"The mind is not a vessel to be filled, but a fire to be ignighted" (Plutarch)We are currently living in what is referred to as ‘The knowledge economy’. It is a dynamic globalizing economy, in which the most important resource is the knowledge in the heads of the labour force.
Siemens (2004) The most successful people in this knowledge economy are those work well in teams and can transform information and ideas. Those who are problem solvers, those who are creative, those who dare to reflect and question – those who utilise higher order thinking and creativity.
The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own.
(Kearsley and Shneiderman, 1997)Since the students of today are the future ‘heads of the labour force’, we need to provide them with these ‘knowledge skills’ needed for survival and success in their digital future.
Benjamin Bloom (1956) has devised a taxonomy to aid in determining learning outcomes requiring higher order thinking/learning processes to be achieved. Our learners need to be in charge of their learning, they need to be involved in student-centred learning – a system of learning that has the student at its heart.
Two main things I have come to realise over the duration of this course are: Firstly, that learners today think and process information very differently from the generations prior … they speak a totally different ‘language’ to most of their learning managers
(Prensky, 2001). Secondly, that the role of a learning manager in the 21st century classroom is to ‘break down this language barrier’ and provide digital pedagogies that engages every student and produce meaningful learning outcomes involving higher order thinking processes, and creativity.
Successful learning cannot be achieved unless the students are motivated, excited and engaged in the learning activities. Once the learning outcomes have been outlined, students need to engage in the learning activities. The best way to engage a student in learning is by using pedagogies they are familiar with … digital pedagogies they have already been exposed to and enjoy in their daily lives … bring the outside into your classroom! If you provide a learning environment where students perceive the tasks as meaningful, they are intrinsically motivated to learn.(
Kearsley and Shneiderman , 1997)
Within the last few weeks I have been engaging with many different digital pedagogic tools that are available in today’s society, and for the 21st century classroom. When deciding the suitability and uses for these tools in the classroom, I have been thinking about how these relate to the conceptual frameworks outlined in this course and their value in the classroom. I have made postings to my blog with these ideas. Links for these postings are provided throughout this synopsis.
My first active engagement with technology was the creation of my blog. This is a student centred tool that allows collaboration of ideas,(through feedback given and received), and allows reflection on this ‘whole new world’ I have just entered. The Learning Engagement Theory (
Kearsley and Shneiderman, 1997) aligns with this digital tool because the fundamental idea underlying the engagement theory is that students are meaningfully engaged in learning activities through collaboration with others and worthwhile tasks. Even though in principle, engagement could occur without the use of technology, Kearsley and Shneiderman believe that technology can facilitate engagement in ways which would be otherwise difficult to achieve. Engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
Due to the nature of this theory I have found it underlies many of the tools I have engaged with and reflected on. Another collaborative tool that I have commented on in my blog that would prove a valuable tool in the classroom is
wiki’s. Other digital tools that could be used in group projects in the classroom to create a product that is of value to the real world are
flickr and picnik,
powerpoint and slideshare,
Google Earth.
Another conceptual framework underpinning many of these digital tools was ‘Active Learning’. Active Learning generally involves activity based learning experiences that are multi-directional (teacher – student, student – teacher, student-student). It can be achieved in whole group settings, trios, pairs or even as individuals. Active learning allows student centred learning, involving them in real life experiences. “The objective of active learning is to stimulate lifetime habits of thinking to stimulate students to think about HOW they are learning as well as WHAT they are learning and to increasingly take responsibility of their own actions.” (
cited by Abilene Christian Community from Seven Principles of Good Practice in Undergraduate Education). The digital tools I discovered on my learning journey that would enhance active learning, and would prove to be very valuable resources in the classroom are:
Google Earth,
Interactive whiteboards , video, animations and simulations.
In the classroom, learning style and personality can have a significant impact on achieving learning success. Students engage effectively in learning if it is suited to their style of learning (
Felder and Solomon, n.d). It is the learning manager’s duty to ensure all students are engaged. There are various digital tools such as powerpoint,
YouTube and TeacherTube,
Royalty free music and
Voki’s which cater for this diversity of learning styles in the group because they allow multimodal delivery.
Digital tools have their place in the 21st century if they are used to enhance what students are learning, how they are learning and where their learning takes place. They should be used as communication tools, not as media devices. The brilliant thing about all of the digital pedagogies I have looked at, is the fact that they can be used for learning wherever there is a computer available with internet connection. This means that children basically have access to their ‘classroom’ 24/7 irrespective of their location. Many students with introverted personalities, tend to become more involved in learning in the comfort of their own homes as well. This is where digital pedagogy is also of advantage in the 21st century.
In order to create positive attitudes and perceptions in the classroom, and allow higher order thinking to take place, learning managers need to be aware that technology is evolving at a rapid rate. It is their job to keep up with and understand the changes taking place, and convey a positive attitude towards this. What we are teaching the children today, may very well be obsolete in 5 years time, knowledge is often only valid for months now, not years like it was previously. The tools we are using to engage the children may change, but the need to engage them in higher order thinking and encourage their creativity will not.(
Siemens, 2004)
I am sure that, like myself, students will encounter problems when using these digital tools. This is when we need to use some of our habits of mind (Marzano and Pickering, ), and resist the impulsivity to ‘toss the computer’. We need to use our higher order thinking to analyse the situation, question what has happened and endeavour to solve the problem. This requires perserverance and eventually success will follow, developing lifelong learning habits along the way.
I have really enjoyed my journey so far and I am really looking forward to continuing on in a 21st century classroom.
References:
Marzano, R., & Pickering, D. (1997).
Dimensions of Learning: Teacher's manual (2nd ed.). Alexandria: ASCD
