Module 4 Reflection: Digital Storytelling

Module 4 has covered a variety of areas, including some practical ways to incorporate digital storytelling into the classroom, and exploring the definition and how it has expanded over time.

I already had some idea of the potential for creating digital texts in the classroom from INF530. This module has built on those concepts and I have begun to make connections to curriculum and class tasks and explore the use of pre-made digital narratives.

It has been highlighted that there is opportunity for creating AND reading digital stories and these can both be incorporated into teaching and learning. Botturi, Bramani and Corbino discuss how digital stories can be used to assist with communication and finding voice for students with learning difficulties. Matthews comments similarly that communication is a benefit for using digital stories. While Tackvic highlights the benefits of using digital platforms to create narratives. And Bjorgen refers to the similarities and differences in student use of digital tools at home and school through a digital storytelling project.

These readings follow similar themes but approach to topic from different contexts. The concept of using digital stories with students with diverse needs to share their learning or their own personal story, highlights why providing tasks with different presentation options is necessary for all student learning.

Building a narrative from scratch is hard, particularly, as Tackvic points out, when the page in front of you is blank. Getting students to plan their narratives using digital tools – giving the access to images and music which can spark creativity is teaching students to use the tools around them to meet an end goal, and encouraging student’s own interpretation of images/sounds (thinking critically and creatively).

Students are exposed to digital environments/tools at home and at school, and they use them differently in each scenario. Students creating digital narratives at school are building a skill set they can use outside of the classroom. Conversely, they can bring skills learnt at home and apply them to school tasks. Yes, there is often a difference in what can/cannot be accessed (eg. YouTube), but this forces students to find other solutions.

Using digital storytelling in the classroom is something I would like to start doing. It provides opportunities for differentiation and critical and creative thinking, as well as building an ongoing understanding of digital tools and narrative structure. I would start small – working with one class on one topic in order to develop my presentation of the task and skills in tools. I would like to build up to completing at least one digital storytelling task a year with each class. There are multiple opportunities for this throughout the HASS and English curriculums.

 

References

Bjorgen, A.M. (2010). Boundary crossing and learning identifies – digital storytelling in primary schools. Seminar.net: Media, Technology and Lifelong Learning, 6(2), 161-175. Retrieved from EBSCO.

Botturi, L., Bramani, C., & Corbino, S. (2012). Finding your voice through digital storytelling. Techtrends: Linking Research & Practice To Improve Learning, 56(3), 10-11. doi:10.1007/s11528-012-0569-1

Matthews, J. (2014). Voices from the heart: The use of digital storytelling in education. Community Practitioner, 87(1), 28-30. Retrieved from ProQuest Central.

Tackvic, C. (2012). Digital storytelling: Using technology to spark creativity. The Educational Forum, 76(4), 426-429. doi: 10.1080/00131725.2012.707562

Module 2 Reflection: Learning and Teaching

Module 2 focused on how digital tools can be used to enhance teaching and learning, how digital tools relate to literature in the classroom, and the challenges around practically implementing them.

2.1 discussed the importance of using digital tools to their full potential in the classroom, instead of as a ‘busy’ tool to keep student occupied. How are we using the technology in our classrooms? In order to be most effective with digital tools, we need to position students as knowledge builders and producers, providing collaborative opportunities to engage students.

Serafini & Youngs’ (2013) discuss new skills required by digital readers, how digital reading can be incorporated into curriculum, and the effect of changing modes of texts. The ideas about using book websites and social networking opportunities to connect with likeminded readers can be applied to a classroom/school. In addition, the use of digital tools to create responses to literature is also valid. I think it is necessary to identify digital tools which can enhance an already embedded literature experience. For example, book reviews or book talks can be transferred to digital sites, comprehension responses can become digital. But we should also be looking to expand student experiences and incorporate tasks which can only be done in a digital format, to do this I think we need to think outside the box for tasks which allow students to show understanding as well as engaging with new texts or formats. Even incorporating a digital text as a class novel could provide a platform for students to explore something different.

