Synopsis

Throughout this synopsis I endeavour to provide an insight on how information communication and technology (ICT’s) can be used to transform, engage, facilitate, support and enhance learning at school regardless of the context. I have investigated a range of e-learning tools and blogged about my findings. Throughout this synopsis I will refer back to my blog and comments made to me and from peers to help support what I am saying. A direct connection will also be made to the style of learning that best suits the e-learning tools. As future learning managers and residents of the 21st century and the digital age our view is often to work faster but throughout this synopsis the Big 6 (2001) view will be taken with the aim to use these e-learning tools to work smarter not necessarily faster (Eisenberg, 2001).

The following tools will be explored: Prezi used for presentation of a product, Google Earth to demonstrate knowledge acquisition, Wiki to show use of knowledge integration and blogs to extend and refine knowledge.

After reading and being apart of a posting on the Managing E-Learning forum it allowed me to develop a greater insight into what Prezi can offer. My first thoughts were that it was a similar and new version of a Powerpoint. After being part of collaborative learning, offered by the use of a forum, I was able to gain an insight into how other people viewed this tool in a similar context. This lead to me having a deeper understanding and being directed to links to further my learning.

In a classroom context Prezi can be used by the teacher and or students for the purpose of instruction, presenting, stimulus for a lesson or topic, evaluating and reflecting.

There are some clear benefits to using Prezi as a presenting/teaching tool. Its methodology is supported by the cognitivist learning theory, as it allows information to be displayed in sections, which supports information to be transferred to long term memory (Good and Brophy, 1990). In addition, Prezi appeals to visual and spatial learners as images and text appear on the screen in an animated way (Silverman, 2010).

A Prezi presentation is not so effective if it runs for too long as it may become a distraction rather than a learning tool. After viewing a sample Prezi presentation that went for 7 minutes, I found myself following the direction and position of the text and images rather than taking in the content of the presentation. Depending on the age and type of learners would depend how long the Prezi should run for. I would aim for a presentation that is straight to the point to avoid losing the interest of the cohort. I would also ensure the information is displayed differently throughout the presentation to keep the audience engaged.

To engage students with Prezi, they could be asked to construct a presentation as part of a formative or summative task. This could be a group task to incorporate collaborative learning so the students have to work together and overcome issues to best achieve the task and provide opportunities for them to trouble shoot and learn from each other (Kearsley & Shneiderman, 1999).

Prezi could be an alternate and interesting way of interactively introducing myself as the student teacher or new learning manager which I would like to trial. This link takes you to a blog posting which shows a screen shot of me creating my first prezi and a PMI analysis expanding on how Prezi could be used in the classroom.


Google Earth is a virtual globe accessed via the internet and satellites that makes images of parts of the world including your own house, maps and astronomical and ocean images available (Google Earth, 2010). Google Earth is a tool that has an interdisciplinary approach in the classroom. It can be used for a range of purposes across all key learning areas.

This tool appeals to kinaesthetic and visual learners, as they can manually explore and discover information (Gardner, 1993). It is visually displayed on your screen and you control the outcome.

Using this e-learning tool helps make learning meaningful and relevant for the students. It is giving students a real life example. For instance if students were learning about another country or culture, they can actually bring it up on screen and see what it looks like, explore it and get an insight into what it may be like there. It allows students to connect to the real world and enhance their learning.

Google Earth is supported by the constructivists learning theory and knowledge acquisition if used according to a set criteria or purpose (Jonnassen & McAlleese, n.d). For example when the students are using this tool they might be following a list of things to do that are relevant to the topic they are learning about. The students might be doing a topic about themselves, so for an introductory lesson using Google Earth they could take a screen shot of their home, then they could find the location of where they have been on a holiday. They might answer questions like: What looks the same? What has changed? What is the population of your hometown? What oceans surround your town or state?

As this tool has a real life aspect and endless uses it helps to engage and keep the students engaged. Prensky (2005) noted that there are real challenges and decisions to be made when planning how to teach in the 21st century. Using a tool such as Google Earth that has a good reputation and that is often used recreationally allows the learning manager the edge when teaching. When I have observed Google Earth used in the classroom the general consensuses from students is they want to use this tool, it is interesting, fun, it does not feel like learning and they want to share their findings with peers and family when they get home. When using this tool the main problem is to ensure students remain on task. A way of ensuring this is to limit the temptation to self explore, allow time at the beginning of the lesson for this time, so that they can focus on the learning when it is time.

There are many possible uses of Google Earth and it is up to the learning manager to find imaginative ways to utilise this tool to its full potential. Google does offer an education page which gives ideas on lessons and tips on how to use this tool for those that may not be confident in using this tool or incorporating it into the curriculum. I have used my blog as a way to expand on ideas of how to use Google Earth in the classroom. I have invited my followers to think outside the square and come up with real life ways of incorporating the use of Google Earth into the curriculum and ways of utilising this tool to work smarter and to get to that higher order thinking level. By clicking here you will be taken to what we have come up with so far.


