ETL523 -Critical Reflection – Part B

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The concept of Digital Citizenship is one I have interest in. I was intrigued what it meant to be a “Digital Citizen” and most importantly how do you become one?  A digital citizen is defined as using appropriate and responsible behaviour in relation to technology within an online environment and presents many challenges not evident offline (Bearden, 2016, p. 2). A digital citizen has a moral and ethical responsibility to act responsibly regarding technology to promote inclusivity and equity for all participants of a digital community.world globe

When engaging as a digital citizen within a professional context, it is important to curate a strong digital identity. Digital identity extends beyond a profile image and includes online interactions, comments, posts and communication should be of a high standard and portray the image and identity that shapes your professional identity. It is largely known, recruitment agencies conduct  Google searches on candidates as part of a digital refencing process (Linder, 2018, p. 32). What you do online today will impact tomorrow, therefore, it is imperative the digital footprint you leave behind is positive, informative and demonstrates a responsible digital citizen.

In preparing the environmental scan for a school environment in subject ETL523 the emphasis of the report was a focus on creating a Digital Learning Environments (DLE) to deliver online learning. Due to COVID-19 my current teaching environment swiftly moved from face-to-face delivery to online learning. As a result, I was interested in exploring the viability of continuing online delivery post-COVID-19 and reviewing new opportunities available for teaching and learning within a digital environment.

The environmental scan highlighted the challenges of institutional culture as a major barrier to the adoption of digital literacy and the introduction of technology into the learning environment. Many educators will resist change if they do not see a need or value in the adoption of new initiatives or technology and as a result, hold onto outdated and didactic teaching practices (Reynolds, 2017, p. 46). As a strategy to shift traditional cultural values the environmental scan recommended the establishment of a Community of Practice (COP) to provide a support network for collaboration and sharing of ideas in the creation of new knowledge networks.

A COP within a digital context is likely to be established through social media platforms, for example, Facebook, Instagram and Twitter to build online networks to promote innovative thinking, sharing and curating of content and development of digital citizenship participatory skills (Yarris et al., 2019, p. 2).  In the development of the environmental scan to achieve educational objectives the recommendation is to establish a COP, titled “Digital Leadership Team”. This will provide academic support to aid the transition from face-to-face delivery to online. The structure of the COP requires a framework of academic leadership supported by the college infrastructure of Library Services, E-Learning and Information Technology departments. It is imperative a wide network of expertise work together to provide knowledge and technical support as students and staff navigated a new world of online learning and delivery. Strong support networks are likely to improve user experience and a willingness to implement new strategies.

Social Constructivist theorist, Vygotsky holds the view learning is a social practice and through actively engaging in peer learning and social activities a higher level of critical thinking is achieved with new perspectives and opinions that may not have been previously conceived (Pillay, 2019, p. 29). The act of social learning is achievable through the adoption of a COP to promote positive digital citizenship that now extends beyond a local network of colleagues to reach a global network to create world innovators and global digital citizens.

In summary, actively engaging in unit ETL523 I now have a higher level of understanding on the social and ethical issues surrounding digital citizenship. Through active participation in discussion forums, Twitter posts and Facebook this has now become my “new normal” as a form of communication and lifelong learning for continual growth as I navigate a changing world.

Bearden, S. (2016). Digital Citizenship: A Community-Based Approach. Corwin.

Linder, K. E. (2018). Managing your professional identity online : A guide for faculty, staff, and administrators. Retrieved from https://ebookcentral.proquest.com

Pillay, P. (2019). Teaching and learning theories in higher education and its impacts on Africa’s development: A personal reflection. Journal of Gender, Information and Development in Africa (JGIDA), 8, 27-27–43. Retrieved from https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/2328296149?accountid=10344

Reynolds, M. (2017). A digital divide from faculty’s perspective: The millennial BSN student meets the baby boomer nursing faculty (Order No. 10635819). Available from ProQuest Dissertations & Theses Global. https://search-proquest-com.ezproxy.csu.edu.au/docview/1986249827?accountid=10344

Yarris, L, M,. Chan, T, M., Gottlieb, M, Juve, A, M,. (2019). Finding your people in a digital age. Virtual Communities of Practice to Promote Education Scholarship. Journal of medical education. Vol.11(1), pp.1-5. https://doi.org/10.4300/JGME-D-18-01093.1

INF530-Critical Reflection

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Critical reflection

INF530 – Critical Reflection – Part B

“Provide a critical synthesis of your reflection on how your views, knowledge and understanding of the work of an education professional in digital environments has changed and/or developed.”

