In the Twenty-first Century, younger generations are often considered to be more capable of living and learning in this digital world (Hague and Williamson, 2009). Prensky (2001, pp.1-2) says that students in this era can be referred to as “digital natives”, who are “native speakers” of the digital language of these emerging technologies. These students or “digital natives” prefer graphics before text, random access and function better when networked. When digital technology is embedded into the curriculum, educators are enhancing the abilities of their learners, to not only use these digital tools or the new technology, but to improve the skills, and knowledge and understanding required of learners in this Twenty-first Century.
In this synopsis, I aim to communicate and emphasise a range of digital tools, which I have reviewed and see as having a great potential and impact in and on learning. As I reflect on these tools I will look through the lenses of the frameworks which I believe fit well with the technologies, such as Marzano and Pickering’s (1997) Dimensions of Learning, The Engagement Theory and Big 6. When analysing these tools I will look at them under five different purposes. There are tools that may appear under a number of purpose categories, this is because they can be used for various purposes in the classroom and learning. For easy access to my blog postings on these digital tools I have linked the names of the tools every time they are mentioned within the different categories to my postings.
When the purpose for students using technology is to access and gain information there are a number of digital tools which can be valuable. Tools which I have reviewed in my blog and believe to be valuable for this purpose include YouTube, Websites, RSS, Wiki, LMS, Podcasts and Voki. Blogs are another digital tool that can also give students an opportunity to access and gain information. The Western Australia Department of Education (2010) say that blogs are web pages which contain chronologically arranged posts of information which can be in the form of a diary, journal, or link to other pages. Looking at blogs from an education perspective the availability and easy use of blogging means that in the classroom blogs can be a viable and valuable tool, for students and teacher collaboration. Students can also use blogs to access and gain information from not only their peers but professionals in various fields that may be maintaining a blog. According to Lesley Instone (2005, p. 306) there are three features of a blog. These features include; “flexibility and ability to recontextualise information, public face of blogs and connectedness across time and between groups and conversation as learning”.
By utilising blogs in the classroom, students are meeting three of the Queensland Government (2009) ICT expectations. These include; the use of ICTs in the process of inquiry and research, exploration of different media to communicate and collaborate and applying standards and conventions when using ICT to communicate. Not only do blogs meet three of the ICT expectations but one of the major benefits of using a blog is that it promotes collaboration between students. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006, p.8)"implies a higher degree of student proactiveness and interaction in learning". This collaboration also fits with one of the major principles behind the Kearsley and Shneiderman (1999) “Engagement Theory”, which states that students should work in a group context. By setting up blogs, students are able to collaborate with their peers. By reading the blogs of not only their peers but professionals in different fields students are using this digital tool to access and gain information.
The next purpose for using digital tools in the classroom is to consolidate and refine information. Tools that can be used and have been blogged about include Online Concept Mapping, Blogs and Wikis. From my analysis I believe wiki is a great tool in consolidating and refining information. A wiki is similar to a blog in that, it meets similar ICT expectations, has a similar connection to the frameworks and has a collaboration benefit. Wiki however differs from Blogs in that students can change the content of their own and other wikis.
Parker and Chao (2007, p. 57) say that wikis “can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others in a collaborative environment”. Students therefore can strengthen and improve their knowledge and information using a wiki, by having the wiki edited by their peers, and/or other communicators. It can also be used in students accessing and gaining information before returning to the wiki to make changes. In conversation with my colleagues we have discussed the different possibilities for wiki use in the classroom (this discussion can be viewed here), with the points and conversation stemming from the Smart Teaching (2008) “50 ways to use a wiki” article.
Transforming information is another purpose students have for using digital tools. The tools for this purpose, that have been blogged about include Voki, Learning Objects, Podcasts, Movie Maker, Images and Skype. Learning Objects however I believe hold the most value in assisting students to transform information. Miers (2005) defines learning objects as digital resources which provide content that supports learning and is usually provided in multimedia format. Metiri Group (2008, p.12), suggest that while research in this field is still being developed, there has been research that shows “that significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning”. From this research, results also show that “students engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes” (Metiri Group, 2008, p13). Therefore, when embedded into learning, learning objects can engage learners, gauge prior knowledge and give information.