2.2 looks at challenges in reading and responding to digital texts. There is the suggestion that comprehension and retention of information can be lacking through this format. Opportunities need to be provided for student to think deeper about the information they find, and to make meaning through collaborative activities. Walker, Jameson & Ryan (2010) highlight the need for students to have skills to transfer information between contexts and to locate relevant information. This section indicates to me the necessity of information and digital literacy skills teaching. These skills are necessary so students can identify what they need to know, how to find it, where to find it, how to evaluate it, and skills to create digitally and be literate/comprehend online. These are key areas within 21st century skills which student of today need to be developing.

2.3 looks at practical uses for digital tools in the classroom. Mills and Levido (2011) identify iPed as a pedagogy for incorporating digital tools and application into curriculum and task development. I think this methodology provides a good basis for integration of digital tasks and tools. Link – to students lives. Challenge – authenticity and authority of digital sources, reflect critically on assumptions made in own created products. Co-create – collaboration and sharing of knowledge to create a product. Share – with a community for feedback and recognition. By following iPed you can be sure that connections are being made between content and creation, and students are developing a variety of skills. I would like to integrate digital storytelling, following iPed would a good way to do this.

I would like to identify specific tasks for reading comprehension and creation which can only be completed with digital tools. This will ensure that the tool is adding to the learning task, and that curriculum goals are still being met. In addition, I would like to use iPed as the basis of a digital storytelling activity.

 

References

Mills, K. & Levido, A. (2011). iPed: Pedagogy for digital text production. The Reading Teacher, 65(1), 80-91. doi: 10.1598/RT.65.1.11

Serafini, F. & Youngs, S. (2013). Reading workshop 2.0: Children’s literature in the digital age. The Reading Teacher, 66(5), 401-404. doi: 10.1002/TRTR.1141

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture. In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp.212-224). New York, NY: Routledge. Retrieved from ProQuest Ebook Central.

Module 1 Reflection: Trends and Developments

Module 1 discussed trends and developments in literature – from Gutenberg’s moveable type printing press to eBooks and digital narratives. I understand the speed at which changes to literature is occurring now, in relation to previous innovations. The use of reading and digital texts in the classroom needs to be able to value add and enhance the learning experience. Changes in format are also impacting pedagogy, and the way students comprehend information. ICT should be embedded into classrooms, providing a solid platform for introduction of different text formats.

Do we need to change how we teach comprehension and literacy? I think is it important for students to have opportunities to explore these skills using different text formats. I also think that for each type of format there are differences in how we note-take and comprehend the information. A discussed in Learning 2030 student have an intuitive sense for games on devices, but not necessarily education. They need to be taught hose to use their devices to find the information required. This aligns with digital literacy and information literacy skills which students will need to be effective 21st century learners and citizens.

Embedding and value adding with ICT in classrooms is integral to its use. The access which can be made to information and resources through digital connections can help students to see the bigger picture, as well as access resources they may not have been able to from a physical library.

Moving from print literature to digital literature can also increase student engagement and understanding of concepts. There can be more interactive elements within digital literature, and ways to expand on ideas and provide definitions and images to help build background knowledge. This could be highly useful for disengaged readers – particularly if you are able to access graphic digital narratives.

Literature in a digital environment can vary from the standard scanned eBook to electronic game narratives. I think the distinction in types of digital literature is important to understand when choosing a title. Do you just want to be able to display the book on a screen or do you want students to be able to interact with it, or have it read to them? I did not realise there were so many sub-categories of digital narratives. But is it clear that they all serve different purposes.

Walsh’s chapter highlights how to evaluate digital texts, and she does so through a comparison to good literature. What does the digital text add to the reading experience? How does what is adds connect to good literature? We should not be using digital texts ‘just because’, they need context and they need to add to student learning.