Web 2.0 is a driving force behind the development of creating Communities of Practice (COP’s), a term described by Jean Lave and Etienne Wenger as a system that enables a learner to create new knowledge, build relationships and share information. A COP assists the learner to reach a broader context outside an individual social network through connected learning (Hass et al., 2020, p. 1).

FirmBee / Pixabay

During my studies in unit INF530, ‘Concepts and Practices for a Digital Age’ I have benefitted from connected learning through participating in group discussion boards, Twitter, Zoom and Adobe Connect tutorials to create a COP. The ability to share information that is relevant to the subject matter is a brilliant academic resource to assist with information overload (IO).  IO is a current phenomenon as individuals have a limited amount of cognitive capacity to process and retain information, using multiple platforms at once, such as Facebook, Twitter, and other social demands diminish the capacity to retain information (Matthes et al., 2019, p. 2).  To mitigate IO, in this course I have adopted and appreciated the shared knowledge of my peers. Participating in social media platforms and discussion boards provides valuable and relevant content to the course and has assist in developing my professional knowledge and promoted inquiry-based learning.

An example of this occurred in a discussion thread in Module 5.1 Creativity and Education, my peer, Mr Wendell NeSmith is inherently interested in Gamification and as a result, I started to follow his posts, Twitter and Diigo links to gain a critical insight into his area of expertise.  The sharing of a TED talk on Twitter by Wendell “The Power of Gamification in Education” Scott Hebert opened my mind  to gamification as a pedagogy to enhance creativity to develop 21st Century skills. My interest in gamification via the Twitter post sparked an interest and I decided to research this further by writing a blog post Creative Technologies – Model 5.1 Reflect & Share.

Continuing the path of creativity, I discovered Katherine Attree’s Scholarly book review on Thinkspace extremely interesting and relevant to the current research I was delving deep into. Katherine’s Thinkspace blog discussed global connectedness and introduced  the works of Sir Ken Robinson highlighting a TED talk “Do schools kill creativity.” I commented on the post and shared a book written by Sir Ken Robinson on Twitter and Diigo as a result of Kath’s ThinkSpace blog, as shown in Image 1.

Twitter
Image 1 – Twitter – Sharing knowledge

I have found the participatory nature of digital learning an invaluable resource of creating and forming new knowledge to promote collaboration and critical thinking, all skills required for the 21st Century. On reflection, connected learning  has enabled me to research broadly and appreciated a variety of academic views and ideas. Previously, I have not experienced this level of peer learning and as a result, the information shared in INF530 has afforded a new perspective and a higher level of interest in diverse areas. Through active involvement and sharing of informaiton this is how the basis of my digital essay evolved as my knowledge expanded and shifted throught various discussion forums and Twitter posts. I firmly belive through active participation in a digital network of learning, I have moved outside of my academic comfort zone to explore learning theories I would not have previously conceived.

My knowledge in digital learning environments has evolved beyond the surface of “What are 21st Century skills” to “How can we teach 21st Century skills?” and further into “Can you teach 21st Century skills, especially creativity?” Research indicates creativity can be enhanced, however, not taught as it comes down to the old argument of “nature v’s nurture” (Chatzidaki et al., 2019).  My academic goal is to explore this topic further to research both sides of the creativity debate. Through participating in INF530 the more I read and research the more I realise how little I know. My journey as an educational professional in a digital world is just beginning and requires further development.

The last three years studying online at Charles Sturt University has provided an invaluable learning opportunity to assit in developing 21st Century digital skills. I was not aware I was developing the skills of critical thinking, creativity, communication and collaboration through studying online until I had to question what these skills are and how to teach them. I am grateful that as I transition my students from face-to-face delivery to online learning due to COVID-19, I have the expereince of being an online student to know how to actively engage as a digital citizen. Participating in a COP through digital technology and active involvement is the key to master new skills and knowledge, as quoted below:

References

Chatzidaki, N., & Kechagias, C. (2019). Can We Teach Creativity? Extending Socrates’s Criteria to Modern Education. The Journal of Aesthetic Education 53(4), 86-98. https://www.muse.jhu.edu/article/738240.

