Technology is changing the world and the way in which everything is done. Now, more than ever, the needs of students have changed, and teachers must recognise and adapt to incorporate technology or they will be faced with disengaged learners and learning outcomes which are never met.
These days, students have been brought up surrounded by technology. Mobile phones, computers with wireless internet, IPods, digital video, satellite television, etc have become the norm in almost every household. These students are known as Digital Natives (Prensky, M 2001); being born into this new technological world. Technology is second nature to them and they embrace it in every aspect of their lives. This is why teachers must also learn to embrace these new technologies. The old ways no longer work and without technology, students simply disengage. Information and Communications Technology (ICT) are merely digital devices or technologies (Fasso, W 2010). When used in an appropriate manner within the classroom, ICTs are extremely effective in engaging students and achieving learning outcomes. However, it is also important to emphasise that ICTs are only effective when used in a manner which compliments, facilitates and enhances student learning. ICTs will not work if they are used merely for the sake of using them, where they become a way of “presenting” learning experiences and, in many cases, as a reincarnation of old teaching habits (Reid, A 2010 & Shievers, S 2010a).
Blooms Taxonomy is a framework consisting of 6 levels of thinking; Remember, Understand, Apply (lower order thinking skills), and Analyse, Evaluate and Create (higher order thinking skills)(James, A 2010). When designing Learning Experiences there should always be a higher order focus which will engage learners and lead to more authentic learning outcomes (Edwards, R 2010). Andrew Churches is a teacher who has done extensive work with Bloom’s Taxonomy and has translated it into the digital age leading to the creation of Bloom’s Digital Taxonomy (James, A 2010a). Outlined on his wiki are many highly useful resources regarding Bloom’s Digital Taxonomy (Churches, A 2008), including a chart with examples for each level of thinking in the digital age (Churches, A 2008).
The English and Film, Television and New Media classrooms are especially creative based subjects, and therefore align easily with Bloom’s Taxonomy and higher order thinking. In English, seven of the nine Ways of Working from the Essential Learnings (QSA, 2007) utilise higher order thinking skills (James, A 2010). Within Film, Television and New Media, the foundation of the subject is creation of productions, and analysis, interpretation and justification of films; all higher order thinking processes. There is also emphasis on technology and embracing new technologies to improve knowledge, skills and quality of production.
Several ICTs would be beneficial in the classroom, including Blogs, Learning Management Systems, Digital Images and Videos, and Wikis.
Blogs can be a very useful teaching tool in the classroom for many reasons and can be used in several tasks including peer assessment, collaborative learning, formative assessment, and as a tool to keep in touch with students and parents (James, A 2010b). Blogs also allow teachers to assess the level of understanding from each student and this information can then be used to direct further learning design on both an individual and whole class levels. Within the Film, Television and New Media teaching context, a blog would be beneficial as a production journal. Students would complete a posting each week, reflecting on their processes and influences within the task, justify their design choices, and keep track of progress within the production process. Students could also collaborate and comment on one another’s blogs to gain further ideas and understanding. Within the English classroom, student s from around the world could work collaboratively on a novel. Given that students draw on their own experiences and ideals to interpret and make meaning of texts (Victorian Curriculum and Assessment Authority, 2007), asking students from around the world to complete a blog while reading a novel would be very interesting and enlightening (Shievers, S 2010). As with any online system where students are able to post material and comment on one another’s work, teachers must closely monitor posts to ensure issues of plagiarism and cyber-bullying do not arise (James, A 2010b).
A Wiki is an online document which can be accessed and changed by anyone (Atlassian Pty Ltd 2010). Any project involving collaboration of students would be ideal to incorporate the use of a wiki as each student could work on and prepare their own part of the task and the project stays online and up-to-date, eliminating situations where people may not get all the information or the latest version of the project (James, A 2010c). Within the English and Film, Television and New Media teaching contexts, wikis could be used as a formative assessment tool. Students would work on their assignments (whether it is a written or oral piece, or production) through their wiki. The rough draft would then stay online and the teacher could monitor student progress, give feedback and assess the assignment.
A Learning Management System (LMS) is a “single platform that delivers content, manages assessment, provides communication forums and virtual collaboration spaces for students” (Fasso, W 2010a) These days, there is a variety of reasons students cannot physically be in class every week. Whether they are too ill, live too far from the nearest school, need to work to support themselves, or simply do not want to be bound to conventional school attendance requirements, teachers need to recognise these students and adapt their delivery methods to suit (James, A 2010d). The use of an LMS allows students to access class information and complete content at times convenient to them. Students can also work collaboratively through the use of forums, wikis and blogs, and assessment can be uploaded via the system, eliminating the need for students to physically be present in the classroom. An LMS also allows parents, support staff and fellow teachers have access to class content and student progress. Film, Television and New Media Students are often required to produce films as their assessment which is a very time consuming process. As a result, pre and post production usually takes place outside school hours. With an LMS, students would not need to physically need to be in class, freeing up valuable time to complete productions.