I found this Module helpful in understanding different types of digital literature, and ways to assess its quality. The key point for me here was that context and the value it adds are very important.

When developing my library collection, I will pay closer attention to digital narratives which are available. I will provide access to them through the library homepage or as favourite links on school computers. I will promote them and their usefulness to class teachers as alternate text types. I think having a better understanding of the types of digital literature and ways to evaluate it will be beneficial for collection development and motivation of disengaged readers.

 

References

The Agenda with Steve Paikin. (2013, October 4). Learning 2030: From books to screen [Video file]. Retrieved from https://youtu.be/215NPpHsQPk

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp. 181-194). Marrickville, NSW: Primary English Teaching Association Australia (PETAA). Retrieved from https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

ETL504 Part B: Critical Reflection

Teacher-librarians are middle leaders, involved in influencing change with staff members and with leadership. Leadership for the teacher-librarian also relates to advocacy as they use their ability to support the goals of others to build trust. A reflection on my initial thoughts of teacher-librarian leadership can be found here.

The case-studies provided an opportunity to explore scenarios requiring different aspects of leadership and change management. During the first group case-study, I fell into the leadership role. This was because the group agreed to my interpretation of the scenario. I used distributed leadership to suggest that group members choose a section of my interpretation to expand and relate to readings. I was a subtle leader, and open to opinions from others. The positive views of the team to my response helped me see that I was on the right track with my learning, and that my contribution was valuable. Distributed leadership was used consistently throughout the case-studies. Discussions were initiated by the same team member. Individually we identified an issue of interest or which needed more depth and worked on this to contribute to the final product.

The scenario presented for the case-studies was intricate and involved different personality types we could possibly work with. My teacher-librarian experiences have only been in teams of two. In both cases our personalities and ways of working complemented each other and there was no conflict. Because of this, I found the scenarios to be very helpful. I can now come up with a stronger response to conflict resolution questions in interviews!

Through the module content and case-studies I now have a more thorough understanding of how different leadership styles can impact a school culture and staff willingness to participate in change (Smith, 2016). I have subconsciously been applying different leadership styles to my principals in previous employment and also reflecting on how different initiatives have been presented to staff for implementation.

During Module 2 I connected with transformational and distributed leadership, as describe here. Because of this, these styles have been the basis of my assessments. When working with a library team or faculty it is necessary for there to be a shared vision, collaborative culture, and appreciation of efforts (Smith, 2016). These form the basis of transformational leadership. In the same situations, being able to share tasks and expertise helps increase staff involvement and reduce burnout. Case-study 6 emphasised the importance of the teacher-librarian using these leadership styles to implement change.

In reflecting on change implementation, I considered what steps I may need to take in my next TL role. I suggest change away from NIT library time to collaborative inquiry over 1-2 years. This ensures there is time for planning, completing trial units, gathering support, and building understanding of the change and pedagogy. I would be hopeful that with slow, considered implementation change fatigue can be avoided and staff can have their voices heard.

Leadership and the teacher-librarian are integral to a smooth running of the library and to ensuring an expansion to 21st century curriculum, pedagogy and learning. Through leading from the middle and implementing leadership and change strategies, the teacher-librarian can influence both the teaching staff and the leadership team. This is important for the smooth implementation of any new initiatives.

 

References

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. Retrieved from www.selu.usask.ca

Module 3 Reflection: Leading Change

Module 3 focused on the process of implementing and leading change in an organisation. Ideas covered included management of change, impact of technology, internal and external forces of change, incentives, factors of stress, processes to lead change (eg. Kotter’s 8 step model), impact of specific teams and communication, conflict within organisations and teams, and how to be a change leader.