Hass, M., Haley, K., Nagappan, B., Ankel, F (2020). The connected educator: personal learning networks. The Clinical Teachers’ Toolbox.  17: 1-5 https://doi-org.ezproxy.csu.edu.au/10.1111/tct.13146

Matthes, J., Karsay, K., Schmuck, D., Stevic, A., (2019). Too much to handle impact of mobile social networking sites on information overload, depressive symptoms, and well-being. Computers in Human Behaviour. https://doi.org/10.1016/j.chb.2019.106217

 

 

 

 

Creative Technologies – Module 5.1 Reflect & Share

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John Dewey

“Consider what you see as being the key connections between creative pedagogies and knowledge networking.”

With the introduction of digital technolog within education the creation of new knowledge is evolving rapidly and it is now becoming a question of how we can use the technology available to create new knowledge rather than the availability of technology (Payton, 2019, p. 2)

Education leaders are demanding students are taught “21st Century skills” as a driver for educational excellence to ensure a positive outcome for future prosperity to both the individual and the economy. The most common theories on the core skills required for the 21st century is noted as critical thinking, creativity, metacognition, problem-solving, collaboration, motivation, self-efficacy, adaptability and the ability for life-long learning. The range of skills identified are broad with many educators asking the question how do we teach 21st century skills and in fact can they be taught? (Mitsiou et al., 2018, p. 19). 21st Century skills are regarded as the 4 C’s of Creativity, Critical Thinking, Communication and Collaboration as outlined in the following YouTube video:

As an example, creativity is regarded highly as a necessary skill in the 21st Century framework, however, the act of teaching creativity is a heavily debated topic with many scholars holding the view creativity is a skill an individual is born with and can’t be taught only enhanced to inspire and awaken creativity. As a result, creativity is recommended to be embedded into subjects within the curriculum, for example maths and science rather than a stand alone subject due the difficult nature of quantifying creativity and the acquisition of this skill (Chatzidaki et al., p. 94).

The promotion of memory and analytical skills is still a preferred method of teaching within the education system today and in order to promote 21st Century skills programs need to be developed to influence creative thinking through the implementation of developing programs within education to assist in teaching the skills required for the future to develop new knowledge networks. Through increasing student engagement and new ways of thinking a different approach to traditional practices is recommended through play-based activities to promote higher order thinking.

Gamification within education is highly regarded as an effective instruction to enhance student engagement, motivation, improve recall, retention and provides instant feedback and the ability for students to check progress in real time (Kim et al., 2018, p. 8). Gamification allows the learner to work towards a goal, select actions, experience consequences and mistakes are relatively risk-free through experimentation and most games employ interaction, feedback, problem solving and fun all aspects that promote 21st century skills (Goethe, 2019). The ability to take a risk and fail are important skills required for life long learning and promote creativity due to the willing to take a risk on a new idea or innovation.

According to Sir Robert Edwards, the world is spinning fast and organisations need people to think creatively, work in teams, communicate effectively, adaptability and flexibility and creativity is the key to this and we must “Rethink Creativity” (Robinson, 2006).

To be creative we must first define exactly what is creativity. Edwards believes there are three aspects to this, starting with Imagination, the process of awakening our minds to an idea, followed by creativity is the process of developing an original idea and innovation, where the idea is put into practice (Robinson, 2006).

“The challenge now is to transform education systems into something better suited to the real needs of the twenty-first century. At the heart of this transformation there has to be a radically different view of human intelligence and of creativity.”

The pressure to teach 21st century skills through connecting creative pedagogies and knowledge networks lies in the adaptability of the educational system to implement new and innovative teaching practices to achieve new learning outcomes. In summary I will let the words of John Dewey lead the way forward

 “If we teach today as we taught yesterday, we rob our children of tomorrow”

For further reading, grab a copy of “Out of our minds the power of being creative” by Kevin Roberts an insightful and interesting read.

Chatzidaki, N., & Kechagias, C. (2019). Can We Teach Creativity? Extending Socrates’s Criteria to Modern Education. The Journal of Aesthetic Education 53(4), 86-98. https://www.muse.jhu.edu/article/738240.

Goethe O. (2019). Games Are Learning Systems. In: Gamification Mindset. Human–Computer Interaction Series. Springer, Cham, Switzerland.

