Reflective Synopsis

Technology is evolving every day and we as humans need to educated ourselves and our children to be digital literate citizens for the 21st century. Students of today are digital natives so therefore we need to accommodate our teaching and learning in classrooms to promote active learning (Prensky, 2001, p.1). Digital technology involves using Information Communication Technologies, digital literacy and digital pedagogy. In the classroom we need to ensure that we integrate digital technology into everyday curriculum. Technology is no longer something to learn about in the classroom but, rather an adequate part of the content and delivery process of learning in education (Department of Education, Training and the Arts, p. 1).

Before students engage in digital technology they need to be aware of Netiquette. Netiquette involves the communication between online users as well as rules and regulations which should be followed when using digital technology. Teachers and students also need to be aware of legal, safe and ethical practices while learning online.

This synopsis will focus on the following Digital tools; PowerPoint, Images, Digital Video and Google Earth. It will examine each tool, the appropriate pedagogy, learning theories associated with the tools and links to the writer’s blog.

The first digital tool to discuss is PowerPoint. PowerPoint is a digital program that aides in the process of information to an audience. PowerPoint presentations are an effective means of exciting and engaging the students by using more than conventional tools such as an over head projector. The resources required for the making of a PowerPoint are a computer with the PowerPoint program and an interactive whiteboard or projector.

Learning Mangers can use PowerPoint to deliver new knowledge to students in a presentation to the whole class. This digital tool can be made interactive by embedding a quiz into the presentation for students to complete. The learning experience is a form of multimodal learning as it contains visuals and verbal (Cisco, 2008, p.12). Cognitivism is the basis of the learning theory when utilizing PowerPoint as students communicate or transmit information in the most useful and effective method (Instructional Design Knowledge Base , 2002- 2006). PowerPoint includes items such as; Charts, graphs, sound effects, videos, animations and photos along with special effects.

Students can use the above technique items in presentations when creating their own PowerPoint. Students can demonstrate their new skills by making a PowerPoint presentation on a chosen topic to the class. School excursions are another excellent task that can also be made into a PowerPoint presentation to display the children’s activities to parents and other students.
The productive pedagogy that could be used with the delivery of PowerPoint is intellectual quality; higher order thinking, deep knowledge, deep understanding, knowledge as problematic, metalanguage and connectedness; knowledge integration, connectedness to the world (Department of Education and Training, 2001).
To refer to the blog and comments containing PowerPoint please see writer’s blog. (See appendix 1).
The next Digital Tool to be discussed is images. Images are a great way to start a discussion and to find out students’ prior knowledge in a particular area or topic.
One simple image can portray many different meanings and thoughts to an audience of students. Thoughts and ideas can be recorded using a class concept map or individually in students' reflective journals.
Analysing and interpreting pictures is based on prior knowledge and experiences of an image (Jonasson, 1991, cited in Mergel,1998). The learning theory constructivism is used in relation to learning experiences that involve images. This is reinforced by Instructional Design Knowledge Base (2002- 2006) as they state ‘Learners build personal interpretation of the world based on experiences and interactions’. Therefore, in a classroom setting the learning manager could use connectedness- background knowledge and all aspects contained within recognition of difference, from Productive Pedagogies (Department of Education and Training, 2001) to help with the delivery of learning when using images.
From a comment left on the writer’s blog (See appendix 1), it is also evident that images can help with engaging visual learners within the learning experience (Ritter, 2010). (See appendix 1). According to Cisco (2008, p. 3) ‘The bottom line is that students using well-designed combinations of visuals and text learn more than students who only use text.’ The resources needed when using images as a learning tool in the classroom is a computer, whiteboard or projector and digital images.
Access a comment the writer left on another blog Professional Learning Journey in relation to images. (See appendix 1).
Digital Video is another Digital Tool that will also be explored. MovieMaker was used to create the digital video in the writer’s blog. (See appendix 1). This video was created using still images from google images and the audio was added using the program itunes. The resources needed to produce a video are computer, internet access, camera, video making program and audio.
Digital movies can enable children to communicate, observe and analyse information as well as reflect on learning (Schuck & Kearney, 2004, p.10). When students create a movie, the activity allows students to collaboratively work with peers, creativity, students- centred, ownership of task and provides feedback of student progress to students, parents and teachers. An example of where digital video could be incorporated into classroom learning would be allowing students to take still images of them making a model project such as an invention, and then show their learning journey as a video to the class and reflect on the process. According to a study conducted by Schuck & Kearney (2004, p. 9) ‘The authenticity was apparent through the ability of Digital Video to be used in real- world context; to develop life skills; and to be produced for a real audience.’

