E-Learning in K-6 Education

Introduction

05/30/2014

‘Technology is also changing education in two ways: first, by offering new resources to engage students in learning, and second, by giving them an opportunity to learn about new technological fields.’ (Shripad & Shubhangi, 2012)

E-learning is the use of electronic media as well as Information and Communications Technology (ICT) to enhance learning in classrooms. It refers to the range of learning technologies used to assist in teaching and learning such as websites, devices and softwares. The four main themes on e-learning in K-6 education, Information and communications technology, whole class teaching, mobile technology and collaborative learning, in this reflective critique show the major points and key issues that have been evident in the practical classroom. E-learning engages students beyond the classroom walls and allows them to delve deeper as opposed to the traditional use of pen and paper.

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Information and Communications Technology

05/30/2014

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The acceptance of e-learning and changes in technology within the classroom has gradually allowed students to work together collaboratively, access new knowledge, communicate, use resources beyond the classroom walls and support their learning. Changes made by technology is further reinforced as So (2012) states that

'Advancements in information and communications technology and the rapid expansion of the internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources.'

This is evident in the professional experience classroom as students are able to use Apple iPads and computers to research, collaborate and evaluate while also being engaged and motivated (shown in the image below). The ICTs used in the classroom have given students the opportunity to attain information quickly which is time efficient in an ever changing environment as well turning their written work into visual videos to share to the class, which according to the SAMR model, is at the level of redefinition as it was previously inconceivable. The lesson I taught where students engaged in with computers was teaching them the different features of Microsoft Word. The step-by-step instructions on the projector screen allowed students to experiment the software at their own pace. However, issues revolving around technology discussed in the tutorials within university showed that many had technical difficulties with computers and IWBs.

Information and Communications Technology are not just for the apps and entertainment. They can be used to explore, collaborate, communicate, connect, create, engage, learn and evaluate. Image source: Teach Thought Staff,. (2013). Transformative Uses Of The iPad In The Classroom. Retrieved from http://www.teachthought.com/wp-content/uploads/2012/10/ipad-transforming.jpg

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Whole Class Teaching

05/30/2014

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With the combination of a white board and a computer, the IWB allows for whole class teaching and engagement. This form of e-learning features a wide screen display allows students to interact and learn with the contents displayed via the computer, it also allows teachers to display resources and information from the internet, softwares, movies and images to broaden students' understanding. This is further reinforced as Maher (2012) states that

‘The interactive whiteboard (IWB) connected to the computer is an example of an interactive whole-class technology that can potentially support and enhance the interactions taking place in the classroom.’

The use of the IWB in my professional experience class included students viewing YouTube videos and images relating to the lesson, as well as using softwares such as Rainforest Maths to further enhance students' understanding of mathematics by providing visual learning aid. I have learnt throughout the tutorials at university, that the IWB has many softwares and features that can potentially aid teachers to educated students effectively using the e-learning softwares and websites. The variety of websites and softwares mentioned throughout the tutorials allowed me to research more about the uses of the IWB and how it can help me teach students while also keeping them engaged and interested. The image below, shows how the IWB can be used interactively to support student learning and engagement.

The Interactive White Board allows whole class learning and interaction as it features a big multi-touch screen which engages students. Image source: The Institute of Engineering and Technology,. (2012). Photo Essay: classroom technology - E & T Magazine. Retrieved from http://eandt.theiet.org/magazine/2012/11/images/640_whiteboard.jpg

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Mobile Learning

05/30/2014

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ICTs have evolved to become more portable over the years. Mobile learning is a form of e-learning which enables learning through personal devices. These devices include iPads, mobile phones, tablets and notebooks. Drew (2010) as cited in Rossing, Miller, Cecil and Stamper (2012) states that

‘One of the principal features of mobile learning is the flexibility for students to engage in the educational process and material anywhere, any time.’

This means that students are able complete tasks from wherever they are while also being engaged and flexible. The use of mobile technology I implemented in the practical classroom involved students creating a short story using the application "PuppetPalsHD" where they were required to individually write a story and recreate it using the iPad. Students were able to use an iPad to take photos of backgrounds and other students to use as characters. The observation of the lesson showed that were engaged and on task as it was hands on and visually appealing. Prior to the lesson, the co-operating teacher informed me that I was able to go forth with this lesson as all students had permission from their parents to publish photos/videos. This ethical issue and the success of the classroom implementing this issue is further reinforced by Aubusson, Schuck and Burden (2009)

'Once there is a potential for material to be distributed digitally, even if the teacher has no intention of doing so, it raises the question of whether parental and child permissions are required. "

According to the video below, the use of iPads implemented by Crouch show that students are involved without knowing it as well as enjoying while learning. Throughout the tutorials of Professional Experience 3, I have learnt that there are many educational applications and gained ideas to implement using mobile learning devices such as iPads which will be kept for future references.