Digital Images and Video are the basis of Film, Television and New Media, and an invaluable tool within the English classroom. The saying is “a picture says a thousand words” and within the mentioned teaching contexts the statement is especially true (James, A 2010e). Images and video are a valuable resource in any classroom; whether used as a model, a stimulant for discussion or evaluative thinking, or simply to break up text and regain student attention (James, A 2010e). Images and video can be used to model certain teaching content which is often hard to explain in words. In Film, Television and New Media, different filming techniques and technical information is often discussed, but until an example is seen, the concepts are very hard to understand. Images and video can also be used to stimulate class discussion or evaluative thinking. Students can be shown an image or video and asked their responses.
Video can be used in a variety of ways within both teaching contexts. For Film, Television and New Media, it is the basis for assessment. Students produce their own videos, demonstrating technical skills and design knowledge. They also analyse video and evaluate elements within different videos (James, A 2010f). Within English, videos can be used in a similar way but on a more basic level. The film version of a novel can be used for students to compare and contrast, they can be used to assist students with reading difficulties, and students can be asked to create a project using video or images as an alternative to traditional assessment.
ICTs, when used in an appropriate manner, enhance student engagement, improve student learning and allow for increased student participation. Teachers must change their approach to teaching and adapt to include new technologies into their classrooms or students will simply disengage and learning outcomes will never be met.
References
Atlassian Pty Ltd 2010. Wiki FAQ, viewed 12 December 2010 www.atlassian.com/software/confluence/wiki.jsp
Churches, A 2008. Bloom’s Digital Taxonomy, viewed 15 November 2010 http://pkab.wordpress.com/2008/11/26/peta-konsep-ranah-belajar-bloom-taxonomy/
Edwards, R, 2010. Blooms Taxonomy, viewed 10 November 2010 http://reneescourseblog.blogspot.com/
Fasso,W, 2010. Week 2: eLearning Design, lecture notes, FAHE11001 Managing eLearning, CQUniveristy, Rockhampton
Fasso,W, 2010a. Week 3: What Are the Roles of ICT in Education, lecture notes, FAHE11001 Managing eLearning, CQUniveristy, Rockhampton
James, A, 2010. Blooms Taxonomy, viewed 14 November 2010
http://aprilljames.blogspot.com/
James, A, 2010a. Andrew Churches, viewed 16 November 2010
http://aprilljames.blogspot.com/
James, A 2010b. Blogs in the Classroom, viewed 2 November 2010
http://aprilljames.blogpot.com/
James, A 2010c. Websites and Wikis, viewed 8 November 2010
http://aprilljames.blogspot.com/
James, A 2010d. Learning Management Systems, viewed 16 November 2010 http://aprilljames.blogspot.com/
James, A 2010e. Images and Podcasts, viewed 21 November 2010
http://aprilljames.blogspot.com/
James, A 2010f. Digital Video, viewed 1 December 2010
http://aprilljames.blogspot.com/
Pensky, M, 2001. Digital Natives, Digital Immigrants, CQUniversity Resources Online (FAHE11001).
Queensland Studies Authority, 2007, English essential learnings by the end of year 9, viewed 2 July 2010 http://www.qsa.qld.edu.au/
Reid, A, 2010. Digital Tool 5: Power Point, viewed 18 November 2010 http://ashjourney.blogspot.com/
Shievers, S 2010. Blogs, viewed 10 November 2010
http://s0173781.blogspot.com/
Shievers, S 2010a. Powerpoint, viewed 5 December 2010
http://s0173781.blogspot.com/
Victorian Curriculum and Assessment Authority 2007. English, viewed 12 December 2010 http://vels.vcaa.vic.edu.au/vels/english.html
Comments List
Renee Edwards – http://reneescourseblog.blogspot.com/
Podcasting in the classroom – is it useful? (29 November 2010)
Comment left 5 December 2010
Bloom’s Taxonomy (4 November 2010)
Comment left 10 December 2010
Ashleigh Reid – http://ashjourney.blogspot.com/
Digital Tool 5: PowerPoint (16 November 2010)
Comment left 18 November 2010
Digital Tool 4: Website (11 November 2010)
Comment left 14 & 15 November 2010
Learning Theory (9 November 2010)
Comment left 10 November 2010
Sarah May – http://sarahmaycqu.blogspot.com/
Bloom’s Taxonomy (28 November 2010)
Comment left 29 November 2010
Karen Piper – http://karenpiperlearning.blogspot.com/
LMS (26 November 2010)
Comment left 28 November 2010
Simon Shievers – http://s0173781.blogspot.com/
Blogs (9 November 2010)
Comment left 10 November 2010
Concept Maps (16 November 2010)
Comment left 18 November 2010
Power Point (4 December 2010)
Comment left 5 December 2010
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