My Reflective Synopsis

As a new generation of teachers confront an ever changing world of learning within schools, e-learning definitely been a part of that change. It is possible to reflect and recognise how far and fast i technology has changed since the time of the first computers back in the eighties, they were machines that sat at the bottom corner of a class room which no students or teachers knew on how to access. As research from the Department of Broadband, Communications has shown (2006), 70% of 14 years have access to the internet and 68% of 4-6 year olds have access of mobile phones .A new generations of teachers will take the steps to embrace the digital e-learning within classrooms at school from Prep to year 12. Now these devices have taken time to successfully integrate into society, these devices now present themselves for teachers the opportunity to integrate into the classroom and be accepted as part of learning. Spender and Stewart (2002) have recognised Australia as a knowledge economy, and with these building blocks of knowledge are creativity and intellectuality and the ability to think outside the square and with new technologies you don’t have to study in order to learn.

As a 1st year pre-service teacher I have experienced that e-learning is not necessarily an independent journey, understanding how I can best use these tools, devices in conjunction with my own pedagogy and frameworks will help to scaffold a rich learning environment.
Research into learning design frame-works has lead towards Ron Oliver and exploring the constructivist theories on learning and what frameworks and suggested instructional design strategies for online learning. Oliver suggests and links together content, learners support and learning activities at the start of his framework design. We must consider learning styles of the learner authentic technologies which support strategies such as problem based learning and the freedom of choice in which students actively engage and collaborate (Oliver 1999). With that choice allows learners to be responsible for their own learning, take learners to the edge of their comfort zone, demonstrate capabilities and further deepen knowledge.

As a pre-service teacher learning all of these techniques, tools and new skills for e-learning is very confronting and has changed the way I have viewed learning. This final synopsis is in response to how I as a teacher would eventually plan, structure and teach, keeping in mind frame-works and theories that best suite learners and working towards linking ICT with discipline areas and bridging together numeracy and literacy elements as well.
Before the event of teaching it is important to know my learners, build a relationship and find out about my learner and what knowledge they already know. As a teacher I would consider students to help me to profile them, and allow about my learners to use online tools to find out, their learning style, and personality traits and where my learners are at developmental. By example of accessing sites; http://keirsey.com/ and http://www.humanmetrics.com/ , allows me to start to build a relationship towards students and informs me of where my learner is at, this helps will help teachers in planning for lesson and activities.

As a secondary teacher in Business Principles there are many opportunities for students to participate in e-learning as part of their unit. Appendix1 explores and links how e-learning could participate within students learning and link to Blooms Taxonomy. Blooms digital taxonomy isn’t just about the tools & technologies, rather than about using these tools to facilitate in learning (Educational Origami 2009).

As an example part of the unit would consist of:
• How would you market your business?
• How would your customers know where your business is located?
• What kind of marketing would you use?
• Who are your customers?
• Why should customers purchase your product or service?

Students would be encouraged to create a wiki or blog, make comments about their journey about planning and organising their businesses and products they are trying to sell. Using web tools as Google reader, Google earth and Google map, students could provide links on their wikis informing customers where their businesses are and how customers can find out more about the products they are trying to sell. Students would be encouraged to use U-tube to find advertisements that would aid in advertising their products or services and give examples by creating their own vodcast of their product or service. Students would be encouraged to post photos of their products and use image manipulation to display more interesting images of their products, and provide to their customers the message they are trying to portray about their product or service.

Students are encouraged to be creative and imaginative and perceive the task as valuable and interesting (Marzano & Pickering 1996). Other students in the class would be expected to comment on other students’ wiki or blog as pretending to be customers and inquiring about the services or products offered. The objective of the unit would be for students to be to be able to understand the planning and organising required when marketing a new business and how the use of effective technology tools can be effective in promoting business today. Students would also begin to understand the role of business owner/manager and customer, the difference between the two with reflecting on this experience.

Finally, reflecting on my other discipline area which is Hospitality & Catering, is already a very practical subject for learners to participate in. Food and service are the fundamental elements in this subject, as food spans many countries and cultures in origin, these places can be visited online in books and online in communities and chat forums with people who share the same interest. Recipes can be booked marked and used as resources and vodcast demonstrations of famous chefs and cooks can be observed, allowing students new to the subject area to understand that one dish can be prepared and cooked many different ways.
In conclusion I have creatively demonstrated and planned various uses and ways of how e-learning can be embraced and facilitate students learning in the discipline areas that I wish to teach in the near future.

Comments and Conversation Appendix2

References Appendix3