“Learning + Technology = New Knowledge Economy” (Spender & Stewart, 2002, p. 34).
This blog entry will investigate the importance of technology in the classroom and the theory surrounding this topic. Four tools will be analyzed and broken down to document the potential that each has to learning and teaching in early childhood context.
About e-learning
E-learning is the concept utilising technology and tools on the World Wide Web to enhance teaching and learning (The University of Queensland, 2010). Devices such as computers, mobiles phones and other electronic tools all fall under the heading of e-learning materials (Derek Stockley 2003).
Figure 1 below illustrates five important reasons why using technology in the classroom is important.
IMPORTANCE OF TECHNOLOGY IN THE CLASSROOM
Technical skills: Through manipulation of a variety of tools and software programs students develop fundamental skills for the twenty first century (Dogra, 2010).
Real world knowledge and skills: The use of technology in the classroom better prepares children for the technological world that they live in (Dogra, 2010; Krause, Bochner, & Duchesne, 2003).
Increased motivation: Tasks and activities that are different, fresh and surprising engage students and therefore increase motivation (Dogra, 2010; Snowman et al., 2010).
In-depth knowledge and understanding: Learners accomplish goals easier and obtain a more in-depth knowledge and understanding about the content through the use of technology due to the increased motivation (Dogra, 2010; Fetsco & McClure, 2005).
Active participation: Learners enjoy being involved in active learning. Technology has the possibility to promote and facilitate student centered education (Dogra, 2010; Krause, Bochner, & Duchesne, 2003; Snowman et al., 2010).
How e-learning enhances learning and education
The use of technology is the classroom enhances learning in a variety of ways. Learning theories are explored in order to appreciate this concept.
Constructivism
Large amounts of constructivist learning can occur through the engagement of Information and Communication Technologies (ICT’s). During experimentation and manipulation learners are able to generate new knowledge and understandings through these experiences with technology (Krause, Bochner, & Duchesne, 2003). An example of this can occur through concept mapping. Refer to the following link for further information (click here).
Collaboration
There are a wide range of ICT resources available which allow for collaboration across a variety of contexts (Ebbeck & Waniganayake, 2010; Krause, Bochner, & Duchesne, 2003). Collaborative learning offers large opportunities for students to think for themselves and put into practice high levels of cognitive thinking (University of Adelaide, 2000). An example of this is through the use of Wikispaces. Refer to the following link for further information (click here).
Connectivism
This theory is based around building and developing connections and networks that allow learners to gain new knowledge and understandings. It involves connecting with people and exploring the diversity of opinions. Knowing where to find knowledge is important and is the basis for this theory (Siemens, 2004). Examples include using a Wiki or Blog.
Behaviourism
Behaviourism is the relations between stimulus and response. When using ICT the behavioral theories of stimulus to response and reward to punishment are closely associated (Krause, Bochner, & Duchesne, 2003). As stated by theorist Skinner reinforcement for the desired behaviour must be immediate. Some technology tools provide this prompt feedback to learners (McInerney & McInerney, 2006). For an example of this visit http://www.edalive.com/uk/products/braintastic-v2/word-skills/reward-games/bug-whack/. It demonstrates positive reinforcement.
Zone of proximal development (ZPD)
Vygotsky documented the differences between how children develop on their own and with assistance (ZPD). Through scaffolding, learners can acquire new knowledge and skills that may not have been achievable independently (Snowman et al., 2010). ICT has the ability to facilitate individualised learning by utilising the many resources and collaboration possibilities available (Krause, Bochner, & Duchesne, 2003).
Early childhood context
The foundation for early childhood education is learning through play. It involves early learners exploring, experimenting and constructing meanings of the world around them. It assists in the many developmental areas including; language, social and emotional, cognitive and physical (Ebbeck & Waniganayake, 2010).
Image 1 is art work that was constructed by a four year old. To some this may seem like useless play with no outcomes achieved at all. However note that the following learning occurred through this one play episode.
AN EXAMPLE OF PLAY
Image 1 An example of play. From M. Gossner, personal communication, 1989.
- Experimentation of colour, shapes, representations and symbols
- Fine motor skills, coordination, strength and control using a tools
- Expression of ideas and space appreciation
- Understandings regarding letter shapes, sounds and meanings
(Queensland Studies Authority [QSA], 2006)
Based on the four stage cognitive development theory produced by Piaget, early learners are in the ‘preoperational’ stage of development (Snowman et al., 2010). Piaget acknowledged that within this age group students require hands on activities using a variety of materials while utilising all senses. Play is an important tool of constructing knowledge and meaning within this developmental stage (Ebbeck & Waniganayake, 2010, Snowman et al., 2010).
Through exposure to a variety of different technologies learners can create their own personalised work from new views while drawing on their prior knowledge. They are also able to investigate “technology and consider how it affects everyday life” (QSA, 2006, p. 58).
View the following link to see how early years learners are now networked in the twenty first century (Networked Early Years Learners).
Blooms Taxonomy
The integration of blooms into a learning environment is used to structure lessons and guide learning. It advances, encourages and supports critically thinking, problem solving, communication skills creativity and innovative thinking (Frangenheim, Alford, & Herbert, 2002; Tarlinton, 2003). For further details regarding this framework please refer to (Blooms Taxonomy - Learning Framework).
Analysis of tools
This section will analyse four selected tools. Each tool will be examined in order to see the value of each and its involvement in learning and teaching in an early childhood context. The Early Years Curriculum Guidelines will be drawn upon and made reference to in order to establish clear links between the tools and outcomes. All of these programs have been selected as they would be highly beneficial in the early stages of development. The many key features that each program offers will be discussed alongside suggested learning experiences while making reference to the aligned learning theories and framework.
