Synopsis

Hargreaves (2011) states that teachers will often ‘tinker’ with ideas and programs in order to creatively find and then test the solution that will work the best for themselves and their pupils. The progression of information communication technology (ICT) is the way of the future and will often provide the solution for a teachers ‘tinkering’. However to incorporate ICT successfully into learning teachers must know their content (Hargreaves, 2001).

Today’s students are the first generation to grow up entirely surrounded by technology such as computers, mobile phones, video games, digital music, and all the other tools and toys of the digital age. Today’s students think and process information differently to previous generations so as teachers we much meet the needs of these students (Prensky, 2011).

Prensky (2011) states that today’s students can be known as digital natives because they have grown up with this digital information age. Previous generations who have now engaged with some or all of the digital technology could be known as digital immigrants because these generations have come into the knowledge but were not raised with it. Digital immigrants are trying to teach digital natives and the languages are at times entirely different.

In order to bridge this gap in languages teachers must recognise that today’s learners are different and that digital technology is the answer to bridging the gap (Prensky, 2011). Today’s teachers incorporating digital technology into lessons and learning in an informative enjoyable way that enhances and supports learning appears to be the most positive way to reach the digital natives of today’s society. There are many different digital technologies available to teachers, some are outlined below.

Tool Group 1 – Web spaces

This tool group is all about online spaces.

Wiki’s support student’s of all abilities and interests as they can be tailor made by the students themselves. Students can use wiki’s to create their own study guides to learn and revise content, vocabulary lists (with meanings students have researched themselves), display results of scientific investigations and new knowledge learnt to inform others, diary of excursions and incursions and new knowledge and experiences gained as well as many other areas. Because students design and create these spaces themselves they experience the ownership and pride in knowing that others are learning from their experiences and learning. By sharing their learning and discoveries with others students are enhancing their learning experiences. Creating online diaries, essays, displays and many other texts students are transforming their learning from simple book work to the world at large and providing a media through which they can share their learning with the friends and family simply by providing the URL to access their wiki.

Tool Group 2 - Technologies

This group of tools is all about online multimedia video and audio tools.
The range of uses for images is endless, inhibited only by the learning manager’s imagination. Images engage, enhance, teach, communicate and embellish many aspects of our lives. They can be used to tell a story or to enhance the written text of a story, be it fiction or fact. Images are often used as a tool to engage students, for example an image of a war veteran can evoke a deep discussion about the different aspects of war, and one image can lead to discussions about politics, medical, rations, fighting, suffering, bravery and more.

Images often need to be cropped or resized to be used effectively. This is an entire learning area for students within the ICT realm as they learn what it means to resize an image, how to do it and why it needs to be done. Learning managers can ask students to bring images from home to resize and display as a means of engaging students. Students would need parental permission to bring the images and to make a copy to ensure the original remains untouched. There are also ethical and privacy issues involved in using images from home, this is not to say it should not be done, but the learning manager needs to be familiar with these issues and ensure the images are displayed in a way that is acceptable to all involved.

Tool Group 3 – Presentation tools

This group of tools are all presentation tools.

Each of the presentation tools in this group has many positive characteristics. Each one can bring a different perspective to presenting within the classroom. The tools include power point, prezi, glogster, animations and simulations, google earth and maps, timelines, concept mapping, zooburst, and museum box. Each has visual characteristics and many have audio capabilities. When selecting the appropriate presentation within the classroom it is important for the learning manager to look at the context of the presentation, who is the audiences, what is the content to be presented? Once these questions are answered a suitable tool can be selected.

If a lower aged class then power point is likely to be the most acceptable tool as it is a basic program yet offers the chance for higher learners to extend themselves by adding various transitions, editing options and embedding links or audio. Interactive power points can be used to enhance learning, programs such as mouse chief can be downloaded allowing up to 25 students to have their own mouse and interact with the presentation from their desks.

Higher grades would benefit from engaging with tools such as prezi and glogster. Prezi offers students the opportunity to group their ideas and link smaller ideas to larger concepts. These concepts can then be presented in a professional presentation that allows the viewer to zoom into various ideas. Prezi is an easy to use program that offers step by step tutorials for students to follow. This tool would enhance the learning of those students who need extending as well as support those lower learners by giving them access to technology to showcase their individual learning.

Glogster offers the means to present a scrap book style presentation with images and text. It is not as extensive in its capabilities as prezi. If the purpose of the presentation is to create a poster style product glogster is the best option. However if the student is required to present knowledge and information gained through the study of a topic then prezi would accommodate this requirement in the best way.

Using these tools will transform learning for all students of all abilities by opening up an entirely new medium to display their learning. Students could present their final assessments in anyone of these programs to add a professional look to their assignments.

Tool Group 4 – Technologies

Google Earth and google maps

Students engage quickly in google earth as they can see things from their classroom that they normally would not experience. I would recommend that the learning manager allow students some time when first engaging with these tools to explore their own neighbourhood as this is a temptation to difficult to resist for many of us. While students are exploring their neighbourhood they will be learning how to navigate this tool, the many features available and setting themselves up for higher learning experiences. Students can also overlay map coordinates over their neighbourhood and explore the different skills used in mapping in a familiar area before moving into wider areas and other countries.

Google maps can be used to locate areas, work out the best way to get there, how long it would take, if provisions are necessary and many other valuable learning experiences.

Google documents is a useful site for educators, students and business persons. It allows the user to create and edit public documents. Students can collaboratively work on a document, the learning manager is able to view the contributions and which students is making them. This site could be used for numerous assignments and collaborative projects. Students can also refine their editing skills by editing their peers contributions.

In conclusion the list of technology applications that are available and suitable to integrate into the classroom to enhance, support and transform learning is endless and limited only by the learning manager’s imagination. Florida (2002) states that the function of this creative class is to “create meaningful new forms” in their work, this class fully engage in the creative process and often use ICT to do so. When using this ICT the learning manager must be completely aware of and comply with safe and ethical practices for themselves and their students, ensuring their safety and privacy of all parties is protected. It could be said that learning managers of today are obligated to devote a part of their time and learning to engaging with and becoming familiar with these technologies and the various guidelines associated with them in order to most effectively teach the students of the new creative class that is arising today.

REFERENCES

Florida, R. (2002). The creative class. And how its transforming work, leisure, community and everyday life. NEW YORK: Basic books.

Hargreaves, D. (2001). Creative Professionalism. The role of teachers in the knowledge society. LONDON: The Mezzanine Elizabeth House.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), 1-6.