Kim, S.  Song, K. Lockee, B.  Burton, J. (2018.) Gamification in Learning and Education, Enjoy Learning Like gaming. Springer, Cham, Switzerland.

Mishra, P.  Henriksen, D. (2018). Creativity, Technology & Education: Exploring their Convergence. Springer, Cham, Switzerland.

Payton, M. S. (2019). Secondary teachers’ descriptions of blended learning and professional development: A case study (Order No. 27829856). Available from ProQuest Dissertations & Theses Global. (2386218736). Retrieved from https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/2386218736?accountid=10344

Robinson, K. (2006). Do schools kill creativity

YouTube. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity#t-24

Sewalt, S. (2017). 21st Century Skills: The 4C’s.

YouTube. https://youtu.be/BXT2STtm_54

 

 

ETL523 Reflective blog – Assessment 2

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Reflection

“Online collaborative group experience and resulting online module”

With the introduction of Web 2.0 platforms, collaborative learning is achieved through incorporating cloud-based and social media platforms to communicate, share information and work together as a team, however, it is not an easy method and does present challenges (Shonfeld & Gibson, 2019, p. 16). Research indicates Collaborative learning is linked to stress with high levels of anxiety, especially when the work is being assessed due to having to rely on “unknown others” (Hilliard, et al., 2019, p. 143).  My initial thoughts when commencing this assignment is, I hope I am with a team that is proactive and everyone contributes evenly to meet the deadline, otherwise, this is going to be an arduous task.

Successful group work is achieved when the members have good communication and strong interpersonal skills to problem solve, negotiate and build a sense of “Team Spirit” if this is not established goals may not be achieved (Cheng et al., 2020, p. 247). I was part of the Social Media & Networking Guide group to co-create a learning module on the responsible use of social media in Education and worked collaboratively with James Knight, Rebecca Lupton and Adele Boeti.

Our first discussion was an online Zoom video meeting were able to introduce, discuss location, occupations and during this session, we defined roles and responsibilities.  After the meeting, I was confident I was part of a proactive group with great interpersonal skills. Although strangers, we all had one thing in common, our world had changed due to the COVID-19 pandemic. Each of us was quickly adapting to a new way of living and the slogan “We are all in this together” resonated with our group to establish “Team Spirt”.

Collaborative learning requires clear communication, leadership and defined roles and responsibilities outlined (Chatterjee et al., 2020, p. 249) In our first Zoom meeting we established communication methods, agreeing to use Zoom once a fortnight to keep up to date and make changes to the website.  A Facebook group was created for ongoing communication to share ideas and we made decisions using interactive polls. We used Google Documents to work collaboratively and created our learning module on Wix a free web-based platform.

Below is a screenshot capturing our Facebook activity. We made decisions via polls and I uploaded a video demonstration to help the team navigate the website development.

Research indicates a sense of community and a positive attitude towards online learning has a direct impact on the experience and achievement with a willingness to using collaborative tools like Google Documents, blogs and discussion boards (Chatterjee et al., 2020, p.56). My experience with Online Collaboration was very positive with each member contributed efficiently. The Facebook group established a sense of belonging within our digital community and as a result, we designed a professional learning module.

My current teaching practice due to COVID-19 has transitioned from face-to-face to online learning, providing the perfect opportunity for collaborative learning. The graduating students this year will not participate in a “Graduation exhibition” as an alternative, we will create a virtual exhibition. The students will be required to participate in online group collaboration to drive the event and go live in November.  Positive Group dynamics are essential to working effectively in a team to achieve a shared goal. I now have the confidence to lead my students in a digital world after participating in this assignment. 

 

References

Chatterjee, R. Correia, A. (2020) Online Students’ Attitudes Toward Collaborative Learning and Sense of Community, American Journal of Distance Education, 34:1, 53 https://doi.org/10.1080/08923647.2020.1703479

Cheng, S. Hwang, G. Lai, C. (2020) Effects of the group leadership promotion approach on student’s higher-order thinking awareness and online interactive behavioural patterns in a blended learning environment, Interactive Learning Environments, 28:2, 246-263, https://doi.org/10.1080/10494820.2019.1636075

Hilliard, J. Kear, K,. Donelan, H. Heansy, C. (2019) Student’s experiences of anxiety in an assessed, online, collaborative project. Computer & Education Volume 143, January 2020, 103675. https://doi.org/10.1016/j.compedu.2019.103675

Shonfeld, M., & Gibson, D. (2019). Collaborative Learning in a Global World. Information Age Publishing.

