Discussions on issues in the realm of digital learning
Tuesday, September 2, 2008
Effective technologies in a high school
There are many different digital technologies that make high school class and staff rooms’ effective learning environments. From video production to vodcasts, audio recording to podcasts, website creation, online collaboration with classrooms from around the world, staff intranet usage, and the world of animation and gaming the possibilities are endless. A broad spectrum of learning styles can be catered for using these technologies and high school students thrive through being able to actively engage with real tasks.
Having suitable video and audio recording equipment as well as the necessary editing software would greatly enhance high school classrooms. Digital natives thrive in these mediums and can be inspired to produce a high standard of work. Adequate connectivity would also be greatly beneficial. In small high schools libraries are often under resourced and having fast access to the wealth of online information is essential. Using online free software such as Skype and social networking site the capability to collaborate globally provides great learning opportunities for any class room.
Interactive whiteboards, a whiteboard that connects to a computer and a projector and a user can control the computer using a pen, finger or other device on the board (Wikipedia, 2008) , would also be hugely effective in high school classrooms. These whiteboards have the ability to facilitate many modes of media in one unit and are a very efficient way of bringing a range of educational materials to the classrooms.
There are many different digital technologies that would greatly benefit any classroom. As schools grow and technologies re more available the educational possibilities also grow. With a good range of appropriate technologies the only limit is imagination.
References
Betcher, Chris, 2008, 21st century learning, Betchablog, date viewed 28/08/08, URL: http://21stcenturylearning.wikispaces.com/Chris+Betcher
Dyck, Brenda, 2008, Using Web 2.0 Tools to Breathe New Life into Old Projects, Education world, date viewed 28/08/08, URL: http://www.education-world.com/a_tech/columnists/dyck/dyck026.shtml
Wikipedia contributors, 2008, Interactive whiteboard, Wikipedia, The Free Encyclopedia, date viewed 28/08/08, URL:http://en.wikipedia.org/w/index.php?title=Interactive_whiteboard&oldid=235807661.
Having suitable video and audio recording equipment as well as the necessary editing software would greatly enhance high school classrooms. Digital natives thrive in these mediums and can be inspired to produce a high standard of work. Adequate connectivity would also be greatly beneficial. In small high schools libraries are often under resourced and having fast access to the wealth of online information is essential. Using online free software such as Skype and social networking site the capability to collaborate globally provides great learning opportunities for any class room.
Interactive whiteboards, a whiteboard that connects to a computer and a projector and a user can control the computer using a pen, finger or other device on the board (Wikipedia, 2008) , would also be hugely effective in high school classrooms. These whiteboards have the ability to facilitate many modes of media in one unit and are a very efficient way of bringing a range of educational materials to the classrooms.
There are many different digital technologies that would greatly benefit any classroom. As schools grow and technologies re more available the educational possibilities also grow. With a good range of appropriate technologies the only limit is imagination.
References
Betcher, Chris, 2008, 21st century learning, Betchablog, date viewed 28/08/08, URL: http://21stcenturylearning.wikispaces.com/Chris+Betcher
Dyck, Brenda, 2008, Using Web 2.0 Tools to Breathe New Life into Old Projects, Education world, date viewed 28/08/08, URL: http://www.education-world.com/a_tech/columnists/dyck/dyck026.shtml
Wikipedia contributors, 2008, Interactive whiteboard, Wikipedia, The Free Encyclopedia, date viewed 28/08/08, URL:http://en.wikipedia.org/w/index.php?title=Interactive_whiteboard&oldid=235807661.
Barriers of e-learning in a high school
E-learning is any type of education where the platform is digitally based and essentially is revolved around computers and the internet (Wikipedia, 2008). In this age of digital technology the capacity to develop education is huge. However there are barriers to this style of education and it is vital that these issues are considered when planning curriculum in high schools. In many cases these issues are seriously limiting the possibilities of e-learning.
The assumption that all secondary students will be digital natives and have access to necessary technologies outside of school cannot be relied on. In 2007 it is reported that only 64% of Australians had home access to the internet (ABS, 2008). There are secondary school students who, due to various factors such as cultural and socio-economic impacts, have not had the life long exposures to digital devices and still do not have out of schools access to these technologies. These students could be seriously disadvantaged in the situation of a curriculum based heavily in the methods of e-learning.
