Group-based+Reflective+Statements


 * Team Statement 1**

It takes a certain kind of teacher to embrace the latest developments in the rapidly advancing world of digital learning and to then use it efficiently. In the case of digital-phobic teachers, learning technology comes out of the absolute necessity to move forward! Most importantly, embracing new technology is about having the right attitude (see freefall.edublogs.org in Reaction to Staff Blog).

We are three mature age students who completed our first degrees by the mid 90s. We recall learning through books, teachers and writing and once-weekly trips to the computer lab. University involved physical research at the library, not at home using the Internet, UTS databases and e-readings. Times have changed! For Babyboomers and Generation X, it is often harder to adapt to new technology than it is for digital natives, Generation Y and Z.

We agree with the five characteristics of Meaningful Learning (Jonassen, 2008, p.3) ; technology in education must benefit the student's learning outcomes. The characteristics are a good ga u ge for the teacher to check that students are benefiting; the more there are, the greater the value of the task. Please refer to Introductory Activities in this Wiki for some valuable examples of tasks set by teachers where technology has been used meaningfully and [] for our summary of Jonassen's article and comments. The TPACK framework (Mishra & Koehler, 2009) resonated with our group - the use of technology needs to be guided by the teacher; it can not be aimless. For example, micro-blogging needs to be scaffolded by definitive pedagogical directions and guidelines.

We found Herrington & Kervin (2007) a practical approach, particularly for novice teachers. The user-friendly examples helped us to understand the theories as well as providing excellent ideas for the future. A useful example was 'Articulation' //(//Herrington & Kervin, 2007, p.228) using a digital camera or iMovie to research something that the student does not understand: The student, by researching and teaching a topic, participates in meaningful learning that is well-retained afterwards.

The creation of our Wikispace demonstrated its value as a central site for a class of learners to contribute. We also liked http://mrsanderson10.pbworks.com/w/page/33263525/FrontPage and search engines at Interesting K-12 Curriculum Resources. Through Twitter we are following innovative ideas on digital learning @betchaboy, @tombarrett, @mdanonbaird and economics @crampell.


 * References**

Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. //Educational Media International, 44// (3), 219-236

Jonassen, D., et al. (2008). //Meaningful learning with technology//, 3rd edn, Pearson Education, Upper Saddle River, New Jersey, pp. 1-12.

Mishra, P. & Koehler, M.J. (2009). Too cool for school? No way! //Learning & Leading With Technology, 36//(7), 14-18.

We chose two ‘Topics of Interest’: Web 2.0 technologies and e-portfolios.
 * Team Statement 2**

We agree with Alexander (2006) and Hedberg (2006) that the ineffective application of disruptive technologies can inhibit authentic learning.

Alexander (2006) highlights the way that Web 2.0 technologies can facilitate interactive and collaborative learning today. His comment (p.42), regarding the flexibility of contributing on-line, allows students to participate in a different forum to the usual face-to-face, time-limited situation. For example, the possibility of a history class interacting live with a leading historian through their wiki, blog or podcast, or taking virtual tours of Ancient Rome are invaluable authentic learning experiences.

//Digital immigrants// (Generation X teachers) (Bull, et al., 2008, p.5) need to ensure they are matching their specialised subject knowledge with the right digital tools for their students, //digital natives//, to learn by. A good platform to work on is social media- a favourite which can engage, motivate and most importantly impart meaningful learning (Bull, et al., 2008). For an example of a Web 2.0 application ideal for today’s French student please view the following []

In some of our practicums disruptive technologies; for example, mobile phones and laptops were counterproductive. Meaningful learning using technology requires adept classroom management so that students can fully immerse themselves. The benefits of e-learning are engagement and the ability to cater to the diverse skill sets of learners.

Barrett (2010) outlines the two normal purposes of an e-portfolio; as a workspace, in which students openly display the learning process, or as a showcase of their learning achievements over time. We believe e-portfolios can incorporate both types within one (supported by our review of [|https://plans.pbworks.com/sig], Helen Barrett's website [] as well as Google's Apps for eportfolios in K-12 Education website []). It is imperative that students not feel overwhelmed with too many e-portoflios or websites.

Hedberg (2006) supports the notion that the constructivist philosophy is key; students should focus on personal construction and reflect about what they have learned. E-portfolios are great places for this as they provide a record of the learning process over time.

We look forward to accepting the challenge of new disruptive technologies, bearing in mind that the teacher as facilitator is paramount.

__References__

Alexander, B. (2006). Web 2: A new wave of innovation for teaching and learning? //Educause Review, March/April//, 33-44 Barrett, H. (2010). Balancing the Two Faces of ePortfolios. //Educação, Formação &// // Tecnologias // , 3(1), 6-14. [Online], disponível a partir de: [|http://eft.educom.pt]

Bull, G.,Thompson, A.,Searson, M.,Garofalo, J., Park, J., Young, C., & Lee, J. (2008). Connecting Informal and Formal Learning Experiences in the Age of Participatory Media. Contemporary Issues in Technology and Teacher Education, 8(2), 1-8

Hedberg, J. (2006), E-Learning futures? Speculations for a time yet to come. Studies in Continuing Education. v28 i2. 173-185