 

Assessment item 1 – Reflective Journal Blog post INF530

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ipad 1

“Reflecting on your experience as an educator, and using your readings and interaction with the subject to date, develop concise statement about concepts and practices in a digital age within the context of your work or professional circumstances.  Consider the challenges and opportunities for educators, and the personal aims and knowledge enquiry that brings you to this subject.”

In 2019 I graduated with a Bachelor of Adult and Vocational education and during my studies, I completed the EMT-409 Technology for Adult learning & Teaching and thoroughly enjoyed this unit. As a result, I decided to continue studying at Charles Sturt University and I enrolled in a Master of Education, specialising in Digital Technology. My objective is to increase my knowledge in digital education and discover new and innovative ways to use technology within my teaching practices.

As an educator, I am constantly seeking new ways to educate students and I am always enthusiastic to try new technology and ideas. I have started to notice a common theme emerging and this is “Using technology for technologies sake”. Selecting appropriate technology promotes a higher level of learning and increases student engagement (Agyei, Keengwe, 2014, p, 155.)  I recall presenting a Google slide to a group of students last year and I decided to use the audience questions tool. This tool allows the students to ask a question on their phone and it displays on the screen.  On this particular day, absenteeism was high and out of 24 students, only 12 were in attendance. After 5 minutes into the tutorial, I noticed the question tool was disrupting the classroom delivery and slowing down the flow of the lesson. I paused, looked at the students and said this isn’t working for such a small group, how about you call out your questions like we normally do. We all laughed and this was a perfect example of using technology for technologies sake.

The world wide web was established in 1989 by Tim Berners-Lee and it is an integral component of the Knowledge society we live in today (Wikipedia, 2020, para.1).  According to Thomas & Brown, a new culture of learning is evolving due to increased connectivity where new skills and innovation are required to keep up with rapidly changing technology.  Concepts and practices in a digital age within my area of teaching in Vocational Education are limited due to budget limitations and educators resisting new technology.  In my teaching area, we have access to Blackboard Learn a content management system to assist with educational delivery.  I have been using Blackboard for over 7 years, however, there is a percentage of academics refusing to implement the use of Blackboard in educational delivery. A top news item at the moment is the Covid-19 pandemic, and as a solution digital technologies are being implemented in the event schools and universities are to be shut down. On Sunday 15th March, Scott Morrison publicly announced Australian schools and Universities are to remain open and this will be reviewed again on Friday (Nine News,  2020, para. 3).  In preparation for a college shut down my workplace is running a series of webinars in Adobe connect and Blackboard with the outlook teaching will be delivered from home via a digital platform. I wonder how technology resisters within education are feeling now? It is highly plausible, the fear of technology is greater than contracting Covid-19!

In the NMC Horizon report 2019 for Higher education, it was noted Mobile Learning is the top priority within education. The report stipulated students and educators rely heavily on mobile devices such as smartphones and tablet to form part of the learning experience due to accessibility and affordability (Alexander, Ashford-Rowe, Murphy, Dobbin, Knott, McCormack, Pomerantz, Seilhamer, Weber, 2019, p. 21). Mobile phones are an important learning tool and provide the perfect opportunity to educate students to use phones professionally by introducing phone-based games and quizzes (Bristol, 2018, p. 145). In 2019  mobile phones were banned in state primary and secondary schools, with James Merlino holding the view, it is the right thing to do due to cyberbullying and the misuse of phones cause’s distraction (The Conversation, 2019, para. 2). The ability for educators to teach students how to use phones correctly may lead to a change in attitude and prepare students to become responsible digital citizens.

mobile phone ban

Image 1 – James Merlino screenshotstudent images

Image 2 – In this image, you will see a  mobile device is never far away from my design students. Ipads are used for in-class quizzes, mobile phones for researching and laptops for creating content.)