Funding has always been an issue in relation to education (Burke, 2002). There are always compromises in a schools budget to cover everything needed. For effective e-learning environments to be created there is a need for adequate hardware and equipment, appropriate software, extensive professional development and suitable connectivity. All of these amounts to a considerable cost and needs expertise to efficiently build up a beneficial e-learning environment. This is a considerable challenge particularly in small high schools that have limited funding.
Then there is the huge challenge that secondary school digital immigrant educators face. There are teachers in high schools that not only lack the confidence in areas of digital technology but loathe the idea of using these tools. The issue of confidence can be changed with willingness but the personal preference to avoid these changes is a dead end street. Professional development is available but imagination, creativity and openness can be difficult to teach.
Being aware of these barriers is essential in the process of moving forward in a positive direction. Secondary schooling can be a stressful time in a young person’s life- socially and academically. Learning should ignite a fire within a person’s inner being that can never be extinguished. E-learning is a very exciting way to ignite this spark and is important to be mindful of the possibilities and the barriers.
References
Australian Bureau of Statistics,2007, Household Use of Information Technology, Australia, 2006-07, viewed 27/08/08 URL: http://www.abs.gov.au/Ausstats/abs@.nsf/mf/8146.0
Burke G. Funding schools. [online]. Educare News; n.124 p.42-47; April 2002. date viewed 28/08/08, URL: http://search.informit.com.au/fullText;dn=115910;res=AEIPT>
Department of Education and Training, 2008, Information Communication Technologies, NSW Government, date viewed 28/08/08, URL: https://www.det.nsw.edu.au/reviews/futuresproject/issuespapers/ict.htm
Wikipedia, 2008, Electronic learning, Wikipedia contributors, Wikipedia, The Free Encyclopedia, http://en.wikipedia.org/w/index.php?title=Electronic_learning&oldid=235575757
The assumption that all secondary students will be digital natives and have access to necessary technologies outside of school cannot be relied on. In 2007 it is reported that only 64% of Australians had home access to the internet (ABS, 2008). There are secondary school students who, due to various factors such as cultural and socio-economic impacts, have not had the life long exposures to digital devices and still do not have out of schools access to these technologies. These students could be seriously disadvantaged in the situation of a curriculum based heavily in the methods of e-learning.
Funding has always been an issue in relation to education (Burke, 2002). There are always compromises in a schools budget to cover everything needed. For effective e-learning environments to be created there is a need for adequate hardware and equipment, appropriate software, extensive professional development and suitable connectivity. All of these amounts to a considerable cost and needs expertise to efficiently build up a beneficial e-learning environment. This is a considerable challenge particularly in small high schools that have limited funding.
Then there is the huge challenge that secondary school digital immigrant educators face. There are teachers in high schools that not only lack the confidence in areas of digital technology but loathe the idea of using these tools. The issue of confidence can be changed with willingness but the personal preference to avoid these changes is a dead end street. Professional development is available but imagination, creativity and openness can be difficult to teach.
Being aware of these barriers is essential in the process of moving forward in a positive direction. Secondary schooling can be a stressful time in a young person’s life- socially and academically. Learning should ignite a fire within a person’s inner being that can never be extinguished. E-learning is a very exciting way to ignite this spark and is important to be mindful of the possibilities and the barriers.
References
Australian Bureau of Statistics,2007, Household Use of Information Technology, Australia, 2006-07, viewed 27/08/08 URL: http://www.abs.gov.au/Ausstats/abs@.nsf/mf/8146.0
Burke G. Funding schools. [online]. Educare News; n.124 p.42-47; April 2002. date viewed 28/08/08, URL: http://search.informit.com.au/fullText;dn=115910;res=AEIPT>
Department of Education and Training, 2008, Information Communication Technologies, NSW Government, date viewed 28/08/08, URL: https://www.det.nsw.edu.au/reviews/futuresproject/issuespapers/ict.htm
Wikipedia, 2008, Electronic learning, Wikipedia contributors, Wikipedia, The Free Encyclopedia, http://en.wikipedia.org/w/index.php?title=Electronic_learning&oldid=235575757
Digital natives and immigrants in high schools
The image of bored, apathetic and unruly teenagers at high school is a common stereotype and unfortunately is a reality. Working in secondary education the divide between digital natives and digital immigrants is quite apparent and the result is a lack of engaged and satisfied students. Digital natives (Prensky, 2001) are the members of society that have grown up using computers and digital devices and are confident with the many different applications of technology. On the other hand are digital immigrants who have not grown up with these technologies and are not so confident utilising the many different digital tools available. The divide between the two results in an unfortunate and disheartening situation in secondary eduction classrooms.
