Learning Theories and Classroom Technologies-
I think connectivism rationalises the argument for technological integration in the learning environment. It demonstrates how and where it can fit in and what benefits may come from its integration. Siemens (2005) describes connectivism as the “integration of principles” in which learning occurs by connecting information sets. The use of social media and blogs has fueled the rise of connectivism, by allowing us to ‘connect’ with online social groups, we are then able to further learn and explore through our connected experiences and knowledge.
The idea that learning doesn’t just take place within the walls of a classroom, has enabled students to be information collectors, who don’t just rely on what they are told but are seeking to find the answers through further learning (Duke, Harper & Johnstone, 2013).
Interactive Whiteboards (IWB) –
I think the role of Interactive Whiteboards may be on the decline due to the rise of technology and BYOD in the classroom. Where once technological devices were scarce and mostly limited to teacher demonstration, more interactive & portable devices have emerged.
Like all technological hardware and software, the resource is only as good as the experience and knowledge of the user/instructor. Schools often feel they need to keep up with technology or try something that all the others (schools) do, but often seem to have inadequate or limited resources to fully integrate, or minimal professional development programs on the use of that technology (Higgins, Beauchamp, & Miller, 2007 as cited in Lacina, 2009). That being the case it must be hard to justify the operating costs of an IWB these days, as what can be done on 1 screen, can now be done on many and at the same time.
There were positive results from a number of readings about the inclusivity and interactivity of IWB, Wood & Ashfield (2007)(as cited in Winzenried, Dalgarno & Tinkler, 2010) note that ‘depending on the skill and experience of the teacher, use of an IWB could enhance the pace of the whole class teaching sessions’. Though I’m sure the same can also be said about portable devices.
On a personal level, I’m not sold on the value of an IWB (maybe in a primary setting, more so that secondary) but am willing to give it a try when I can – maybe that will change my view.
Bring Your Own Device (BYOD) –
Here are some useful resources:
Beach, M. (2014). BYOD: How schools are Implementing “Bring Your Own Device”. Teach. 6-9. Retrieved from: http://search.proquest.com.ezproxy.csu.edu.au/docview/1532117720?accountid=10344
Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education. Issues in Informing Science and Information Technology, 11, 191-201. Retrieved from: http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?&id=GALE|A420050950&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1
Chadband, E. (2012, July 19). Should Schools Embrace “Bring Your Own Device”. National Education Association. Retrieved from: http://neatoday.org/2012/07/19/should-schools-embrace-bring-your-own-device/
Clifford, M. (2012). Bring Your Own Device (BYOD): 10 Reasons Why It’s a Good Idea. Retrieved from http://newsroom.opencolleges.edu.au/trends/bring-your-own-device-byod-10-reasons-why-its-a-good-idea/#axzz2OWWT5Vjb
Digital Education Advisory Group. (2013). Beyond the classroom: A new digital education for young Australians in the 21st Century. http://apo.org.au/files/Resource/deag_beyond_the_classroom_2013.pdf
Galindo. J. (2012). “Three BYOD benefits”. Learning and Leading with Technology. 39(5). p.8. Retrieved from: http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?&id=GALE
Harris, C. (2012). Going Mobile: key issues to consider for schools weighing BYOD. School Library Journal. 58(1). p.14. Retrieved from: http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?&id=GALE
Newhouse, C. P., Cooper, M., & Pagram, J. (2015) Bring Your Own Digital Device in Teacher Education, Journal of Digital Learning in Teacher Education 31(2), 64-72, DOI: 10.1080/21532974.2015.1011292
Stackpole.R. (2012). “Three BYOD benefits”. Learning and Leading with Technology. 39(5). p.8. Retrieved from: http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?&id=GALE
QR Codes –
Quick Response (QR) Codes are barcodes that can be scanned through a camera on a portable device using QR software often in the form of an app.
QR codes are a great way to design personalised programs for students or fun interactive lessons that involve the use of technology potentially resulting in the ‘ultimate learning experience’ (Mensing, 2013).
I don’t think QR codes have reached their full potential yet, as they mainly just transport the user to a location with desired content. I do however like the idea that they can be used for personalised learning of explicit content.
I thought I would add an update to show how QR Codes can be used. There are other ways, but you may think of ideas to integrate into your classroom from these (you can click the images to view the sites).
Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review, 4-13. Retrieved from https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf.
Lacina, J. (2009). Interactive whiteboards: creating higher-level, technological thinkers? Childhood Education, 85(4), 270. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?p=EAIM&sw=w&u=csu_au&v=2.1&it=r&id=GALE%7CA198931292&asid=3858d5f87eb2405ecf907c1ce1ec8a97
Mensing, K. (20 June, 2013). The magic of QR codes in the classroom. TED-Ed. Retrieved from https://www.youtube.com/watch?v=NRgWRXFXLQs.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. 2(1), 3-10 Retrieved from http://itdl.org/Journal/Jan_05/article01.htm.
Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology 26(4). Retrieved from: https://ajet.org.au/index.php/AJET/article/view/1071%20