Learning objects can also be used in learning to transform information. Annick and Robin Janson (n.d., p. 1) say that learning objects “enable students, both individually and collaboratively, to work hands-on with complex content and ideas.” This suggests that learning objects provide content and ideas which are complex and also allows students with an opportunity for hands-on experience with this. Learning objects can require students to “manipulate and experiment with variables, carry out simulations, design and publish storyboards, prepare exhibitions with authentic artefacts and explore new concepts in game formats” (Janson and Janson, n.d., p.1). They also further suggest that learning objects can challenge students to “question, investigate, analyse, synthesise, problem solve, make decisions and reflect on their learning” (Janson and Janson, n.d., p. 1). These elements fitting within Blooms Taxonomy, higher order thinking skills, analyse, evaluate and design (ITC Publications, 2010).
These higher order thinking and problem solving elements and connections fit well with the Eisenberg and Berkowitz (2001) Big 6 framework. This is because it would be an advantage if students had a framework to work with, that could assist them in completing a learning object that requires a problem to be solved. In a discussion with a colleague (which can be accessed here) we discussed and compared the Engagement Theory and Big 6 Framework. It was in this conversation that I pointed out how the skills in the framework could assist students in processing and using information successfully (Eisenberg and Berkowitz, 2001). By gaining an understanding of this framework, students will be better equipped with strategies for transforming information, to a higher order thinking level.
The next purpose for using digital tools is to present knowledge to an audience. Tools that I have analysed in my blog and believe to be capable for use to meet this purpose include Skype, Prezi, PowerPoint, Websites, Wiki, Concept Mapping, Blogs, Fodey and BigHugeLabs. However after further analysis I believe that Movie Maker is another tool, that is truly valuable for this purpose. Students can use Movie Maker to present the knowledge they have gained on a topic or concept, and/or document their learning journey. From the (2004) Kearney and Schuck research report there were a number of positives established from using student generated digital video. The research found that it can develop understanding because students need the content before they can construct and present their movie. Student generated movie can also motivate students, promote active learning, provide opportunities for a specific language development and develop students technological and digital literacy (Kearney and Schuck, 2004).
The last purpose for using digital tools is to engage students. Many of the tools explored and blogged about can be used for this purpose. However the main tools for this purpose include Storytelling Online, YouTube, Podcasts, Digital Video, Voki, Fodey and BigHugeLabs. One of the tools I had never seen before and found truly engaging is the Voki. Prensky (2005, p. 63) states that in his view “it’s not ‘relevance’ that’s lacking for this generation, it’s engagement”. By utilising Voki as a digital tool, teachers can teach or introduce content through an engaging medium.
Now that the different purposes and their associated digital tools have been analysed it is important to highlight how the frameworks fit within the learning of these digital tools. I have already stated the Engagement Theory, Big 6 Framework and Blooms Taxonomy for higher order thinking. These frameworks have been highlighted, by looking through the lens of where they fit with the different tools and the benefits of utilising them. Another framework that I have not yet analysed within the synopsis but believe to have an appropriate match with a variety of tools is Marzano and Pickering’s (1997) Dimensions of Learning. Many of the tools and purposes can be classified under dimension two, three and four. In these dimensions there are connections to the tools and their purpose from where the student’s knowledge moves from being acquired and integrated, to extended and refined before being used meaningfully. A number of the dimension one strategies may also be used in ensuring the students have positive attitudes and perceptions about the digital learning environment, tasks and tools. While the dimension five habits of mind can also be utilised and promoted when students need thinking skills and strategies.
While it is important that students meet the ICT expectations, and gain digital knowledge and skills there is also an importance in ensuring that students leaving the classroom, comprise the characteristics of an effective digital learner. By ensuring that students use digital tools in the classroom, for various purposes there are a number of characteristics that students can establish. A couple of these characteristics include; “exhibit a sense of self, confidence and enjoyment, are able to research effectively and have information fluency, and have developed digital literacy and understanding technology operations and concepts” (Queensland Government, 2008, p.10).
In conclusion, the above digital tools and various frameworks which I have evaluated and reflected on can provide different platforms for students. These platforms can better equip students to gain, consolidate, transform and present knowledge and understandings and skills in a variety of ways. They can also help to engage students, help students meet ICT expectations and establish characteristics of an effective digital learner. From my analysis I also believe that when these tools are embedded into learning for the various purposes they provide an engaging and informative way for students to gain knowledge. The tools analysed also provide great opportunities in the classroom as they have some alignment with frameworks such as Engagement Theory, Big 6, Dimensions of Learning and also promote higher order thinking of students. I believe that this alignment, these platforms and the multiple benefits of using these advancing digital tools emphasises the value of this learning and the tools in the Twenty-first Century.
