How ICT can help students become better learners?
Brain transformation: The old saying “you can take horse to water but you cannot make horse to drink water” implying “you can present someone with an opportunity, but you cannot force him or her to take advantage of it” is not applicable in the twenty-first century digital economy. The philosophy of neuroscience and stimulating technological tools play a great role in influencing student’s achievements through their unique identities as learners. Read inspiring stories of pioneering brain transformation.
Higher order thinking: The learning activities designed through the use of technologies such as Zooburst, Glogster and Adobe Flash etc. ignite the spark of creativity and kindle student’s enthusiasm and enrich their intellectual capability, critical and lateral thinking. Lateral thinking will expand peoples mind, enable them to identify innovative and creative ideas and solve problems efficiently (Promise, n.d.). These skills are crucial to become successful learners, confident and creative individuals, active and informed citizens and thrive in the globalised competitive knowledge economy.
Deep learning: Renate and Geoffrey (1991, as cited in Howard & Fogarty, 2004, p. 28) endorsed that learning is enhanced by challenge because it engages the mind and brings about intense concentration. The technology rich education encompasses intellectually challenging learning experiences, sets high expectations, stimulates deep learning and provides fun and rewarding academic opportunities (Jamie the Librarian, 2011). Hence, this instructional approach precisely meets the learning needs of young adolescents. Moreover, this style of learning drives new interest levels around subjects that may have been seen as “boring” before (Cochran, Horton, Cing, Reynolds & Ashwood, 2011), persuade curiosity and inspire students to develop the attributes of digital citizenship and lifelong learning.
Positive and inclusive instruction:Teaching that recognizes and provides for students individual differences results in students feeling more accepted because of greater personalization and therefore enhances student learning” (Marzano & Pickering, 1997, p. 18). Enhance Learning (n.d) advocate that differentiating the content, process, product and learning environment presents equally engaging learning experiences for diverse students. The tiered online learning (see Appendix 3a; Appendix 3b) offers tasks of various complexities based on students learning profiles and readiness. Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), and breaking the tasks into manageable sections is easily achievable through the use of web technologies. This particularly helps students with Learning Difficulties, ADHD and Autism to achieve the best educational outcomes.
Net ethics and safety: Digital natives have access to massive information on internet. They need guidance in how to manage and make sense of the information, in how to filter it intelligently and bring different aspects together in meaningful ways (Catholic Education Diocese of Paramatta, 2009). It is crucial to provide the students instructions to find reliable and reputable sources when searching online (Fudin, 2012) and educate them about cyber safety, net ethics and legal implications of using the information from other sources.
General capabilities: Through the use of numerous technologies, students develop innovation and creativity in a safe and secure virtual learning platform. They build enterprising capabilities by traversing through the technological advancement. Students use the technology’s instant feedback to extend and refine their knowledge and skills and use the information meaningfully. Students embrace cognitive skills, social and personal competencies (see Appendix 4) through equitable participation (Barry & King, 1993, as cited in Dargusch, 2013). They develop cooperation, tolerance and acceptance towards their peers because of working in a supporting and exciting learning atmosphere. Students will keep up with the latest educational technologies and trends. Therefore, Students learn to accept the change, prepare for the change and cope with the constant changes, which is a vital skill to flourish in the global village.
The technological tools arouse learner’s interests, offering appropriate challenges and increasing motivation (Jamie the Librarian, 2011). This approach is favoured by constructivist teachers, because it emphasises self-regulation, intrinsic motivation, critical thinking, and problem-solving and decision-making skills. Experts say that these physiognomies form a solid learning foundation in middle phase learners (Braggett, 1997, p. 78). These goals are consistent with the sociocultural and social-constructivist theories of learning (O’Donnell et al., 2011, pp. 375-376).
Summary:
The young adolescents pass through transescent (see the definition below) stage in which they have distinct physiological, cognitive, social and psychological needs (Appendix 5). The twenty-first century technological tools coupled with brain-based innovative learning strategies systematically evoke and fortify the inner abilities of all learners.
Glossary:
Transescent: The transescent is an individual in the stage of development which begins prior to the onset of puberty and extends through the early stages of adolescence. Since puberty does not occur for all precisely at the same chronological age in human development, the transescent designation is based on the many physical, social, emotional, and intellectual changes that appear prior to the puberty cycle to the time in which the body gains a practical degree of stabilization over these complex pubescent changes (National Council for the Social Studies, 1991).
