The emergence and continual radicalisation of digital
technologies and ICT require teachers to understand and implement e-learning
and digital pedagogy into their classrooms to develop students’ technological competencies
and give them the tools to strive in our modern society. This posting provides
an overview of the particular e-learning theories and digital pedagogy explored
over the last seven weeks that can be used to support, enhance and transform
student learning within the classroom, and also presents a detailed plan for the
legal, safe and ethical behaviours and use of digital technologies and ICT within
the classroom.
In the realm of e-learning theory, several models and
frameworks have been identified and explored, which in their implementation
have the ability to support and enhance student learning in the classroom. De
Bono’s six thinking hats help inform decision making and provide different
perspectives in the classroom. There are six different coloured thinking hats
and each denotes a particular type of mindset or skill. The SAMR model is a transformative
framework for implementing digital technologies and ICT into the classroom. The
model includes four distinctive levels; substitution, augmentation,
modification and redefinition. The European Creative Classroom Framework are
creative classrooms that embody digital technology and ICT to enhance and
enrich students’ learning experience. The nature of audience and purpose is
also an important consideration in education as it ensures that presentations
are highly reflective of their type of intended audience (the students) and the
aims in which they convey (the content).
In the realm of digital pedagogies, multiple types of
e-learning spaces and tools have been identified and explored that have the
power to enhance student learning and outcomes within the classroom. Online learning
spaces such as websites display and present resources and information in a
simple, easy to use interface to prompt student engagement in the classroom. Digital
Tools such as videos are used to display and present information in a multi-faceted
interacted way to students in the classroom. Presentation tools such as
PowerPoints are integral to be able to enhance learning experiences and display
and present information quickly, easily and effectively for students in the
classroom. Interactive learning tools such as Google Docs allow teachers to use
interactive online documents a devices which facilitate collaborative learning and
help to engage students in the classroom.
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| Source: http://www.bctec.co.uk/Images/education-ict.jpg |
Teachers need to also be aware of the legal, safe and
ethical issues that are associated with the use of digital technologies and ICT
for learning in the classroom. These issues could include plagiarism, though the
unauthorised replication of other students’ work or of sources accessed on the
internet, cyber harassment and cyberbullying through social networking sites
such as Facebook or Twitter or internet chat rooms or through e-mails, the
accessing and sharing of inappropriate material located on the internet, such
as sexual content or pornography or extremist or violence websites and privacy
concerns, such as leaking of personal information or material through social
networking sites, other websites or to other students such as usernames and
passwords, confidential employment or personal financial information.
To reduce the negative and detrimental effects that can
these issues can produce; the following is a detailed plan of actions to
promote legal, safe and ethical behaviour and use of digital technologies and
ICT in either an accounting or english classroom context.
·
Use originality and plagiarism technologies and programs
to check students’ work and assessment tasks such as Turnitin or Plagium.
· Follow the relevant sector (catholic education
or state) or associated school’s policies and guidelines for ICT use and protocols
for bullying and harassment in the school environment
· Monitor students’ use of ICT when completing
activities in the classroom using technologies and programs such as SychonEyes
or UserMonitor.
· Monitor students following common guidelines for
safe and acceptable ICT use, such as students not sharing or distributing their
usernames or passwords.
· The implementation of lessons and learning
experiences on appropriate content to be accessing on ICT and the internet and
the nature and degree of personal information that is acceptable to share on
the internet.
· Advise students on the actions to be taken if
they believe they are being cyber bullied or harassed using ICT and digital
technologies.
· Model legal, safe, ethical behaviours and use of
ICT in the classroom to set a positive example for your students to aspire to
and follow.
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| Source: http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/Women_in_ICT_brunette.jpg |
Overall, the maintenance and participation in the blog has
been a very informative and enlightening learning experience for me and has
helped me to improve not only my technological capabilities, but has also transformed
my teaching philosophy and rationale and beliefs and values associated with implementing
and incorporating digital technologies into the classroom and undoubtedly
improved and enhanced the way in which I will be able to use digital technology
and ICT as a transformative learning pedagogical vehicle to improve student
learning and outcomes within my future classrooms.
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