Teaching and education have undergone a vast transformation in the past 20 years. The ideas and strategies that were employed in the classroom throughout my education were largely “teacher-centric”. Methodologies such as “chalk and talk” and the traditional concepts of the 3R’s and a “mono-cultural” (Heath, 2001, p4) world view dominated in the classroom. As we train to be learning managers in a new era, pedagogy and technique have to embrace modern approach. The role of teacher is in constant flux as the increase and diversity of technological advances penetrate the classroom. Teachers may not be expected to know it all, but are required to know where and how to find the answers. This is a challenge for all teachers’, although the traditional responsibilities of competency, accountability, and information providers remain; it is an identity change within the profession. The abandonment of the “chalk and talk” approach and the creation of an innovative and student centred pedagogy, allowing decisions and direction to be learner guided, is the reality for all learning management environments.
Learning management pedagogy encompasses a whole range of ideas. The creation of effective strategies that develop new ways of learning, not one that is steeped in traditional values, but rather one that will generate capable, skilled, autonomous and competent members of society. How we do this involves risks and initiative in pedagogy. The mediums that are used to attain leaner outcomes, such as ICT’s, need to be relevant to the children and the society in which they are living. It is impossible to isolate ICT’s from learning design programmes. Students’ development as dynamic members of society is dependant on active and participatory learning design being central to their experience. The use of interactive whiteboards to the learning program is development that has further enhanced this ideal. My blog posting at http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html goes into further detail on this issue. Although in many areas access and availability to web based ICT’s is either minimal or completely absent, there are still opportunities for students to participate in classrooms with a technological base. A program, such as PowerPoint, although often enhanced by web gadgets, still has a range of possibilities without access, I have created a PowerPoint and posting regarding their use in the classroom it can be viewed at http://kyliegupwell.blogspot.com/2010/04/powerpoint.html
The use of ICT’s in the classroom is of paramount importance for effective pedagogy. One of the most significant issues that teachers face is engaging their students. Learners need to be able to connect with the topic, the method, the teacher and their peers. Technology and its various devices can be used to aid student engagement, education is now in an era of “technology based learning and teaching” (Kearsley & Shneiderman, 1999, p1). The theory developed by Kearsley and Shneiderman of “relate-create-donate” (1999) encompasses this ideal. The students must be able to “relate” both to the topic and each other. Through teamwork, communication, verbalisation of ideas and the ability to accept diversity in ideas and opinion students are empowered to and motivated to develop the topic. In the second stage, designing learning activities that have meaning, allows autonomy in determining the topic, future and management of their project, consequently increasing motivation to “create”. Finally, to “donate” their project through presentation to an “outside customer” (Kearsley & Shneiderman, 1999, p1-2), be it peers, parents, industry or the world, although daunting provides motivation and commitment to the project. Online blogs, chat rooms and e.Portfolios are ideal methods for engaging students in project based learning. They are interactive and encourage both individual and group responsibility. My blog postings http://kyliegupwell.blogspot.com/2010/03/mahara-reflection.html , http://kyliegupwell.blogspot.com/2010/04/in157s18-world-bank.html and http://kyliegupwell.blogspot.com/2010/04/picnik-in-education.html .
Lynch’s’ 8 Learning Management Questions and Marzano and Pickering’s Dimensions of Learning are valuable foundations for designing effective and creative pedagogy. The idea of a “one size fits all” teaching strategy cannot be applied to the modern classroom. As society is in constant flux and as we rapidly move from a local to global community, consequently, teaching pedagogies are diversifying. The three phases of “profiling, strategising and ascertainment” (Lynch, 2003, p31) provide a basis on which to plan for effective pedagogy. When meaningful questions are posed then the prospect of significant and creative solutions are increased. Dimension 1 “Attitudes and Perceptions” (Marzano & Pickering, 1997) and the profiling phase demand identification and awareness of the fact that both students and teachers have a variety of preconceived ideas, attitudes and prejudices, these will differ depending on race, gender, ethnicity, disability, socio-economic position, learning advantages and disadvantages and so on. If these questions are not adequately addressed in the early stages then designing effective pedagogy to engage the students embracing their differences will not occur. When considering ICT’s in this sphere, not all students will have or had the same exposure. It is important that the various abilities be recognised and catered for. For my EPL unit I have begun investigating the integration of ICT’s across KLA’s and student abilities, my blog posting http://kyliegupwell.blogspot.com/2010/04/my-epl-and-icts.html is an introduction to this topic.
Mazlow’s “Hierarchy of Needs” (Knuc, 1992) identifies that all children deserve the right to love, respect and inclusion. If they feel that they have a sense of “belonging” (Knuc, 1992, p3) within their school, peers, classroom, and playground they will have the belief that they can achieve and learn, as there will always be a support network there to help if they require it. Active and participatory learning is essential to all students’ sense of belonging. As students help each other they become aware of diversity, also of their own strengths and weaknesses. The more variables there are within a classroom, the more accepting of diversity the students will become. ICT’s are an interactive way for students to assist each other in their learning experiences, as they can cooperate on both a personal and impersonal level. Devices such as Voki avatars are great way for students to create a new voice, as my blog posting details http://kyliegupwell.blogspot.com/2010/04/vokis-in-education.html .
Through the effective and creative pedagogy, which includes the active incorporation of ICT’s, learning mangers will encourage students to develop positive and productive “Habits of Mind”. Although not every student will or can encompass all 16 Habits of Mind, the essential life skills of questioning, analysis and reflection can be cultivated, and ultimately higher order thinking will be achieved (Marzano & Pickering, 1997).
There is wealth of information that is accessible to both teachers and students, how we find and use that information is of paramount importance. However, using varying multimedia devices to engage learners is something that cannot be avoided in a learning management environment. The ability to create active learners generates an atmosphere of co-operation, shared experiences, cross curricular integration, the promotion of critical/analytical thought and ultimately fun. ICT’s and creative and effective pedagogy are intimately linked in a modern classroom.
References:
Smith, Richard. Lynch, David. & Mienczakowski, Jim. (2003, November).
The Bachelor of Learning Management (BLM and Education Capability:, 6(2), 23-37
Kiersley, G. & Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. RMIT University.
Marzano, R. & Pickering. D. (1997). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
Houghton, J. & Sheehan, P. (2000). A primer on the Knowledge Economy. Melbourne. Victoria University
Knuc, N. (1992). The Need to Belong: Rediscovering Mazlow’s Hierarchy of Needs.
Some blogs that I have posted on recently, there are more but I cannot remember what and where:
http://alicecatherine-alice.blogspot.com/2010/04/incompetech.html
http://anjalidatar.blogspot.com/2010/04/blog-post.html
http://huyiwell.blogspot.com/2010/04/first-week-epl-in-rockhampton-state.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
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