Digital Learning

In an interesting article, Computers as Mindtool for Engaging Learners in Critical Thinking, Jonassen suggests that rather than using the power of computer technologies to disseminate information, they should be used in all subject area as tools for engaging learners in reflective, critical thinking about the ideas they are studying. It has taken me some time to fully understand the power of new technologies, (and indeed I will continually keep learning them as they reproduce newer and exciting technologies), however what I find really interesting is the way in which technologies, such as Mindtools, engage learners in new and creative ways they create meaningful learning experiences; something that is getting harder and harder to do with the traditional pen and paper method of teaching!

What I found interesting from this article is the use of information interpretation tools, such as visualization tools. Jonassen suggests that students take in more information through their visual senses, so by providing students with visual stimulus, we are engaging them in learning that has purpose and meaning to them.

In the KLA of PDHPE it can be tricky to teach concpets relating to components of blood, the cardiovasular system and the nervous system. Through the use of visualization tool, such as MacSpartan, these difficulities can be overcome as these tools provide visual representations in which students can rotate, measure and view different points of the concept they are learning ( such as the different elements in blood).

The use of Mindtools represents a constructivist view of technology. Jonassen states that constructivist appraoches to learning strive to create environments where learners activley participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world for them. In contrsuctivist environments learners are activly engaged in interpreting the external world and reflecting on their interpretations. Having students construct their own knowledge and reflect on their learning outcomes; is what I aim for as a future teacher and I look forward to implenting these technologies in the classroom.

Having grown up with widespread access to technology, the Net Gen is able to intuitively use a variety of IT devices and navigate the internat. The Net Gen are more visually literate than previous generations; many express themselvess using images (Oblinger and Oblinger, 2003). They are able to weave together images, text and sound in a natural way and their ability to move between the real and the virtual is instantaneous, expanding their literacy well beyond text.

Although this all well and good, Oblinger and Oblinger (2003) state that as a result of this widespread visual media, the Net Gen have less developed text literacy than their previous cohorts. At a time when most year 12 students are in the midst of their higher school certificate, it concerns me that their ability to read and write in the form of print is underdeveloped. This raises several issues. Firstly, if the Net Gen are so confident and literate with digital technologies, should the HSC become digital as well? Or should students be learning more using the pen and paper, rather then digital technologies?

Both points raise their own concerns. However in a world when digital technologies are growing, it seems inevitable that one day the school exams such as the HSC will be in the form of digital media.  

http://www.flickr.com/photos/buca/737260710/

Alomst all of the journal articles I have read relating to digital technologies relats to teachers and adults being somewhat illiterate with technology. Most of the articles stress the need for teachers to become competent in using technologies, in order to engage the students in meaningful learning. To the contrary, in an article that discusses generation M, the authors stress that students and children as young as 6, are spending far too long using didgtal technologies. The authors suggest that parents need to activley ensure their children break free of compulsive engagement with screens when they come home from school and spend time in the pysical company og human beings.

This article gave me a different perspective of new technologies in the classroom. If children are spending so much time, especially out-of-school time, using several digital technologies at once, then maybe it’s not such a bad thing that some teahcers don’t use digital technologies in the classroom. Students need to take a break from the virtual world and physically socialise with their peers. Classrooms in which the traditional ‘pen and paper’ are used may be one of the only opportunities children get to interact with their peers.

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