Brain transformation: The old saying “you can take horse to water but you cannot make horse to drink water” implying “you can present someone with an opportunity, but you cannot force him or her to take advantage of it” is not applicable in the twenty-first century digital economy. The philosophy of neuroscience and stimulating technological tools play a great role in influencing student’s achievements through their unique identities as learners. Read inspiring stories of pioneering brain transformation.
Higher order thinking: The learning activities designed through the use of technologies such as Zooburst, Glogster and Adobe Flash etc. ignite the spark of creativity and kindle student’s enthusiasm and enrich their intellectual capability, critical and lateral thinking. Lateral thinking will expand peoples mind, enable them to identify innovative and creative ideas and solve problems efficiently (Promise, n.d.). These skills are crucial to become successful learners, confident and creative individuals, active and informed citizens and thrive in the globalised competitive knowledge economy.
Deep learning: Renate and Geoffrey (1991, as cited in Howard & Fogarty, 2004, p. 28) endorsed that learning is enhanced by challenge because it engages the mind and brings about intense concentration. The technology rich education encompasses intellectually challenging learning experiences, sets high expectations, stimulates deep learning and provides fun and rewarding academic opportunities (Jamie the Librarian, 2011). Hence, this instructional approach precisely meets the learning needs of young adolescents. Moreover, this style of learning drives new interest levels around subjects that may have been seen as “boring” before (Cochran, Horton, Cing, Reynolds & Ashwood, 2011), persuade curiosity and inspire students to develop the attributes of digital citizenship and lifelong learning.
Positive and inclusive instruction:Teaching that recognizes and provides for students individual differences results in students feeling more accepted because of greater personalization and therefore enhances student learning” (Marzano & Pickering, 1997, p. 18). Enhance Learning (n.d) advocate that differentiating the content, process, product and learning environment presents equally engaging learning experiences for diverse students. The tiered online learning (see Appendix 3a; Appendix 3b) offers tasks of various complexities based on students learning profiles and readiness. Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), and breaking the tasks into manageable sections is easily achievable through the use of web technologies. This particularly helps students with Learning Difficulties, ADHD and Autism to achieve the best educational outcomes.
Net ethics and safety: Digital natives have access to massive information on internet. They need guidance in how to manage and make sense of the information, in how to filter it intelligently and bring different aspects together in meaningful ways (Catholic Education Diocese of Paramatta, 2009). It is crucial to provide the students instructions to find reliable and reputable sources when searching online (Fudin, 2012) and educate them about cyber safety, net ethics and legal implications of using the information from other sources.
General capabilities: Through the use of numerous technologies, students develop innovation and creativity in a safe and secure virtual learning platform. They build enterprising capabilities by traversing through the technological advancement. Students use the technology’s instant feedback to extend and refine their knowledge and skills and use the information meaningfully. Students embrace cognitive skills, social and personal competencies (see Appendix 4) through equitable participation (Barry & King, 1993, as cited in Dargusch, 2013). They develop cooperation, tolerance and acceptance towards their peers because of working in a supporting and exciting learning atmosphere. Students will keep up with the latest educational technologies and trends. Therefore, Students learn to accept the change, prepare for the change and cope with the constant changes, which is a vital skill to flourish in the global village.
The technological tools arouse learner’s interests, offering appropriate challenges and increasing motivation (Jamie the Librarian, 2011). This approach is favoured by constructivist teachers, because it emphasises self-regulation, intrinsic motivation, critical thinking, and problem-solving and decision-making skills. Experts say that these physiognomies form a solid learning foundation in middle phase learners (Braggett, 1997, p. 78). These goals are consistent with the sociocultural and social-constructivist theories of learning (O’Donnell et al., 2011, pp. 375-376).
Summary:
The young adolescents pass through transescent (see the definition below) stage in which they have distinct physiological, cognitive, social and psychological needs (Appendix 5). The twenty-first century technological tools coupled with brain-based innovative learning strategies systematically evoke and fortify the inner abilities of all learners.
Glossary:
Transescent: The transescent is an individual in the stage of development which begins prior to the onset of puberty and extends through the early stages of adolescence. Since puberty does not occur for all precisely at the same chronological age in human development, the transescent designation is based on the many physical, social, emotional, and intellectual changes that appear prior to the puberty cycle to the time in which the body gains a practical degree of stabilization over these complex pubescent changes (National Council for the Social Studies, 1991).
