In a world which is becoming more technologically advanced, it is up to educators to incorporate technology tools into their curriculums and actively engage learners with modern technology so they can actively function in the world around them. E-learing aims to enhance typically structured learning pedagogies implemented for compulsory subjects by embedding aspects to ICT and internet learning tools. Education Queensland describes three components to eLearning these are; Digital Pedagogy, Digital Content and eLearning spaces. Stating that ‘Effective eLearning requires a strong, whole-school vision built on the belief that ICT can accelerate, enable, improve and transform student learning opportunities in all key learning areas and phases of learning’ (Department of Educational, Training and the Arts, 2008). E-learning lends itself to many pedagogical theories such as the Big 6 and Bloom’s Taxonomy which both strive to have learners demonstrate higher order thinking. Other technology frameworks which can be applied to eLearning is ‘ Engagement Theory’ which strives to engage learners by scaffolding activities which involve problem-solving, reasoning, cognitive processes, decision-making, and evaluation. These skill are developed in an learning environment which provides learners with a sense of purpose and ownership, intrinsically motivating them to actively engage and participate (Kearsley & Shneiderman, 1999). There are numerous tools and activities which can be easily and effectively implemented into lessons to support and engage the learner. This synopsis aims to evaluate four of the tools I have explored and provide a brief overview of how they can be implemented in a early childhood education situation.
Children of today are becoming ‘digital natives’ , this is as they are exposed to multiple sources of technology as well as access to internet which gives them the ability to break down communication boundaries of old and actively participate and communicate idea’s and believes as ‘digital native’(University of Wollongong, 2010). As learning managers it is important to assist students in this journey as ‘digital natives’, and in Early Childhood context it is important to advocate for students right to use technology in their learning journey. It is also the responsibility of the Learning Manager to help them access sites which give them global status in a safe and comfortable learning environment. As early childhood bracket is from 0-8 years of age it would not be ideal to have students creating their own global sites as they are still developing their technological skills as well as safety and security concerns. Therefore, Learning Managers need to be creative as to how they develop students’ induction to the internet and exposure to technologies. Global sights such as Blog’s are an ideal way for Learning Managers to upload and display students work, and for stakeholders to view Blogs also support technologies such as Photo Story and moviemaker which student’s in Early Childhood education are beginning to use an master. Blogs also allow for Learning Managers to create documentation of learning and portfolios using internet tools such as flickr and glogster.
Images, be that photos, drawings or painting provide countless opportunities for Early Childhood Learning Managers to engage young learners as their emergence into language continues to grow. As noted earlier in my blog they can also ‘inspire, spark interest, initiate debate, develop or provide understanding, engage learner and enhance visual communication skills’. The endless possibilities that images provide lend themselves to ICT and eLearning tools as there are many applications available on computers, cameras and the internet which can be utilised by both Learning Managers and students alike. Cameras are an excellent ICT tool which young children can use with ease developing not only their fine motor skills but opening doors to allowing them to theorise about perception, distance and focus. Photos taken by students could be assembled into a presentation either in PowerPoint, MovieMaker or even a blog or class wiki. This would not only provide a sense of purpose to task but it also can be kept as a digital record as “Children gain great enjoyment and a sense of pride when learning is captured and displayed and their articulation of these experiences is fostered.” (Nolan & & Reynolds, 2008)
Tools such as Flikr can be used by the Learning Manager to import images into other computer programs and global and static sites with more ease. Flickr can also be used to experiment with different features of the image with learners so that they can see what impact things such as colour, tone, and focus have. There are infinite websites which display pictures which can be implemented by teachers in a learning design to develop under the ‘see, think, and wonder’ learning structure with aims to promote higher order thinking (Unknown Author, n.d). Links to a image sights as well as brief overviews can be found on my blog under images in early childhood: http://jesselearningblog1988.blogspot.com/2010/11/images-in-early-childhood.html
“The ability to communicate through reading, writing, speaking, and listening makes humans unique. These means of communication allows us to learn from the experiences of others through the messages they impart.” (Unknown Author, 2010) In an Early years education context orally language is one of the most important stages of development with research showing that “oral language plays a key role in building a foundation for reading. In general, children who possess well-developed oral language skills are more likely to become successful readers” (Sticht & James, 1984; Snow, Burns, & Griffin, 1998). Technology such as voice recording and audio podcasts poses unique opportunities to develop oral language skills, therefore strengthening other aspects of language development. Teachers can use podcasts to emerge students into rich contextual language, also giving them a wider variety of language contexts such as poems, rhymes, stories, songs, chants. Through this exposure children will be able to develop greater language skills and help them make meaningful connections with the language which happens around them daily (Unknown Author, 2010). Learning managers can also use voice recording devices to record students’ ideas in various learning contexts therefore providing them with a sense of ownership and also providing the various stakeholders a true indication of students’ development and thought processes (Unknown Author, 2010). These recordings can be uploaded onto scrapbooking internet tools such as glogster to create documentation of student’s work in a appealing way, then they can be uploaded onto a legal and ethically safe and acceptable sight, such as a blog or wiki set out by the education provider. Recordings can also help students to help build their oral language skills as Learning Managers and students can listen to the recording and then work on strategies to improve how they articulate their thoughts and work. An example of audio recording can be found on the globster page, which can be viewed by going to the following blog posting: http://jesselearningblog1988.blogspot.com/2010/12/blog-post_13.html.