Digital technology is at the forefront of society, forming the fabric of everyday life and will continue to thrive as we live in a digital economy (Dufvaa, Dufvab, 2019, p. 18). In the wake of Covid-19 educational institutions are relying heavily on digital platforms to minimise disruption to both students and educators. In a time that appears chaotic and uncertain, this situation may change the mindset of the technology resisters and a review of the removal of mobile devices within education.

broken computer
Mediamodifier / Pixabay

 

References

Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171. DOI  http://dx.doi.org.ezproxy.csu.edu.au/10.1007/s10639-012-9204-1

Alexander, B, Ashford-Rowe, K, Murphy, N, B, Dobbin, G, Knott, J, McCormack, M, Pomerantz,J, Seilhamer, R, Weber, N, (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition Retrieved from https://library.educause.edu/resources/2019/4/2019-horizon-report

Bristol, T, J (2018). Students, take out your phones. Teaching and Learning in Nursing, Vol.13 (3), pp.145-146 https://doi.org/10.1016/j.teln.2018.02.003

Dufvaa, T, Dufvab, M, (2019). Grasping the future of the digital society.  Aalto University School of Arts, Design and Architecture, Vol.107, pp.17-28, Helsinki, Finland. DOI: 10.1016/j.futures.2018.11.001

Nine News, (2020), Coronavirus: Scott Morrison calls for calm amid pandemic as restrictions begin. Retrieved from:https://www.9news.com.au/national/coronavirus-scott-morrison-urges-calm-restrictions-on-public-gatherings-travel-begin/265a377f-352c-4447-9773-27927eed6b34

The Conversation, (2019), Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says, Retrieved from https://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.

Wikipedia, (2020) World Wide Web. Retrieved from: https://en.wikipedia.org/wiki/World_Wide_Web

Image 1 -The Conversation, (2019), Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says, Retrieved from https://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456

Image 2 (2019) photographed by Leanne Crawshaw

All other images on this page are from Pixabay a creative commons, royalty-free web-site.

Trends in technology environments 1.3 – Reflect & Share

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Digital image

“Just being able to learn as individuals is not enough. The real questions revolve around the social practices, institutional structures and skills we need. What are the challenges you have encountered in these areas, and what have you done to respond to them?

Teaching in Adult Education where the majority of students have a mobile phone and are proficient with Instagram, Snapchat and TikTok,  many educators assume this cohort of students are highly proficient with technology. The term “Digital native” is one used to describe this generation as the majority of people born before 1980 may struggle to even know what “TikTok” is!  Admit it, you had to Goggle TikTok, didn’t you or ask Siri?

As an educator, I have witnessed high levels of proficiency from students swiping right and taking the most amazing selfie to a point the individual is unrecognisable, however, ask a group of students to simply modify an image or remove the background in Photoshop or a Word document and they look at you like you are speaking a different language.  The problem is likely due to students using technology and apps without any thought, it is quick, it is instant and boom they move onto the next thing.  A deeper understanding of how the technology works and taking a pause to stop reflect and think about what they are doing may lead to a deeper understanding and appreciation for the technology they are using.

I use Facebook Groups for my students to share information and keep up to date. The majority of my students have been using Facebook for years; however, the question is how have they been using it?  In my dealings it is evident online social etiquette is missing, privacy settings are not even considered and students appear to take on a different personality online.  In response to this, the first step is educating students about online safety and being a responsible and respectful online user. The challenge is to ensure the learner of today knows how to act responsibly online and use social media professionally and respectfully to ensure we are creating a network of digital citizens that are proficient online as this also impacts their life offline.

If you don’t know what TikTok is, here is a small YouTube video!

I look forward to hearing your views on how social media impacts your learning environment.

Leanne

 

Hello Digital World

leannecrawshaw on

Welcome to my site “Leanne’s digital mind-shift”, this site was created to share content and create a digital platform to form part of my current study. I am studying a Master of Education specialising in Digital Technology.  I am an educator in the TAFE sector in creative industries and to date, I have chalked up 10 years’ experience.

The name “Digital mind shift”, was created with the view, there will be a shift in my own perspective as I discover and create new learning experiences with technology, underpinned by Adult learning theories. It is important technology is used to create a new learning opportunity that would not have been previously achieved, rather than simply substitute old teaching practices. It is imperative as an educator we don’t blindly follow the latest trend and simply use technology for technologies sake.

I look forward to sharing my journey of digital education with you, please feel free to follow me on Linkedin & Twitter.

“Anyone who has never made a mistake has never tried anything new.”
Albert Einstein

Leanne