References:
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Berlyne, D.E. (1966). Curiosity and exploration. Science, 153, 25-33.
Boulton, H. (2008). Managing e-Learning: What are the real implications for schools?. Electronic Journal e-Learning, 6(1), 11-18. Retrieved from Central Queensland University library.
Braggett, E. (1997). The Middle years of schooling: An Australian perspective. Australia: Hawker Brownlow Education.
Bowperson. (n.d.). Index card as note-taking tools. Retrieved from
http://www.bowperson.com/ELearn2Page1.html
Catholic Education Diocese of Paramatta. (2009). Educating generation Z. Retrieved from: http://www.parra.catholic.edu.au/parents/student-support/technology---media/technology---media.aspx/the-internet/educating-generation-z.aspx
Cochran, L., Horton, K., Cing, K., Reynolds, K., & Ashwood, R. (2011). Helping teachers make the grade. Retrieved from http://www.slideshare.net/reynoldskm/web-2-0toolssp11groupb
Dargusch, J. (2013). EDSE12013: Senior phase pedagogy: Week 8 power point. Retrieved from Central Queensland University moodle.
Day, H.I. (1982). Curiosity and the interested explorer. Performance and instruction, 21, 19-22.
Elliott, C. (n.d.). Opinion: Generation Z blazes its own learning trail. Students today see technology as crucial in the classroom while teachers are becoming guides, not lecturers. Retrieved from: http://www.vancouversun.com/technology/personal-tech/Opinion+Generation+blazes+learning+trail/7142455/story.html
Enhance Learning. (n.d.). Differentiating instruction. Retrieved from
http://members.shaw.ca/priscillatheroux/differentiating.html
Fudin, S. (2012). Gen Z & what does it mean in your classroom?. Retrieved 27 November, 2012, from: http://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom-2/
Gates, B. (2011). Sources of insight: Lessons learned from Bill Gates. Retrieved from: http://thinkexist.com/quotation/the_people_who_resist_change_will_be_confronted/147286.html
Global Perspectives. (2011). A framework for global education in Australian schools. Retrieved from
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
Grail Research. (2011). Consumers of tomorrow insights and observations about generation Z. Retrieved from: http://www.grailresearch.com/pdf/ContenPodsPdf/Consumers_of_Tomorrow_Insights_and_Observations_About_Generation_Z.pdf
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Howard, D.L., & Fogarty, R. (2004). The middle years: The essential teaching repertoire. Victoria, Australia: Hawker Brownlow Education.
Jamie the Librarian. (2011). Three benefits of using Glogster, a 21st century multimedia tool, in K-12 classrooms. Retrieved from
http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21st-century-multimedia-tool-in-k-12-classrooms/
Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012-2017: An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media Consortium.
Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116, 75-98.
Looper. (n.d.). How generation Z works. Retrieved from: http://people.howstuffworks.com/culture-traditions/generation-gaps/generation-z2.htm
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO: Mid-continent Regional Educational Laboratory.
Myslinski, M. (2010). California Teachers Association: Meet generation Z –young, tech-savvy students offer challenges, rewards for California’s teachers. Retrieved from: http://www.cta.org/About-CTA/News-Room/Press-Releases/2010/03/20100308_1.aspx
National Council for the Social Studies. (1991). A report of the task force on social studies in the middle school. Retrieved from http://www.socialstudies.org/positions/middleschool
NC State University. (2012). Generation Z challenges. Retrieved from http://www.ncsu.edu/iei/index.php/emerging-issues/generation-z/generation-z-challenges
NMC. (2011). Horizon report 2011: K-12 edition. Retrieved from
http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
O'Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2011). Educational psychology (1st ed.). Milton, QLD: John Wiley & Sons Australia.
Promise. (n.d.). Edward de Bono's lateral thinking. Retrieved from
http://www.promisedevelopment.com/Lateral_Thinking.html
QSA. (2012). Catering for diversity. Retrieved from
http://www.qsa.qld.edu.au/18307.html
Renfro, A. (2012). Meet generation Z. Retrieved from: http://gettingsmart.com/cms/blog/2012/12/meet-generation-z/
Simon, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Teachers Training International. (2011). Teaching generation Z. Retrieved from: http://teacherstraining.com.au/teaching-generation-z/
The Learning Workshop. (2012). Teaching generation Z. Retrieved from: http://www.learningworkshop.co.uk/teaching-generation-z/
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Berlyne, D.E. (1966). Curiosity and exploration. Science, 153, 25-33.