Moviemaker is a simple tool which can be used by students who are developing their technological skills. It allows recordings and photo’s to be captured and used as well as the ability to upload images and podcasts from the internet. As a teaching tool this Microsoft program allows numerous teaching opportunities, and as it is a fixed computer program allows students to make their own movies in a safe environment which can then be uploaded onto a global site. “Outcomes of student video production include affective, metacognitive, higher order thinking, communication and presentation, literacy, organisational and teamwork and moviemaking skill development.” (Schuck & Kearney, 2004). Therefore, incorporating a program such as moviemaker into early childhood teaching pedagogies students are given the opportunity to build skill and become resilient lifelong, technologically savvy learners. Programs such as moviemaker provided students with intrinsic motivation as they engage with the task and view it as out of the ordinary and ‘fun’ therefore investing more time into it. Other befits include collaborative learning and peer teaching opportunities. For younger students who are not able to manipulate computers at the skill level that movie maker requires learning managers can still use this program to edit a movie which the children have been allowed to film or link photo’s which they have taken and load it onto a global site(Schuck & Kearney, 2004). An example of a movie made by myself along with an evaluation can be found at the following blog posting: http://jesselearningblog1988.blogspot.com/2010/12/moviemaker.html
As early childhood educators I believe it of the upmost importance to advocate for technology in the classroom as well as continually aim to develop skills and pedagogies in relation to technology and eLearning. Schools are recognising the strong intrinsic motivation that technology provides to all types of learners as it incorporates concepts which appeal to students of all multiple intelligences. This has seen the rise of educational initiatives such as ‘Smart classrooms’ and other technological pedagogical documents. “Smart Classrooms represents a focus on re-orienting our school structures and business processes around individual students and their learning needs. It is a transformative strategy to transition from traditional ways of working to a digital way of working that is meaningful, engaging and connected” (Department of educational, Training and the Arts, 2008). Internet tools and ICT programs are becoming an ever more relevant in a educational context and tools such as the ones discussed above are becoming a necessity in the learning environment. It is the role of early childhood Learning Managers to continually invest time in and explore new eLearning tools and computer programs to incorporate into student’s learning journey. If students are not given opportunities to practice these digital skills then they will be left behind in a rapidly advancing digital world.
References
Department of educational, Training and the Arts. 2008. eLearning for smart classrooms .Retrieved from: http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Kearsley, G. & Shneiderman, B. 1999. Engagement Theory: A framework for technology-based teaching and learning. Retrieved from: http://home.sprynet.com/~gkearsley/engage.htm
Nolan, A. & Reynolds, B. 2008. Portfolios: Documenting a journey. Retrieved from: http://www.earlychildhoodaustralia.org.au/pdf/rips/rip0804.pdf
University of Wollongong. 2010. The ‘digital natives’ debate: A critical review of the evidence. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2007.00793.x/full
Unknown Author. 2010. NORTH DAKOTA
DRAFT—LANGUAGE ARTS STANDARDS AND BENCHMARKS FOR GRADES K-12—DRAFT Retrieved from: http://www.dpi.state.nd.us/standard/perform/archive/ELA_1.pdf
Unknown Author. n.d. Visible Thinking, See Think Wonder. Accessed from: http://www.pz.harvard.edu/vt/visibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html
Schuck, S. & Kearney, M 2004. Student’s in the Director’s Seat . Retrieved from: http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf
Sticht & James, 1984; Snow, Burns, & Griffin. 1998. Implications for Early Literacy Development in the Classroom. Retrieved from: www.prel.org/readingframework/.../Imp_Early_Lit_Dev.doc
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