For more information, view Academic Reference List and Professional Blog Comments List (For access to comments on the Professional Blog Comments List, click on the links to redirect you to the comments).
In this synopsis, I aim to communicate and emphasise a range of digital tools, which I have reviewed and see as having a great potential and impact in and on learning. As I reflect on these tools I will look through the lenses of the frameworks which I believe fit well with the technologies, such as Marzano and Pickering’s (1997) Dimensions of Learning, The Engagement Theory and Big 6. When analysing these tools I will look at them under five different purposes. There are tools that may appear under a number of purpose categories, this is because they can be used for various purposes in the classroom and learning. For easy access to my blog postings on these digital tools I have linked the names of the tools every time they are mentioned within the different categories to my postings.
When the purpose for students using technology is to access and gain information there are a number of digital tools which can be valuable. Tools which I have reviewed in my blog and believe to be valuable for this purpose include YouTube, Websites, RSS, Wiki, LMS, Podcasts and Voki. Blogs are another digital tool that can also give students an opportunity to access and gain information. The Western Australia Department of Education (2010) say that blogs are web pages which contain chronologically arranged posts of information which can be in the form of a diary, journal, or link to other pages. Looking at blogs from an education perspective the availability and easy use of blogging means that in the classroom blogs can be a viable and valuable tool, for students and teacher collaboration. Students can also use blogs to access and gain information from not only their peers but professionals in various fields that may be maintaining a blog. According to Lesley Instone (2005, p. 306) there are three features of a blog. These features include; “flexibility and ability to recontextualise information, public face of blogs and connectedness across time and between groups and conversation as learning”.
By utilising blogs in the classroom, students are meeting three of the Queensland Government (2009) ICT expectations. These include; the use of ICTs in the process of inquiry and research, exploration of different media to communicate and collaborate and applying standards and conventions when using ICT to communicate. Not only do blogs meet three of the ICT expectations but one of the major benefits of using a blog is that it promotes collaboration between students. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006, p.8)"implies a higher degree of student proactiveness and interaction in learning". This collaboration also fits with one of the major principles behind the Kearsley and Shneiderman (1999) “Engagement Theory”, which states that students should work in a group context. By setting up blogs, students are able to collaborate with their peers. By reading the blogs of not only their peers but professionals in different fields students are using this digital tool to access and gain information.
The next purpose for using digital tools in the classroom is to consolidate and refine information. Tools that can be used and have been blogged about include Online Concept Mapping, Blogs and Wikis. From my analysis I believe wiki is a great tool in consolidating and refining information. A wiki is similar to a blog in that, it meets similar ICT expectations, has a similar connection to the frameworks and has a collaboration benefit. Wiki however differs from Blogs in that students can change the content of their own and other wikis.
Parker and Chao (2007, p. 57) say that wikis “can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others in a collaborative environment”. Students therefore can strengthen and improve their knowledge and information using a wiki, by having the wiki edited by their peers, and/or other communicators. It can also be used in students accessing and gaining information before returning to the wiki to make changes. In conversation with my colleagues we have discussed the different possibilities for wiki use in the classroom (this discussion can be viewed here), with the points and conversation stemming from the Smart Teaching (2008) “50 ways to use a wiki” article.
Transforming information is another purpose students have for using digital tools. The tools for this purpose, that have been blogged about include Voki, Learning Objects, Podcasts, Movie Maker, Images and Skype. Learning Objects however I believe hold the most value in assisting students to transform information. Miers (2005) defines learning objects as digital resources which provide content that supports learning and is usually provided in multimedia format. Metiri Group (2008, p.12), suggest that while research in this field is still being developed, there has been research that shows “that significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning”. From this research, results also show that “students engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes” (Metiri Group, 2008, p13). Therefore, when embedded into learning, learning objects can engage learners, gauge prior knowledge and give information.
Learning objects can also be used in learning to transform information. Annick and Robin Janson (n.d., p. 1) say that learning objects “enable students, both individually and collaboratively, to work hands-on with complex content and ideas.” This suggests that learning objects provide content and ideas which are complex and also allows students with an opportunity for hands-on experience with this. Learning objects can require students to “manipulate and experiment with variables, carry out simulations, design and publish storyboards, prepare exhibitions with authentic artefacts and explore new concepts in game formats” (Janson and Janson, n.d., p.1). They also further suggest that learning objects can challenge students to “question, investigate, analyse, synthesise, problem solve, make decisions and reflect on their learning” (Janson and Janson, n.d., p. 1). These elements fitting within Blooms Taxonomy, higher order thinking skills, analyse, evaluate and design (ITC Publications, 2010).
