The Electronic Space
Figure 3 . Tirin, "Apple iPad Event" Jan 28, 2010 via Flickr, Creative Commons Attribution.
The Physical Elements
The notion of the classroom has both expanded and evolved, with virtual space taking its place alongside physical space. For example personal technologies such as iPads are offering new opportunities for informal and situational learning. However despite the fact that the technology available to enhance and support learning has been growing rapidly, it would appear the majority of classrooms are not utilising this available technology. The technology currently being used in most primary schools across Melbourne generally include only the use of iPads and IWBs and in most cases are not being utilised as well as they should. Furthermore, in many cases iPads are shared, and only available a couple of days during the week. The good news is there appears to be attention being paid to this issue. One area of focus has been on the current model of the ‘e-portfolio’ used to showcase student work. Currently one weakness of this form of digital archive highlighted is that they disappear once the student is no longer enrolled at school. However the digital archive should belong to and be able to be accessed by the learner at any time during their life. Even whilst the student is enrolled in a school, their e-portfolio is usually only accessible from inside the schools firewall. A personal digital archive however would be available from any internet connected devise (Barrett & Garrett, 2009).
Virtual worlds are another unclaimed piece of technology, and many educators have not yet established ways of supporting learning using this technology. This is likely to be due to the lack of understanding of this learning space.
Whilst technology has the potential to enhance the learning environment, "the mere introduction of the technology does not guarantee an enhanced learning environment". How the teacher decides to use the technology is the main determinant of an enhanced learning environment (Thomas & Schmid, 2010).
Strengths
Curriculum and Pedagogy
ACARA stresses the ability to use ICT is a 21st Century skill. However new technologies appear to be widening the gap between everyday learning and formal education. Pedagogies and curricula seem to still be struggling to adapt. The uncertainty surrounding how to best use virtual space to support learning offers the opportunities to experiment with pedagogy.
Teachers and Students
Teachers seem to be concerned with safety and behaviour when concerning technology. Many teachers it would seem do not have a lot of confidence in their abilities in using new technologies. Schools need to consider this and provide appropriate PD for teachers. Not all students will have access to technology at home, these students should be considered when planning experiences with technology.
The notion of the classroom has both expanded and evolved, with virtual space taking its place alongside physical space. For example personal technologies such as iPads are offering new opportunities for informal and situational learning. However despite the fact that the technology available to enhance and support learning has been growing rapidly, it would appear the majority of classrooms are not utilising this available technology. The technology currently being used in most primary schools across Melbourne generally include only the use of iPads and IWBs and in most cases are not being utilised as well as they should. Furthermore, in many cases iPads are shared, and only available a couple of days during the week. The good news is there appears to be attention being paid to this issue. One area of focus has been on the current model of the ‘e-portfolio’ used to showcase student work. Currently one weakness of this form of digital archive highlighted is that they disappear once the student is no longer enrolled at school. However the digital archive should belong to and be able to be accessed by the learner at any time during their life. Even whilst the student is enrolled in a school, their e-portfolio is usually only accessible from inside the schools firewall. A personal digital archive however would be available from any internet connected devise (Barrett & Garrett, 2009).
Virtual worlds are another unclaimed piece of technology, and many educators have not yet established ways of supporting learning using this technology. This is likely to be due to the lack of understanding of this learning space.
Whilst technology has the potential to enhance the learning environment, "the mere introduction of the technology does not guarantee an enhanced learning environment". How the teacher decides to use the technology is the main determinant of an enhanced learning environment (Thomas & Schmid, 2010).
Strengths
- Technology engages and motivates students.
- Provides the opportunity to cater for more students needs and deliver student-centred learning.
- Encourages collaboration with peers (Singh & Means, 2000).
- Expense of technologies.
- Lack of teacher training in technologies available.
- Technology has its limitation and don't always allow individuals to work more effectively.
Curriculum and Pedagogy
ACARA stresses the ability to use ICT is a 21st Century skill. However new technologies appear to be widening the gap between everyday learning and formal education. Pedagogies and curricula seem to still be struggling to adapt. The uncertainty surrounding how to best use virtual space to support learning offers the opportunities to experiment with pedagogy.
Teachers and Students
Teachers seem to be concerned with safety and behaviour when concerning technology. Many teachers it would seem do not have a lot of confidence in their abilities in using new technologies. Schools need to consider this and provide appropriate PD for teachers. Not all students will have access to technology at home, these students should be considered when planning experiences with technology.