Synopsis

Right now, at this moment, I am realising that I started looking at the course material for ICT exactly eight weeks ago. I find this difficult to believe when I think about the huge amount of material covered! If someone had told me three months ago, that in three months' time I will have created an e-portfolio, a blog, embedded into my blog a voki that I have created, a link for a wiki put together by me, a photo from Flickr, another photo which I have taken and cropped before reducing its size in Picnik, and a You Tube video (I'm out of breath after all this), I would never have believed this person. However, all of this did happen and much more! What an exciting yet challenging 'ride' this has been!

The change that has happened in me makes me think of the vast changes in the world, though on a much larger scale and over a far longer period of time, from a largely industrial economy to an economy that has become more and more knowledge-based. Along with this, continuous changes in education have been unavoidable.

Let's go back to the late 1960s and all through the 1970s, the time when I went to school. See Going back, Primary School.

When I went to high school, lessons were often delivered such that teachers stood in front and wrote on the board the work that we had to do, or they would tell us the pages in the textbooks, on which were the tasks that we were to complete. This was teacher-centred learning and, according to Heath, Mode 1 knowledge, which is transmitted in a more conventional, theoretical way. Please read High School and Reflection on High School.

Teaching in schools has undergone vast changes in the last forty years. The old ways don't seem to be successful anymore. Today's children are different. From a very early age they are exposed to modern technologies. There seem to be a lot of students with behavioral problems.

We, as budding teachers, need to take the students' interests and learning styles into account, thus designing student-centred lessons, see Reflection. We need to engage students, and keep them engaged. How do we do this? By creating learning experiences that have a real-life purpose as Kearsley and Shneiderman's Engagement Theory, Relate-Create-Donate, implies. Students collaborate on projects that they can relate to before creating solutions to these problems. Finally the children donate their solutions to the community. Please read the second half of Reflection on High School. This is Mode 2 knowledge (Heath), a more practical, procedural approach. An appropriate example of this type of learning and teaching was most of my undergraduate degree. Find out more by clicking on the following two links Music Degree and Reflection on Music Degree.

In order to prepare children for success in our Knowledge Economy, we, as budding teachers, are not so much the ones transmitting knowledge to students, but rather learning managers, who design strategies that teach students how and where knowledge is produced, accessed and how it is put into practice.

Today we have at our disposal an ever-increasing plethora of modern technologies, which are ideal for student use in the classroom and at home and, in fact, anywhere.

I shall begin with blogs. What a fantastic way for students to keep a journal, making regular entries of the material they have learned during a unit of work. Wikis are collaboration tools that are accessible by many, but can be added to only by the ones who have permission. Small groups of students, or a whole class could make a wiki on a particular topic with the different students adding their bits. Thinking about vokis, I can just imagine the fun children would have creating their very own talking voki avatars! Students can then embed their wikis and vokis into their blogs. For more details please read my entry entitled Using Blogs, Wikis and Vokis in Schools.

Please hear my green-eyed talking dog and check out my wiki by clicking on the following link Blogs, Wikis and Vokis. While in my wiki, take a look at the photo I took during the dust storm last year (it may take a while to download, but it is worth waiting for) and the You Tube video showing the total solar eclipse from the 1st of August 2009.

Mahara is a networking tool and an e-portfolio. Used as the latter, students could, from a young age until the end of year 12, keep work samples in this portfolio, and have, on leaving school, a collection of their work all in one place. For more details click on Mahara.

Then there are power point presentations. Well, I had never created one before, and worst luck I didn't have enough time to explore this wonderful tool further; however, I did come up with a reasonable presentation on bees, which, along with ways to use this great tool used in classrooms, can be located in PowerPoint.

For some reason I had always been a little bit afraid when doing new things on computers. It was mainly a fear of doing something wrong, something that cannot be undone. And this is how I felt when I began establishing both my Flickr and my Piknic accounts, but guess what, nothing did go wrong! Actually, I found the photo activities reasonably easy, had fun doing them and I am beginning to loose my fear! For more about these activities and to view the photos, click on Photo Activities.

What a great idea to use You Tube videos as learning and teaching tools! Please view the You Tube video I embedded into my blog and read about suggested uses in my posting entitled You Tube.

Both Google Earth and Wikipedia are excellent research tools for students to do their own research. Please find more details in Google Earth and Wikipedia.

I am a little frustrated that, due to a lack of time, I haven't been able to complete all of the designed tasks; however, I enjoyed this 'ride', which has resulted in a vast expansion of my knowledge of learning design, understanding of ICTs and computer skills. See In Survival Mode.

On a final note, the world is ever changing, now at a faster pace than ever before, and so are ICTs. It is our responsibility, as teachers, to keep up with the latest, to check what else is out there, and to ask ourselves the question: can the latest technologies be used in schools? If the answer is 'yes', let's make use of them. I look forward to that which is to come!