, should be reflective of underlying social environments’. Prensky (2001) E-learning Design Topic 3: ‘If Digital Immigrant educators really want to reach Digital Natives – they will have to change’. It is now time to embrace Internet Technology so as I can guide these children who have been born into a digital world and become life long learners.
Central Queensland University (CQU). (2009). FAHE1101-Managing E-Learning: Study Guide. Rockhampton, Qld: Aldred, A.
Lankshear, C. (2008). Changing Literacies. Retrieved August 1, 2009, from