Through 3.1 (change in organisations) ideas about mandated change in education arose in the readings. Mandated change will always be around, but it is necessary to have a suitable mindset towards it. Clement’s (2014) discussion around the way change is introduced being highly important towards perceptions of the change is relevant. It is necessary to introduce change in a way which will encourage staff to embrace it. Mandated change should also be integrated into site priorities. In addition, change fatigue needs to be downgraded or eliminated if possible (as discussed by Dilkes, Cunningham and Gray, 2014). Through this discussion I can see the importance of implementing change slowly and not having too many initiatives being introduced at one time. Staff need the opportunity to learn and embed one change of practice before beginning another. I think it is also necessary for connection between potential initiatives to be identified. How does one initiative support the next etc? How do they support site priorities and improve teaching and learning?

3.2 (leading change) looked at the development of teams and the importance of good communication. Kotter’s 8 step model for change management was introduced here, along with 7 step problem solving. I think that together these models can support the implementation of change within an organisation quite well. Development of teams which support each other and work well together is necessary when leading change. Aguilar (2015) highlighted the importance of a clear purpose, alignment to school vision and team needs, and the provision of time to meet. Being willing to mix teams up if personalities are clashing or if there aren’t the right people in specific roles is sometimes necessary when building teams for a purpose. Having the right types of people in roles will make the team run a lot smoother and more efficiently than not. Discussion about conflict (organisational vs personal) also comes into leading change and the creation of teams. It is necessary to deal with conflict when it arises, not let it fester. The information given in this module about dealing with conflict is important to me. This is an area which I do not have much experience, and I am someone who would like to avoid conflict where possible. The problem solving and change models will be useful for implementation of change in the future, and in dealing with conflict.

3.3 (change leader) focused on innovation and management vs leadership. I think it makes a lot of sense for a leader to be a successful manager first, if you cannot manage your role and your people how can you expect to be able to lead a team through an innovative change. The reading by Oberg (2011) highlights how the TL can influence and change school culture. I think it is necessary to ensure changes still align to school priorities and vision/mission, and meet teaching and learning objectives.

This module has provided steps and information about how to implement change in a workplace. I now understand the pitfalls of too much change and implementing it too quickly. As noted in my earlier blog post, if I were to change the perception of the TL role I would do so over a 2-year period, providing opportunities for staff input and practice sessions.

 

References:

Aguilar, E. (2015, July 15). Cultivating healthy teams in schools [Blog post]. Retrieved from http://www.edutopia.org/blog/cultivating-healthy-teams-schools-elena-aguilar

Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. doi: 10.1080/13632434.2013.813460

Dilkes, J., Cunningham, C., & Gray, J. (2014). The new Australian Curriculum, teachers and change fatigue. Australian Journal of Teacher Education, 39(11). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss11/4

Madsen, S. (2016, October 24). Kotter’s 8 step change management model [Video file]. Retrieved from https://youtu.be/7qlJ_Y8w5Yk

Oberg, D. (2011). Teacher librarians as cultural change agents. SCIS Connections, 79. Retrieved from https://www.scisdata.com/media/1353/connections-79.pdf

Module 3 Blog: Implementing Change

A change I have been thinking about implementing is regarding how teachers use the library and the TL. I do not know where my next TL job will be or the specifics of the role (eg. is library considered NIT? Is it collaborative inquiry learning? Is it teaching skills just in time? Is the library just used by classes with no support from the TL?) My ideal library usage is one where teacher and TL are working collaboratively on units of inquiry and embedding information and digital literacy skills into the process. A process of change may be required to reach this goal.

To change how staff view the use of library time and library space I think it is necessary to show them what could be possible. Drawing on ETL401’s discussion of advocacy, I would consider getting a few people on side with the idea of collaborative learning and demonstrating the process with them. It is important here to show the Principal how working collaboratively through inquiry units adds to student learning and the ‘big picture’ of the school. Once a successful unit (or two) have been completed this can be shared with the Principal. Hopefully they will see the benefits from the test cases and want this to occur school wide. The next step would be to convince other teachers that this is the way to go – this could be done through a staff meeting presentation given by the test case teachers to share their experiences and what their students (and them) got out of the process).