For further details about the engagement of children with these tools, an overview of benefits and drawbacks along with the key features and examples please refer to (Tools + Child Observation).
Tux Paint
Excellent for refining fine motor control Tux Paint clearly links to the experimentation and exploration that early learners require in order to build upon there coordination skills (Ebbeck & Waniganayake, 2010; QSA, 2006). Understandings can emerge regarding written and visual text from exploring the symbols and writing functions of this tool. These are important aspects of the program as they closely link with many of the learning statements under “language learning and communication” (QSA, 2006).
Tux Paint allows students to draw specific objects using symbolism (Ongan & Ap, 2005). Creating posters and graphic representations utilising various fonts, colours and shapes are all available options. Through the use of this tool there is opportunity for learners to explain and show their “understanding” of ideas and concepts surrounding a particular topic. Learners can create pictures and write simple sentences within the program to communicate the elements that they have identified about the topic (Frangenheim, Alford, & Herbert, 2002).
Kidspiration
Structured learning experiences can be formed surrounding this program. Investigating mathematical, science and literacy concepts along with representing ideas can all be done through the use of this tool. This program highly supports and encourages literacy with a talking interface to guide the user through the program (QSA, 2006).
The creation of concept maps is an option that Kidspiration offers. With both text and images available to create these diagrams early learners can display their “understanding” by presenting their knowledge in this format. This model also is an effective way for learners to “analyse” the information and notice relationships and patterns (Frangenheim, Alford, & Herbert, 2002). This links to “constructivism” as children build upon their ideas. The learners are also able to “reflect” as they are seeing how their knowledge and understandings have developed by continually adding new ideas to their concept map (Krause, Bochner, & Duchesne, 2003).
Glogster
Glogster promotes literacy and active learning. This tool enables learners to create their own interactive posters. As suggested by the early learner who trialed these programs, children could make posters related to various safety issues. This then incorporates “healthy and safety” as outlined in the curriculum framework. By incorporating spoken language into their design students are increasing their vocabulary and developing more precise descriptions (QSA, 2006).
Learning experiences using this tool can very much be utilised to make connections to real life situations (QSA, 2006). As a result learners are able to “evaluate” and compare ideas and formulate their new ideas through “design”. Learners can express their new views through making designs utilising words, images and sounds (Frangenheim, Alford, & Herbert, 2002).
Windows Live Movie Maker
Window Live Movie Maker can be used for learners to produce a recount, to tell a story or to express ideas. This can be done “collaboratively” with learners sharing and expressing ideas in addition to verbalising personal feelings. Music, sound effects and voice recordings can all be added to this product. Students can use captions and headings to explain there work while exploring the concept that words have meaning (QSA, 2006). By doing this students are able to “apply” new information to different situations (Frangenheim, Alford, & Herbert, 2002).
Ensuring that children maintain ownership of their learning makes certain that they are active participants (Moore & C&K, 2006). Through students capturing their own photos and video footage they are improving their hand-eye and tracking coordination skills (QSA, 2006).
Concluding words
The benefits surrounding ICT in the classroom environment is insightful. As outlined above there are a multitude of benefits along with successful teaching and learning approaches that occur through the use of technology. It leads to the transformation of new knowledge and ideas. Incorporating this form of learning across all contexts is becoming more relevant as the world becomes more technologically orientated.
Comments Record
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Please refer also to comments made throughout this blog.
References
Derek Stockley Pty Ltd. (2006). What is e-learning? Retrieved from http://derekstockley.com.au/elearning-definition.html
Dogra, A. (2010). Importance of technology in the classroom. Retrieved from http://www.buzzle.com/articles/importance-of-technology-in-the-classroom.html
Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education: Learning in diverse contexts. South Melbourne, Vic: Oxford University Press.
Fetsco, T., & McClure, J. (2005). Educational psychology: An integrated approach to classroom decisions. Boston, MA: Pearson Education Inc.
Frangenheim, E., Alford, G., & Herbert, P. (2002). Innovative teachers companion. Melbourne, Vic: Ryan Publishing.
Krause, K., Bochner, C., & Duchesne, S. (2003). Educational psychology for learning and teaching. Southbank, Vic: Thomson.
McInerney, D., & McInerney, V. (2006). Educational psychology: Constructing learning (4th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Moore, L., & C&K. (2006). Building waterfalls: A living and learning curriculum framework. Newmarket, QLD: Creche & Kindergarten Association Queensland.
Ongan, A., & Ap. E. (2005). Child development and teaching young children. South Melbourne, VIC: Cengage Learning.
Tarlinton, D. (2003, Jul 14). Bloom’s revised taxonomy [Video file]. Retrieved from http://www.authorstream.com/Presentation/aSGuest24792-231536-bloom-taxonomi-classroom-use-entertainment-ppt-powerpoint/
Siemens, G. (2004). Connectivisim: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2010). Psychology: Applied to teaching. Milton, QLD: John Wiley & Sons Australia, Ltd.
Spender, D., Stewart, F. (2002). Embracing e-learning in Australian schools. Retrieved from http://www.bssc.edu.au/public/learning_teaching/research/embracing%20e-Learning%20000-731.pdf
Queensland Studies Authority (QSA). (2006). Early years curriculum guidelines. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/ey_cg_06.pdf
University of Adelaide. (2000). Collaborative learning. Retrieved from http://www.adelaide.edu.au/clpd/resources/leap/leapinto/CollaborativeLearning.pdf
University of Queensland. (2010). Elearning@UQ. Retrieved from http://www.elearning.uq.edu.au/
Image from: (Lyons, 2010 – Personal Communication)