Boulton, H. (2008). Managing e-Learning: What are the real implications for schools?. Electronic Journal e-Learning, 6(1), 11-18. Retrieved from Central Queensland University library.
Braggett, E. (1997). The Middle years of schooling: An Australian perspective. Australia: Hawker Brownlow Education.
Bowperson. (n.d.). Index card as note-taking tools. Retrieved from
http://www.bowperson.com/ELearn2Page1.html
Catholic Education Diocese of Paramatta. (2009). Educating generation Z. Retrieved from: http://www.parra.catholic.edu.au/parents/student-support/technology---media/technology---media.aspx/the-internet/educating-generation-z.aspx
Cochran, L., Horton, K., Cing, K., Reynolds, K., & Ashwood, R. (2011). Helping teachers make the grade. Retrieved from http://www.slideshare.net/reynoldskm/web-2-0toolssp11groupb
Dargusch, J. (2013). EDSE12013: Senior phase pedagogy: Week 8 power point. Retrieved from Central Queensland University moodle.
Day, H.I. (1982). Curiosity and the interested explorer. Performance and instruction, 21, 19-22.
Elliott, C. (n.d.). Opinion: Generation Z blazes its own learning trail. Students today see technology as crucial in the classroom while teachers are becoming guides, not lecturers. Retrieved from: http://www.vancouversun.com/technology/personal-tech/Opinion+Generation+blazes+learning+trail/7142455/story.html
Enhance Learning. (n.d.). Differentiating instruction. Retrieved from
http://members.shaw.ca/priscillatheroux/differentiating.html
Fudin, S. (2012). Gen Z & what does it mean in your classroom?. Retrieved 27 November, 2012, from: http://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom-2/
Gates, B. (2011). Sources of insight: Lessons learned from Bill Gates. Retrieved from: http://thinkexist.com/quotation/the_people_who_resist_change_will_be_confronted/147286.html
Global Perspectives. (2011). A framework for global education in Australian schools. Retrieved from
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
Grail Research. (2011). Consumers of tomorrow insights and observations about generation Z. Retrieved from: http://www.grailresearch.com/pdf/ContenPodsPdf/Consumers_of_Tomorrow_Insights_and_Observations_About_Generation_Z.pdf
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Howard, D.L., & Fogarty, R. (2004). The middle years: The essential teaching repertoire. Victoria, Australia: Hawker Brownlow Education.
Jamie the Librarian. (2011). Three benefits of using Glogster, a 21st century multimedia tool, in K-12 classrooms. Retrieved from
http://jamiethelibrarian.com/2011/05/13/three-benefits-of-using-glogster-a-21st-century-multimedia-tool-in-k-12-classrooms/
Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012-2017: An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media Consortium.
Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116, 75-98.
Looper. (n.d.). How generation Z works. Retrieved from: http://people.howstuffworks.com/culture-traditions/generation-gaps/generation-z2.htm
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO: Mid-continent Regional Educational Laboratory.
Myslinski, M. (2010). California Teachers Association: Meet generation Z –young, tech-savvy students offer challenges, rewards for California’s teachers. Retrieved from: http://www.cta.org/About-CTA/News-Room/Press-Releases/2010/03/20100308_1.aspx
National Council for the Social Studies. (1991). A report of the task force on social studies in the middle school. Retrieved from http://www.socialstudies.org/positions/middleschool
NC State University. (2012). Generation Z challenges. Retrieved from http://www.ncsu.edu/iei/index.php/emerging-issues/generation-z/generation-z-challenges
NMC. (2011). Horizon report 2011: K-12 edition. Retrieved from
http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
O'Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2011). Educational psychology (1st ed.). Milton, QLD: John Wiley & Sons Australia.
Promise. (n.d.). Edward de Bono's lateral thinking. Retrieved from
http://www.promisedevelopment.com/Lateral_Thinking.html
QSA. (2012). Catering for diversity. Retrieved from
http://www.qsa.qld.edu.au/18307.html
Renfro, A. (2012). Meet generation Z. Retrieved from: http://gettingsmart.com/cms/blog/2012/12/meet-generation-z/
Simon, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Teachers Training International. (2011). Teaching generation Z. Retrieved from: http://teacherstraining.com.au/teaching-generation-z/
The Learning Workshop. (2012). Teaching generation Z. Retrieved from: http://www.learningworkshop.co.uk/teaching-generation-z/