While transforming the usage of the library and TL could be considered a top-down directive (the Principal now wants it this way), it would be directed from the TL, and teachers are encouraged by those who have worked this way to give it a go. There is also an opportunity to put it to the teachers: what else do you want from the TL? Things are going to change, what changes would you like to see? This adds in teacher voice and gives them notice that things will be changing.

A process like this could take 1-2 years to be fully supported and implemented by the staff. It could be introduced in stages.

  1. Get the principal on-side. Provide them with readings and data about collaborative inquiry learning
  2. Remove library as a NIT time (if it is this way)
  3. Brainstorm ways the library and TL could be used instead
  4. Get a few teachers on-side to work collaboratively with as test cases
  5. Share results and experiences with whole staff
  6. Work with a few more teachers
  7. Implement some of the brainstormed ideas – as relevant and applicable to circumstances
  8. The following year – start the year off fresh with collaborative inquiry units

Through this process staff voice is being heard, they can see the outcomes from the collaborative opportunities, the process can be tweaked and changed, and staff have the opportunity to ‘give it a go’ at any stage during the year prior to full school implementation.

Module 2 Reflection: Organisation Theory

Module 2 expanded my understanding and knowledge of theories behind management and leadership, and what makes an information service. I read about different theories including: Classical Management Theory, Mintzberg’s classifications for organisations, Situational, Transactional, Transformational, Servant, Distributed, Instructional and School Leadership. As well as why leadership is important for Teacher-Librarians.

I didn’t realise there were so many different theories behind leadership. During my reading I connected some theories to education and schools more than others. Classical Management theory relates to jobs being precisely defined, hierarchical structure and clear levels of command. I see this as teacher and leadership role descriptions, Principal at the top of the pyramid, and various middle and senior level leaders in the chain of command to deal with any issues or changes.

There was cross-over between levels of Mintzberg’s classification regarding where school’s sit. I think schools lie between Divisional and Professional, with a little bit of Innovation. They are under the banner of a large department (the state, catholic, independent systems) with centralised control. But they are also characterised by professional and competent teachers in specialised areas of expertise. Schools which have expanded to Distributed leadership could work towards becoming Innovative as other staff members begin to have control of decisions and direction.

In terms of leadership theories, I connected with situational, transformational and distributed.

Situational Leadership: I think it is necessary to be flexible in how to lead in a particular situations (context is important). However, for this method to be successful relationships with all members of the team are highly important as you could call on any of them to assist in a particular situation. This type of leadership calls for a good understanding of your team’s skills and the structure of the task at hand.

Transformational Leadership: I like the big picture direction required for Transformational Leadership. It is a focus on identifying what the next steps are to build on performance and success. I see this form of leadership in convincing subject teachers to team-teach with you. This is an opportunity to develop change in practice. Collaboration across all levels can be seen in team-teaching with different year levels and subject areas. There can be team building in preparing library staff for these opportunities (resource collection, online presence), and in working with faculties (what I can do to help you and your students achieve – inquiry and information literacy). There is also the opportunity to provide PD to staff about how a collaborative session can be planned and implemented.

Distributed Leadership: This form of leadership can be used within the Library team. It requires an understanding of the areas requiring leadership and the skill sets of the team members. Can other people take on leadership roles in their area of expertise? For example, someone working on explaining copyright practice to staff and students – they can also teach that understanding to all library staff.

I also understand further now that leadership for a TL could be leading by example, being visible, being a manager, knowing when to delegate, and integrating myself into teaching and learning. This connects to TL Advocacy (from ETL401), identifying how the TL can help other members of the school. Get them onside and then incorporate/suggest ways of working together to improve teaching and learning outcomes.

I found this module to be highly useful in expanding my knowledge and understanding. I have a greater picture of what how different types of leadership could be used as TL. Examples and explanations (particularly in Smith, and Bush & Glover) expanded on the basic concepts and highlighted areas to consider.