Apple iPads are being used in classrooms for teaching and learning as they are becoming more prevalent in schools. Video source: Crouch, E. (2013). iPads in the Classroom. Retrieved from http://www.youtube.com/watch?v=IzSNdxsfk0Q

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Collaborative Learning

05/30/2014

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Collaborative learning is the interaction between two or more people to attempt to learn something together. E-learning technologies such as the IWB and the Apple iPads are two examples of ICTs used prevalently in classrooms which enables students to work collaboratively. The multi-touch screens of the two educational technologies allow students to collaborate together simultaneously which actively enhances students interaction. Falloon and Khoo (2014) reinforces the collaborative use iPads stating that

‘Affordances such as the iPad's ability to lay flat on a desk or be propped at a convenient angle, its wide viewing range and multi-user accessible interface, as being particularly relevant in supporting collaboration.’

This is also evident through the use of IWBs shown in the video below, where students are able to collaborative work, interact and evaluate each other while also being engaged with the task. This was shown in the lesson I implemented where fast finisher students were to research answers to questions with a partner. The students were able to look at multimedia and research facts on the iPads together to gain information for their research questions. The IWB served as a support tool during a mathematics lesson, as students were able to collaborative together to complete mathematics questions. Students were required to show working out and with the multi-touch feature, they were able to simultaneously write on the board, hence allowing interaction and reinforcing knowledge. The demonstrations of the IWB and the iPads within the tutorials during the semester allowed me to gain a deeper understanding of the features of the educational technologies used in classrooms.

SMART Board Interactive Whiteboard being used as a collaborative learning tool for students in the classroom.
Video Source: SMARTClassrooms. (2013). SMART Board M600 interactive whiteboard. Retrieved from http://www.youtube.com/watch?v=jkCAzX0dnpk

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Conclusion

05/30/2014

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Technology has changed the way we teach and learn. The advancement of technology in the ever changing environment has offered different learning experiences within the classroom. The themes of ICT, whole class teaching, mobile learning and collaborative learning are the major points which have resonated with me throughout this semester. The knowledge taken in during the tutorials about the TPACK model and SAMR model have also transformed the way I think about technology incorporated into classrooms. I have also learned about the ethical issues surrounding the use of technology such as privacy and consent which was discussed in tutorials. Overall, I believe the experiences I have gained throughout practical experience as well as tutorials within university classes have further increased my understanding about the different e-learning technologies and devices such as iPads, IWB, computers, websites and softwares, which enables me to implement these in the future classroom.

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References

05/29/2014

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Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. Research in Learning Technology, 17(2).

Crouch, E. (2013). iPads in the Classroom. Retrieved from http://www.youtube.com/watch?v=IzSNdxsfk0Q

Falloon, G., & Khoo, E. (2014). Exploring young students’ talk in iPad-supported collaborative learning environments. Computers & Education, 77, pp. 13-28.

Maher, D. (2012). Teaching literacy in primary schools using an interactive whole-class technology: facilitating student-to-student whole-class dialogic interactions. Technology, Pedagogy And Education, 21(1), pp. 137-152. doi:10.1080/1475939x.2012.659888

Rossing, J., Miller, W., Cecil, A., & Stamper, S. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal Of The Scholarship Of Teaching And Learning, 12(2), pp. 1-26.

Shripad, D. K., & Shubhangi, R. T. (2012). Emerging trends in Learning Technology and their potential for Learning in Rural India. International Journal Of Computer Applications, 8, p. 28.

SMARTClassrooms. (2013). SMART Board M600 interactive whiteboard. Retrieved from http://www.youtube.com/watch?v=jkCAzX0dnpk

So, W. (2012). Creating a framework of a resource-based e-learning environment for science learning in primary classrooms. Technology, Pedagogy And Education, 21(3), pp. 317-335. doi:10.1080/1475939x.2012.719399

Teach Thought Staff,. (2013). Transformative Uses Of The iPad In The Classroom. Retrieved from http://www.teachthought.com/wp-content/uploads/2012/10/ipad-transforming.jpg

The Institute of Engineering and Technology,. (2012). Photo Essay: classroom technology - E & T Magazine. Retrieved from http://eandt.theiet.org/magazine/2012/11/images/640_whiteboard.jpg

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Introduction

Information and Communications Technology

Whole Class Teaching

Mobile Learning

Collaborative Learning

Conclusion

References

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