As students, digital natives automatically disconnect when they are faced by long and boring classes. Activities such as ‘chalk and talk’ and the term ‘heads down and working quietly’ simply do not make for an actively engaged classroom. Copying notes word for word off a board or even a boring power point presentation does not ensure that a student has an understanding of the topic or even an interest. In twenty years time chances are that students will barely remember any content they have been taught but they will remember the relationships they had with their educators and the way they were taught.
Adolescent students thrive in learning situations that are interactive and collaborative. Methods of e-learning enable creative innovative avenues for interactivity and collaboration. There are a number of digital native educators coming through now and the difference is exciting and inspiring. When students are enabled to creatively use a range of technologies the results are very positive. In this situation students are engaged and there is an immediate rapport that develops between teacher and student. This rapport is essential for a dynamic and positive learning environment and is an aspect that students will carry with them into their adult life.
References
Culligan, M. (2003). Digital natives in the classroom. In B. Hoffman (Ed.), Encyclopedia of Educational Technology, Date viewed 27/08/08, ,URL: http://coe.sdsu.edu/eet/articles/digitalnatives/start.htm
Ian Jukes and Anita Dosaj, "Understanding Digital Kids (DKs): Teaching and Learning in the New Digital Landscape," the InfoSavvy Group, June 2004, URL: http://www.ibo.org/ibap/conference/documents/IanJukes-UnderstandingDigitalKids.pdf
Marc Prensky, " Digital Natives, Digital Immigrants: Part I ," On the Horizon, vol. 9, no. 5 (October 2001) date viewed 11/08/08, URL: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Wikipedia contributors, 2008, Digital native, Wikipedia, The Free Encyclopedia, date viewed, 27/08/08, URL: http://en.wikipedia.org/w/index.php?title=Digital_native&oldid=228909642
As students, digital natives automatically disconnect when they are faced by long and boring classes. Activities such as ‘chalk and talk’ and the term ‘heads down and working quietly’ simply do not make for an actively engaged classroom. Copying notes word for word off a board or even a boring power point presentation does not ensure that a student has an understanding of the topic or even an interest. In twenty years time chances are that students will barely remember any content they have been taught but they will remember the relationships they had with their educators and the way they were taught.
Adolescent students thrive in learning situations that are interactive and collaborative. Methods of e-learning enable creative innovative avenues for interactivity and collaboration. There are a number of digital native educators coming through now and the difference is exciting and inspiring. When students are enabled to creatively use a range of technologies the results are very positive. In this situation students are engaged and there is an immediate rapport that develops between teacher and student. This rapport is essential for a dynamic and positive learning environment and is an aspect that students will carry with them into their adult life.
References
Culligan, M. (2003). Digital natives in the classroom. In B. Hoffman (Ed.), Encyclopedia of Educational Technology, Date viewed 27/08/08, ,URL: http://coe.sdsu.edu/eet/articles/digitalnatives/start.htm
Ian Jukes and Anita Dosaj, "Understanding Digital Kids (DKs): Teaching and Learning in the New Digital Landscape," the InfoSavvy Group, June 2004, URL: http://www.ibo.org/ibap/conference/documents/IanJukes-UnderstandingDigitalKids.pdf
Marc Prensky, " Digital Natives, Digital Immigrants: Part I ," On the Horizon, vol. 9, no. 5 (October 2001) date viewed 11/08/08, URL: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Wikipedia contributors, 2008, Digital native, Wikipedia, The Free Encyclopedia, date viewed, 27/08/08, URL: http://en.wikipedia.org/w/index.php?title=Digital_native&oldid=228909642
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