Another e-learning tool is a Wiki which allows for collaborative knowledge creation and integration. This type of website allows new information to be added to existing information which leads to a decision on how the new and existing information interact (McInerney & McInerney, 2006). For example, this term I have been involved in two group assignments. As we all live in different areas and have different information and ideas on the topic we are covering, we set up a Wiki after learning about it in this subject. This Wiki has been used to add relevant research and presentation ideas in the one spot. We then went through all the information and could add, swap, delete and move the information to make it relevant and fit with our presentation. It then provided everybody access to the one lot of information to ensure we were all on the same and right track. This is a good example of using a Wiki to work through the Big6 skills to problem solve and to work smarter (Eisenberg, 2001). This concept can be transferred into the classroom and incorporated into group work and research. This link will take you to more ideas on how Wikis can be used in the classroom.

This tool encourages the learning manager, students and parents to transform the way in which they think learning, teaching and communicating is done. Using a class Wiki allows unlimited access to the content, as long as there is internet access and students/parents have permission to add to the Wiki. This allows for flexibility in the classroom and for students to share information with a wider audience. The teacher can upload notices for parents, student homework and students can share their work and ideas on the Wiki. Therefore students, school staff and parents can stay informed wherever they are. From the perspective of a parent who works full time and is not involved in the school much, it enhances their knowledge and involvement in what their child is doing at school.

Using and contributing to a Wiki is collaborative work. This means appropriate scaffolding will need to occur in order for the members to be able to appropriately use and add to the Wiki (Kearsley & Shneiderman, 1999). It also means that what appears on the Wiki needs to be safe and relevant. If student work is being displayed on the Wiki it may encourage the student to take more time and pride in their work as they know it will be on show to to a wider audience can view it.


The final tool being discussed in this synopsis is the blog. A blog is an on-line entry and comment based form of communicating. It is the mode in which I have communicated this synopsis. In the context of the classroom it is incorporating a modern tool to facilitate students, staff and parents to be reflective and exchange information, ideas and views. A blog is a way to extend knowledge beyond the classroom. It allows a broad range of information and perspectives to be shared which can lead to refining one’s own knowledge. This process that Marzano and Pickering (2006) call “refining knowledge” is an important way for students to remember new information, refine what they know and gain deeper understandings.

According to Vygotsky constructivism learning theory support the approach to learning that a blog can offer, as it is learning through social interaction (Merrill, 1991). Participating in a blog is a social practice and therefore engages students. Students in this generation have become accustomed to a certain amount of stimulating activity and are spending more of their time on-line. Using a blog allows the learning manager to enhance an on-line tool for learning purposes and give students the time and skills they require on-line (Prensky, 2005).

As I have learnt firsthand through constructing my own blog for this course, students can learn from each other in a collaborative way using this type of e-learning tool, for an example click here. Students could start a blog of their own learning journey or for a particular task. The learning manager could set guidelines to ensure postings are appropriate and happen regularly. In order for it to be collaborative and learn from each other, a student needs to engage in other people’s blogs and make comments to stimulate the conversation and get to the higher level of thinking (Kearsley & Shneiderman, 1999).

Safe practices and netiquette would need to be understood and moderated by learning managers. Accessing the appropriate policies and standards will ensure the most up to date safe practices are being used. This information needs to be transferred to students and families to ensure appropriate behaviour is happening when on-line. Another thing to take into account is that in some schools there may be limited access to these sort of websites on the school network. An earlier blog comment will list and explain more about this.


This synopsis has outlined how ICT’s can be used to transform, engage, facilitate, support and enhance learning at school in the 21st century. Adopting the use of these tools helps support different learning styles and allows students to develop skills and knowledge of ICT and internet based tools that will help move them towards the digital age. As a learning manager it also provides a range of alternate resources to use when presenting information and when wanting the students to acquire, integrate, extend and refine knowledge.

B

References
Eisenberg, M. (2001). Big6 Skills Overview.

Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Good, T. L., Brophy, J. E. (1990). Educational psychology: A realistic approach. (4th ed.).White Plains, NY: Longman

Google Earth. (2010). Google Earth for Educators. Retrieved July 20, 2010, from Google Earth: http://sitescontent.google.com/google-earth-for-educators/Home

Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning.

Jonassen, D. H., McAleese, T.M.R. (Undated). A Manifesto for a constructivist approach to technology in higher education. [Last Retrieved December 12, 2005]. http://apu.gcal.ac.uk/clti/papers/TMPaper11.html

Marzano, R. J., & Pickering, D. J. (2006). Dimensions of learning. Heatherton: Hawker Brownlow Education.

McInerney, D. M., & McInerney. (2006). Educational Psychology Constructing Learning. Frenchs Forest: Pearson Education Australia.

Merrill, M. D. (1991). Constructivism and instructional design. Educational Technology, May, 45-53

Prensky, M. (2001). Digital Natives, Digital Immigrants. Vol 9, No 5 .

Prensky, M. (2005). Engage or enrage me - what learners of today demand. Retrieved July 23, 2010, from EDUCAUSE review: http://net.educause.edu/ir/library/pdf/erm0553.pdf

Silverman, L. (2010). Visual-Spatial Learners. Retrieved July 31, 2010, from Gifted Development Centre: http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm