A few solid months back I began this M.Ed learning journey by writing:
A professional goal is to solidify and expand my knowledge of digital teaching and learning
I dove into this subject head on and wrote early on:
I thought I would scan through Starkey, L. (2011) but a while later I was still reading. A huge Qs is how to get educators and indeed the education system to make the shift in pedagogy that is suggested.
In a small collection of my notes, housed in Evernote, my reaction to this reading was documented as follows:
Such an enthralling concept…Innovative!
Within the context of INF530 the digital age students have been myself and colleagues such as Graham, Bec, Heather and The Other Simon. We have learnt from each other via our digital connections and created new knowledge and developed new understandings. We have participated fully and thus internalised the above ideal. Perhaps we have experienced Peeragogy?
While accessing knowledge networks, I have experienced the participatory culture that is at the foundation of 21st century learning.
I have also begun to develop a deeper understanding of connectivism, in a way that cannot be learnt by the reading of a blog post or listening to a video. Consequently, I discovered the answer to a question that I posed a few months back:
What does this statement mean? “the connections that enable us to learn more are more important than our current state of knowing” taken from Starkey (2011) and your subject page.
It is vital that we expose our students to this concept to our students and explore with them the connectivist idea that learning can be distributed outside of the learner.
Recently, I read a post by Steve Wheeler, where he discusses using technology as a mind tool to extend cognitive abilities.
— Simon Keily (@aus_teach) May 14, 2014
Via experiencing online, participatory learning, I have also learnt that technology, if used appropriately, can extend cognitive abilities (thank you Evernote). I have also become more adept at dipping into the flow of knowledge using tools such as Twitter. These insights have changed my views of 21st century tools that allow digitised knowledge to flow, from node to node, through the social networks that we are a part of.
My views and understandings of an educational professional in digital environments have been matured by these studies and the social interactions that have taken place around this learning journey.
Learning anywhere, anytime is a reality for me:
— Simon Keily (@aus_teach) May 17, 2014
And thus education is at a cross-roads, being disrupted by a ubiquitous spread of digital technologies. The challenge is to now develop 21st century pedagogies that accept the reality of knowledge networks. The goal of 21st century educators should be to empower students by placing them at the epicentre of their learning: researching, curating, creating and publishing their learning, therebye contributing to the global narrative and in the process constructing their own knowledge.
Take the technology for granted, let it fade into the background and focus on and develop new pedagogies that match the realities of a 21st century classroom.
I wrote in a previous post the following words:
the paradox of innovation without change
The paradox would be to have digital innovations flow into our lives without any real change to the design of classrooms and also the pedagogies that make them places of learning. Our students demand more than digital textbooks. They want to participate and they do want to learn.
This is the responsibility of an educator in the 21st century.
I must end by acknowledging the professional support of Judy O’Connell, a true 21st century educator and learner.
Thanks to you too Mr. Moodle for your support.