By better understanding leadership theories, I can identify what styles I connect with best and how I can use them in the future. In completing the case studies, I hope to better apply leadership understanding to the scenario, which, in turn, will assist with future leadership responsibilities. My knowledge about leadership styles can also direct me about what styles are not suited to my personality or situations.

 

References:

Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571. doi: 10.1080/13632434.2014.928680

Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. Retrieved from www.selu.usask.ca

Digital Narratives: A Beginning

Context

As a Teacher-Librarian it is important for me to explore different types of literature and the what they can bring to teaching and learning. I am looking to develop my understanding of digital narratives and how they can be used in a classroom environment. Personally, I mainly use print texts, I prefer the tactile sensation and being able to flick backwards and forwards with ease. The South Australian Public Library Network provides access to eBooks and digital magazines, as such I have started using them when the text is more readily available this way.

Concepts and Practices

I find the transformation from printing press to digital publication quite interesting, and the speed at which the transitions have been happening is amazing. I think that the key point from Module 1.1 is that, as educators, we need to stay on top of developments in technology and learn how to integrate them successfully into teaching and learning programs. In order to keep 21st Century students engaged in their learning, resources need to be provided which they can interact with and follow a path of interest for themselves. It is important for teachers to assess the digital tools being used to ensure that they are adding value to lessons.

I had not previously considered there being different types of digital literature. As Walsh discusses they can range from eBooks to electronic game narratives. Digital literature use in classrooms depends on the level of ICT embedded there. As mentioned in Learning 2030: From Books to Screen, students can tell the difference between light and fluffy tasks and those with deep meaning. Students are more likely to engage deeper with tasks where they can see the potential of what they are learning and the tools they are using. Identifying the right type of digital literature for your audience is a key point in evaluating the literature that is used, and maintaining student engagement.

I think digital literature in classrooms has a range of benefits – it allows students access to textbooks and novels without having to physically carry a book, it allows access to a wider range of texts than might be available within a library, allows access to materials which support understanding and engagement of the text – for example embedded weblinks for definitions or further explanations, interactive maps related to the character’s story. These additions can help students connect with content and relate to the characters.

The premise of Leu, Forzani, Timbrell & Maykel’s paper resonated with me, that teaching online reading and learning is necessary for student who will be finding more and more information in digital formats. They highlight four skills for online research and comprehension: Reading to locate information, reading to critically evaluate information, reading to synthesise information, and reading and writing to communicate information. With my TL hat on, there are strong connections between these 4 areas and Inquiry/Information Literacy skills, which are a necessity for 21st Century learners.

I am looking forward to expanding my understanding of the types and uses of digital narratives available.

 

References

The Agenda with Steve Paikin. (2013, October 4). Learning 2030: From books to screen [Video file]. Retrieved from https://youtu.be/215NPpHsQPk

Garrison, K. (2019). INF533, Module 1.1, Gutenberg to Kindle [Course notes]. Retrieved from Faculty of Arts and Education, Charles Sturt University, LMS web site: https://interact2.csu.edu.au

Leu, D.J., Forzani, E., Timbrell, N., Maykel, C. (2015). Seeing the forest, not the trees. The Reading Teacher, 69(2), pp.139-145. doi: https://doi-org.ezproxy.csu.edu.au/10.1002/trtr.1406

Walsh, M. (2013). Literature in a digital environment. In L. McDonald (Ed.), A literature companion for teachers (pp.181-194). Marrackville, NSW: Primary English Teaching Association Australia. https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

Initial Thoughts on TL Leadership

Beginning my journey into learning about leadership of the Teacher-Librarian I am interested in finding out about different leadership styles and what suits my personality and way of working best. I understand that often TLs are leading from the middle to implement changes with classes and teachers and filtering change upwards through faculty leadership towards the principal.