Students will use various pedagogical techniques during the movie making process such as all of the aspects from intellectual quality; higher-order thinking, deep knowledge, deep understanding, substantive conversation, knowledge as problematic, metalanguage and in relation to connectedness; knowledge integration and connectedness to the world (Department of Education and Training, 2001). Digital video making is an active process of constructing information rather than acquiring new knowledge, making the learning theory constructivism (Instructional Design Knowledge Base, 2002- 2006).

To view a comment made by the writer relating to MovieMaker see, E-Learning Journey. (See appendix 1).


The final Digital Tool to be studied is Google Earth. Google Earth has many educational features to use in the classroom. Some of these features are; view any place on earth, go sightseeing at places of interest, play tours, record your own tour, “fly” the route, view 3D terrain of a place, view historical imagery, draw and measure places such as a mountain. The Google Earth educator site has many resources available for instance; lesson plans, Google Earth for my class, discussions and a student created showcase.

Students can use Google Earth to view historical imagery of a town or city and see how town planning and buildings has evolved over time. Students can also measure mountain peaks and sky scrapers. Google Earth has numerous collaborative, interactive, engaging and authentic activities for learners to participate in. According to Cisco (2008, p.13), ‘Students who engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes’. Google Earth promotes multidisciplinary teaching and learning across various key learning areas for instance; SOSE, Mathematics and English.


The resources required to use the digital tool are a computer, internet access, interactive white board or projector and current Google Earth program.
Supportive classroom environment; as student direction is a pedagogical element used when exploring student learning as students decide where to explore in the lesson using Google Earth. Connectedness; connectedness to the world also applies as the students are investigating the real world (Department of Education and Training, 2001). The learning theory used when performing activities with Google earth is constructivism, as Instructional Design Knowledge Base (2002- 2006) states ‘ Do not structure learning for the task, but engage learners in the actual use of the tools in real world situations’, and this is exactly what Google earth offers students in the classroom.
See writer’s blog on Google earth at Writer’s blog and a comment made by the writer at My Professional Blog (See appendix 1).
In conclusion, digital technology such as PowerPoint, images, digital video and Google earth need to be incorporated into the curriculum so our students can develop the technical skills required to function as digitally literate citizens in the 21st century. In order for this to happen effectively learning managers need to have an understanding of the importance of digital technology for 21st Century curriculum, pedagogy and student learning. They must also be lifelong learners who are enthusiastic about experimenting with new and developing technology as well as being eager to attend personal development programs, collaborate with other teachers and technology professionals to further expand their skills in the area of digital technology (Department of Education, Training and the Arts, 2008, p.11).
It is evident to see the pedagogical framework Productive Pedagogies is an excellent scaffolding learning design that compliments digital technology. By including Productive Pedagogies along with the use of the above mentioned digital tools and teacher attributes students will experience authentic, collaborative, flexible, interactive and higher order thinking while learning with technology in the classroom.










References
Cisco Systems Inc. (2008). Multimodal Learning Through Media:
What the Research Says. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
Department of Education and Training. (2001). Elements of productive pedagogies. Brisbane, Queensland Government. Retrieved from http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/html/eq_epp.html
Department of Education, Training and the Arts. (2008). eLearning for smart classrooms. Brisbane, Qld: Queensland Government.
Instructional Design Knowledge Base. (2002-06). Select Instructional Models/ Theories to Develop Instructional Prototypes. Retrieved 22 August, 2010, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Mergel, B. (1998). Learning Theories & Instructional Design. Retrieved 22 August, 2010, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Prensky, M. (2001). Digital natives, digital immigrants. From on the Horizon , 9(5), 1-2.
Ritter, J. (2010) E-Learning Journey. Retrieved 21 August, 2010, from http://jmritter.blogspot.com/
Schuck, S., & Kearney, M. (2004). Teaching and Learning across the School Curriculum with Student- generated Video . Students in the Director’s Seat. University of Technology. Sydney, Australia.




Appendix 1

Charleen,
As well as being an excellent method of assessment, I believe PowerPoint presentations can be performed by almost any age group within the primary school years, unlike some other ICTs which require more assistance and skill.
Charleen,
According to Jonasson (1991, cited in Mergel,1998) children analyse and interpret images based on their prior knowledge and experiences relating a specific image. I wonder how the children in your class first interpreted Anubis? Was it what they expected an Egyptian god to look like? I am sure it would have created a great class discussion, exactly why images should be used for classroom learning.
Jennah,
I agree that students can use MovieMaker to reflect on their learning journey but, I also believe movies can be used for students to observe and investigate class activities which show their knowledge and understanding of the content being studied.

Naomi,
I was aware Google Earth promoted multidisciplinary teaching and learning across various key learning areas such as; SOSE, Mathematics and English. Thank you for pointing out that students’ can also benefit from Google Earth involving other KLAs such as LOTE and Science. Isn't Google earth a great digital tool for students to learn about other areas of the world?