Assessment 1, Reflective Synopsis

REFLECTIVE SYNOPSIS

Over the past 6 weeks I have been writing blogs detailing a few of my favourite ICT tools and their uses from the groups provided in each of our topics. This blog will take the ideas from my previous six blogs and summarise how their uses - as well as other ICT tools - can be effective in a classroom environment specifically in relation to the Social Contructivist learning theory.

E-learning in its simplest form is just Electronic Learning, incorporating the use of electronic devices and technologies into a learning environment. It is how these devices are then used within that learning environment to enhance and “transform” the learning experience (for each student) that is important.

Almost all of the tools that I used specifically focused on Social Constructivism, as this is the learning theory that I believe is most beneficial within a Music and Drama specialist environment.
“Constructivist theory has its roots in a number of disciplines, including philosophy, anthropology, psychology, sociology, and education… In a constructivist learning situation learners bring unique prior knowledge and beliefs and knowledge is constructed uniquely and individually, in multiple ways, using a variety of tools, resources, and contexts.” Paily (2013)
Music and Drama require a different collaborative skill set than say, Mathematics or History, Music and Drama require students to work very closely with each other. The specific content taught in the subjects, and the practical aspects, make it absolutely necessary that students be able to work together in either small or large group environments, creating/composing performances and pieces that would otherwise not be possible with only one person. Therefore, it is essential that students acquire these skills through different activities during their schooling years, and there are many methods and tools to really contribute to this particular skillset.

As I said previously, the tools that I have written about previously are some of my favourite tools for ICT Learning Design, and they have a very strong social constructivism link. The following link will take you to one specific example of Digital Media as an ICT in the classroom, and how it is particularly effective at utilizing the effectiveness of Social Constructivism Theories. http://missmelomaniac.blogspot.com.au/2015/04/week-4-reflection-3.html  

It is important with ICTs and the many different tools that we use, that we keep updated with new technologies. Young students in this particular day and age are getting much more technologically savvy earlier and earlier in life, and I genuinely believe that being able to implement the right ICTs well in a learning environment can engage learners more, and keep them interested for longer, regardless of the topic being taught. If, as the teacher, I am using an outdated technology, there is no way that I will be able to hold the students attention for any extended length of time (e.g. a 70 minute lesson) – especially if they know that there are many other technologies out there more exciting and interesting than the one on display for them at that moment. Teachers need to be life-long learners, I need to be continually finding NEW ways to captivate my learner, or ensuring that the technologies that are extremely effective in captivating my learner are always kept up to date, along with my skills.

“When ICT was effectively embedded within a subject, project teachers embraced learning for them- selves and used ICT tools to transform their own knowledge of their subject areas and develop, expand and adjust their teaching repertoire.”Sutherland et al. (2004)

Savage (2007), states that teachers“…saw it [ICTs in the classroom] as a positive opportunity to encourage pupils to move towards a greater degree of independence in their learning. They described this shift from teacher- dependence to learner-independence as accompanying a shift in their teach- ing role from instructor to facilitator.”
Independence in learning is incredibly important when students move into their senior years of secondary schooling; as this is the time when teachers need to be preparing them for a certain necessary independence after graduation. By using these different ICTs in a more “learner-independent” directed experience, the teacher is able to do this. Although it is important too, for the teacher to emphasise just how imperative it is to be safe, and socially and morally ethical when using these tools both in and outside the classroom. It is far too easy for these tools to be abused and along with them, other students/teachers/parents etc. It is the teachers responsibility to educate their students in the legal, ethical and moral standards of Cyber space, and the consequences/effects it can have on the people and the world around them, including themselves, if used incorrectly.

The QCAA Lower Secondary Subject Guidelines state that,
“Active and informed participation in this world requires citizens to be adaptable and self-directed users of information and communication technology. They need to work analytically and creatively, behave ethically, be socially responsible and work collaboratively.”
… As teachers, it is our responsibility to ensure that we do as much as we can to use and LEARN these skills not only to enhance our learners experience, but to completely TRANSFORM it - to open them up to a world that they would never normally be exposed to without ICTs and E-Learning. Being able to have a web conference with scholars/students in different countries; having the opportunities to go on Virtual Excursions/tours of places that schools/parents simply cannot afford to actually send them to; and also (specifically for performance subjects) to be able to collaborate and create with professional artist from a distance, to enhance their assessment pieces beyond anything they could normally create without these tools.

I leave you today with QR code that I created, as suggested in our coursework, that will demonstrate to you an incredible use of technology in a music classroom.

It is this kind of Educator that inspires and creates environments for students in which they are motivated to be involved, their minds are stimulated, and their lives enriched. This is what we should all be aiming for when we create learning experiences within our classrooms, no matter what the subject - not just in Arts classes, where to some it seems "so easy" to incorporate this.

REFERENCE LIST

Education Queensland (August, 2008) Smart Classrooms Bytes: E-Learning for Smart Classrooms, http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf (accessed 24 April, 2015)

Heeley, P. Creative Music Technology in the Classroom, (2012) youtube video URL: https://www.youtube.com/watch?v=rexxum-urLY accessed 24 April, 2014

Lipshitz, A. R., & Parsons, S. P. (2008). E-learning : 21st century issues and challenges. Nova Science Publishers Inc, 2008. 

Paily, M. U. (2013). Creating Constructivist Learning Environment: Role of "Web 2.0" Technology. International Forum Of Teaching & Studies, 9(1), 39-50.

Queensland Studies Authority, Information and Communication Technology: Lower Secondary Subject Area Guidelines (November, 2011) https://www.qcaa.qld.edu.au/downloads/p_10/p9_lssag_ict.pdf

Savage, J. (2007). Reconstructing music education through ICT. Research In Education, (78), 65-77.

Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., & ... John, P. (2004). Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal Of Computer Assisted Learning, 20(6), 413-425. doi:10.1111/j.1365-2729.2004.00104.x