From ETL401 I learnt about advocacy and identifying ways to help other members of the school team by finding something the TL can do to support the goals of others. I think this is a form of leadership which would be particularly useful when dealing with Principals and higher leadership, and those who are resistant to change.

I am looking forward to this topic and developing my understanding of leadership and how it can be applied by a TL. I am also keen to work through the case study scenario. I have only worked in two person teams before, with good group dynamics. The case studies will be valuable for identifying ways of working with people in different roles and with a range of personalities.

Part B: Critical Reflection INF530

My views, knowledge and understandings of an education professional in digital environments has developed over the course of this subject. I was hoping to better understand digital technologies which could be used to broaden student learning experiences and collaborative opportunities. This subject has given me some insight into this area, but I am not confident with my application of this knowledge at this time.

Module 1.3: Trends in Technology highlighted the various skills for the 2020 workforces, and the idea of a Global One Room Schoolhouse by John Seely Brown.

The ideas posed in Future Work Skills 2020 showed the importance of 21st Century graduates possessing a wide skill set. I found these ideas interesting and saw connections of the key skills to some of the Australian Curriculum General Capabilities and Cross-Curriculum Priorities. To ensure my students can become effective and efficient workers, I now feel more confident to incorporate the General Capabilities and Cross-Curriculum Priorities more explicitly into my classes.

The ‘Global One Room Schoolhouse’ is associated with the idea of connected learning through social or collaborative tools. From the video, I considered the potential of this type of learning to connect with experts in different fields and across the globe. I would like to try incorporating Skype meetings to engage students in first-hand commentary from professionals in fields of study.

Module 1.4 introduces Helen Haste’s concept of Problem Solver vs Tool User. She discusses how the tools we have available change how we approach a problem. I considered that problem solvers were tool users, just using a wider range of tools. To apply this understanding, I would have my students consider the tools and skills they have available to them and how they could be used to solve a problem or information need. In doing so, my students and colleagues become aware of what the student brings to the classroom, and can assist in developing other tools/skills to enhance learning.

Connectivism was a new concept to me this semester, but I have referred to it many times since learning of it. I think this concept has the potential to link to my previous comment of problem solver vs tool user. By using digital environments (tools), students can respond to information needs, and create and share new knowledge and understandings. I can apply this concept through using digital platforms (GoogleDocs, social curation tools, flipboard) for students to share understandings or questions for their peers to respond to.

Through Module 4: Globalisation of Learning, I discovered that globalising learning can challenge how and why we learn (Selwyn 2012) . We are now learning through digital interfaces from ebooks, online courses, including video-based lessons and online collaboration. The reason for our learning, and for teaching students to learn digitally, is to provide learners with the knowledge and skills to compete in a knowledge-based economy, where their learning here would allow them to work elsewhere.

Geo-spacial learning (Module 4.2) provided me with some ways to involve students in the world around them. I enjoyed learning of ways to do this in the set readings and the discussion forum. I had not heard of some of the tools before now. This is an area which I need to further research to better understand these tools and possibilities into inquiry learning.

I greatly enjoyed the content associated with digital literacy (1.5), information behaviour (2.2), Information Fluency (3.2), and curation (3.7). These topics showed the connections of library skills and behaviours to all aspects of learning. I have added these different perspectives to my own understanding.

In my role as an education professional in digital environments, I think it is important for students to know how to solve problems and use the tools available to them. They need to know how to learn. It is also important for students to have opportunities to interact with and explore the world around them to gain a bigger picture of the impact their learning could have on their lives.

 

References

Connected Learning Alliance. (2012, September 18). The global one room schoolhouse: John Seely Brown. Retrieved from https://youtu.be/fiGabUBQEnM

Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Retrieved from http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

Haste, H. (2009, June 25). Technology and youth: Problem solver vs tool user. Retrieved from https://youtu.be/YZRoS5QlJ44

Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. [Routledge]. Retrieved from ProQuest Ebook Central.

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