The Nature of Schooling in a Digital Age

Technology is becoming much more prominent in classrooms of today – used to teach and learn and understand concepts of the world. The types of technologies and the ways they are being used to learn with are rapidly evolving and becoming more accepted in our school systems. The NMC Horizon Project Short List Report is a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education (Westerburg, 2009). Some of these technologies will be briefly discussed here.

Flipped classrooms

In accordance with the project, a flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students (Adams, 2012).  This allows teachers to be more of a guide for learning, and ensures students will and can engage and prepare their understanding of content for discussion in class. In this weeks iLecture, Howell also discussed the flipped classroom model; identifying this way of learning can often lead to mastery learning, with students having access to knowledge and content anywhere at anytime, allowing them to tap into it when best suits the learner (Howell, 2014)

A brilliant discussion about the way technology can assist learning and how it can provide a platform for self-teaching

Game Based Learning

The use of games to assist learning is not a new idea, but has often been dismissed or misused. The adoption and effectiveness of game-based learning depends largely on the acceptance by classroom teachers, as they can be considered the true change agents of the school (Bourgonjon et al., 2013). With the use of games,students could not only learn about a given topic, but also life skills and learning techniques such as collaborations, problem solving, communication skills, and social interactions; all of which are required in non-technology based learning also, and so would assist in learning and refining these skills in a more motivational and relevant way.

3D Printing

This type of technology can be used to make physical replications of objects aided by computer systems and design software. The potential for this within a classroom can essentially be endless – imagine being able to design and print human anatomy, or large scale micro-organisms; allowing students to tangibly explore an unreachable world. This allows for students to not only explore new subjects with visual objects, but learning how to create these objects would be another learning experience preparing students for future design careers.

The potential for technology to be utilized – no longer just in the movies!

 

With technology now being part of our everyday lives, it is time to rethink the concept of integrating technology into the curriculum and instead aim to embed technology into pedagogy, to support the learning process (Eady & Lackerby, 2016) – already the Australian curriculum requires students to have an understanding on how to use ICT for future careers, just as teachers are expected to integrate it into their lessons (Australian Curriculum Assessment and Reporting Authority, 2011). These examples from the NMC report are potential stepping stone for teachers to use new technologies as new ways of learning for students who are beginning to learn differently due to the prominence of such things. In the lecture from Jennifer Howell, the way technology not only improves learning due to creative opportunities, but has also impacted how people of today learn. No longer do we need to store endless information in our brains, but we have formed a state of connectivism where information is stored in a digital space and tapped into whenever we require it; using technology s a hands on learning environment.

 

 

 

References

Adams, S. (2012). NMC horizon project short list 2013 higher education edition. . Retrieved from http://www.nmc.org/pdf/2013-horizon-higher-ed-shortlist.pdf
(Adams, 2012)

Bourgonjon, J., Grove, F. D., Smet, C. D., Looy, J. V., Soetaert, R., & Valcke, M. (2013). Acceptance of game-based learning by secondary school teachers. Computers & Education. doi:http://dx.doi.org/10.1016/j.compedu.2013.02.010
(Bourgonjon et al., 2013)

Brandon Fessler (2013, September 2). 3D printing – Jurassic park – implications for science Retrieved from https://www.youtube.com/watch?v=mfllzwFay_U
(Brandon Fessler, 2013)

Eady, M. J., & Lockyer, L. (2016). Tools for learning: Technology and teaching strategies. . doi:http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1413&context=asdpapers
(Eady & Lockyer, 2016)

Howell, J. (2014). Living and learning in the digital world mod 03 week 09 [iLecture]. Received from
http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/cde07f6d-f531-4863-8d1c-2d03075ca100
(Howell, 2014)

TED (2013, February 27). Sugata Mitra: Build a school in the cloud Retrieved from https://www.youtube.com/watch?v=y3jYVe1RGaU
(TED, 2013)

Westerberg, C. (2009). THE LIST: 12 top technologies in education – THE DAILY RIFF – be smarter. About education. Retrieved October 9, 2016, from The Daily Riff, http://www.thedailyriff.com/articles/the-list-top-technologies-that-will-change-learning-teaching-higher-education-1021.php
(Westerberg, 2009)

 

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