Technology has the capacity to transform learning, just how
it continues to transform and evolve the society we live in. The adoption of
ICTs in a classroom ultimately comes down to the learning manager, the curriculum
objectives and the learning theory that is used to reach learning outcomes. Just
as the use of traditional teaching methods have supported and facilitated
learning, the adoption of these tools in an ICT form can open student’s minds
to a learning platform rich in technology. Fu (2013) highlights that studies
have shown that using ICT’s not only becomes a powerful tool for educational
reform, but helps students apply learning to real life situations. The University of Queensland (2014) believes that active
learning can occur in conjunction with ICT’s, provide more challenging learning
opportunities and facilitate active, critical thinking. Different learning
managers adopt different pedagogies through the influence of internal or
external factors. Productive pedagogy is achievable with ICT tools as its
boundaries for learning; communicating, problem solving and engagement are
endless. The infinite amount of ICT resources available to students cater for
all styles, levels, but most importantly facilitate meaningful learning.
ICT can be used to substitute, augment, modify and redefine
(SAMR) learning. Different types of ICT tools and resources can be implemented
to develop and encourage cognitive processing. Learning managers use different models of
scaffolding thinking processes including SAMR, Blooms Taxonomy, 5 E’s and De Bono’s
Thinking Hats. These thinking processes help students scaffold their cognitive
learning and develop complex and higher order thinking. In today’s society, due
to the technological savvy generation currently trending, it can be suggested
that most students have been engaged in ICT tools or resources (such as
computers, iPads, smart phones etc). Therefore the use of these in the educational
setting can be reformed to drive students to delve further into a subject than
ever before. Henceforth, fostering a complex and higher level of thinking. Lincoln
(2008), cites Vygotsky’s (1987) theory that by using a socially interactive
tool with an exceedingly capable peer, greater cognitive engagement is promoted,
therefore creating higher cognitive developments. By having guidance and social
interaction with peers when using ICT tools, complex reasoning is being developed,
as students extend and refine their
knowledge (Marzano, 1997).
The theory of constructivism can be applied to learning through
ICT as students are actively engaged, building their knowledge and then able to
reflect on the processes. Problem solving, discovery and inquiry based learning
are all possible through the array of different ICT tools and resources available.
However , a study conducted through schools in New South Wales found that
learning managers were not confident in using ICT tools to enhance student
learning (Orlando, 2011). Could this be due to a lack of knowledge on the tools
and the uses in transforming learning? Orlando (2011), concluded that using a constructivist
approach in conjunction with ICTS would require non-cognitive outcomes and a
different emphasis on the curriculum. This raises doubt over this theory of
learning, which could only be confirmed over time. Through the reflection on theories examined,
ICT can be incorporated and designed into learning experiences that drives
students to the next level, both mentally and socially.
As students become more socially active and engaged in the
materials discovered using ICT tools, ethical practice, safety and legal rights
must all be clear. Student safety on the internet or any other socially active
ICT tools will and should always be the number one priority for any learning
manager. The Department of Education, Training and Employment (2012), state
that schools are able to manage risks by the strong supervision of students,
using a ‘school-based’ publishing site and ensure inappropriate sites are not
available to students. Teaching students
about the laws of copyright and publishing is also a key principle to ICT
learning. The implications of using a blog or publishing site incorrectly can
be serious if students are unaware. These lessons can be used and explored
further in the education or home environment. Although these risks are present,
using the protection provided by the school systems, students will be able to safely
use online tools.
The globalization and multiculturalism in a modern day
society only increases over time. With the aid of an ICT tool students have
access to a world of information that can apply to their learning and real life
situations. ICT tools help to provide students with an authentic education
which connects academically, socially and in actuality. This technology is flexible
in time, place, availability and multiplicity, which means learning resources
are constantly available for students. Creating
a supportive, collaborative learning environment is achievable when using these
online resources. When students are motivated, engaged and provided with an
opportunity to extend their thinking, ICT can transform their learning
experiences and enhance the quality of learning.
Through the experimentation of different ICT tools and determining
their effects in the classroom I will, as a learning manager be able to facilitate
an active learning environment. By utilizing the superfluity of ICT tools and
interactive resources available to students, I can help students achieve their
learning outcomes and goals. Leading the forefront and creating a confident
student with the power to use modern authentic technology to learn is something
any student deserves.
Department of Education, Training and Employment. (2012). Risk management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Fu, J. (2013). Ict in education: a critical literature
review and its implications. International
journal of education and development using information and communication technology
(IJEDICT), 9(1), 112-125.
Lincoln, M. (2008). Higher order thinking through ICT. AARE 2008 International education
conference. Retrieved from http://eprints.qut.edu.au/29054/1/29054.pdf
Marzano, R. J., Pickering, D., & Arredondo, D.E. (1997).
Dimensions of learning: teachers manual. Alexandria,
Virg.: Aurora, Colo.
Orlando, J. (2011). ICT,
constructivist teaching and 21st century learning. Retrieved
from http://www.curriculum.edu.au/leader/ict,_constructivist_teaching_and_21st_century_lear,33278.html?issueID=12401
The University of Queensland. (2014). Active learning. Retrieved from http://www.uq.edu.au/tediteach/flipped-classroom/active-learning.html
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