These higher order thinking and problem solving elements and connections fit well with the Eisenberg and Berkowitz (2001) Big 6 framework. This is because it would be an advantage if students had a framework to work with, that could assist them in completing a learning object that requires a problem to be solved. In a discussion with a colleague (which can be accessed here) we discussed and compared the Engagement Theory and Big 6 Framework. It was in this conversation that I pointed out how the skills in the framework could assist students in processing and using information successfully (Eisenberg and Berkowitz, 2001). By gaining an understanding of this framework, students will be better equipped with strategies for transforming information, to a higher order thinking level.
The next purpose for using digital tools is to present knowledge to an audience. Tools that I have analysed in my blog and believe to be capable for use to meet this purpose include Skype, Prezi, PowerPoint, Websites, Wiki, Concept Mapping, Blogs, Fodey and BigHugeLabs. However after further analysis I believe that Movie Maker is another tool, that is truly valuable for this purpose. Students can use Movie Maker to present the knowledge they have gained on a topic or concept, and/or document their learning journey. From the (2004) Kearney and Schuck research report there were a number of positives established from using student generated digital video. The research found that it can develop understanding because students need the content before they can construct and present their movie. Student generated movie can also motivate students, promote active learning, provide opportunities for a specific language development and develop students technological and digital literacy (Kearney and Schuck, 2004).
The last purpose for using digital tools is to engage students. Many of the tools explored and blogged about can be used for this purpose. However the main tools for this purpose include Storytelling Online, YouTube, Podcasts, Digital Video, Voki, Fodey and BigHugeLabs. One of the tools I had never seen before and found truly engaging is the Voki. Prensky (2005, p. 63) states that in his view “it’s not ‘relevance’ that’s lacking for this generation, it’s engagement”. By utilising Voki as a digital tool, teachers can teach or introduce content through an engaging medium.
Now that the different purposes and their associated digital tools have been analysed it is important to highlight how the frameworks fit within the learning of these digital tools. I have already stated the Engagement Theory, Big 6 Framework and Blooms Taxonomy for higher order thinking. These frameworks have been highlighted, by looking through the lens of where they fit with the different tools and the benefits of utilising them. Another framework that I have not yet analysed within the synopsis but believe to have an appropriate match with a variety of tools is Marzano and Pickering’s (1997) Dimensions of Learning. Many of the tools and purposes can be classified under dimension two, three and four. In these dimensions there are connections to the tools and their purpose from where the student’s knowledge moves from being acquired and integrated, to extended and refined before being used meaningfully. A number of the dimension one strategies may also be used in ensuring the students have positive attitudes and perceptions about the digital learning environment, tasks and tools. While the dimension five habits of mind can also be utilised and promoted when students need thinking skills and strategies.
While it is important that students meet the ICT expectations, and gain digital knowledge and skills there is also an importance in ensuring that students leaving the classroom, comprise the characteristics of an effective digital learner. By ensuring that students use digital tools in the classroom, for various purposes there are a number of characteristics that students can establish. A couple of these characteristics include; “exhibit a sense of self, confidence and enjoyment, are able to research effectively and have information fluency, and have developed digital literacy and understanding technology operations and concepts” (Queensland Government, 2008, p.10).
In conclusion, the above digital tools and various frameworks which I have evaluated and reflected on can provide different platforms for students. These platforms can better equip students to gain, consolidate, transform and present knowledge and understandings and skills in a variety of ways. They can also help to engage students, help students meet ICT expectations and establish characteristics of an effective digital learner. From my analysis I also believe that when these tools are embedded into learning for the various purposes they provide an engaging and informative way for students to gain knowledge. The tools analysed also provide great opportunities in the classroom as they have some alignment with frameworks such as Engagement Theory, Big 6, Dimensions of Learning and also promote higher order thinking of students. I believe that this alignment, these platforms and the multiple benefits of using these advancing digital tools emphasises the value of this learning and the tools in the Twenty-first Century.
For more information, view Academic Reference List and Professional Blog Comments List (For access to comments on the Professional Blog Comments List, click on the links to redirect you to the comments).
