The Proof, Promise and Potential of Digital Education

I’m still on my journey through the seemingly never ending week two learning path and I am definitely feeling like I will have to stop and revive to survive soon. I’ve been becoming familiar with the ‘Decoding  Learning’ report and have just spent some time on preparing my description to submit to the forum so thought I may as well share it for this post.

What is the project?

This is my description of the project which was innovation #7 on the Google spreadsheet where it is classed as aligning with the” Practice and Assessment” themes. The original project uses digital cameras and a simple presentation tool (kidpix) to support learners with learning about changes to the environment, the example given is; how the woods change over seasons. The underlying idea is that this innovation encourages learners to focus upon the environment and use the technology to record, compare and comment on changes. The innovation requires a camera and software, access to outdoor environments and a teacher (expert) to guide and encourage reflection.

How can the project be implemented within an Early Childhood context?

I chose this project as I thought it was one that could be relevant within a variety of different contexts and could be implemented with simple ICTs which would be readily available to most teachers, it would not only possible but maybe more accessible and convenient to achieve the same outcomes with tablets or phones and apps if they are available.

The class within the following clip “Into the Woods with 1st and 2nd Grade Scientists” is obviously a project with school children although the concept could transfer to the Kindergarten or Early Learning context just as successfully. It would not be necessary to have access to parks or “the woods” as mentioned, observations could be made of the school, kindergarten or centre’s garden or class plants could be introduced. Within a Kindergarten context or younger it may be necessary for the investigative and collaborative inquiry groups to be smaller.

The data within the spreadsheet explains that the project aligns with the “Practice” and “Assessment” themes, although as I have explored the learning opportunities that the project made possible I believe it could in fact be classed as a learning experience that engages children in learning that would relate to each of the eight themes suggested in the “Proof, Promise and Potential of Digital Education” document.

Learning from experts: The teachers role is to carefully guide the experience and the children develop knowledge and theories they also take on the role of teaching their peers and it is possible to use technology tools to connect with other experts in the field and experts in the community that can also add a new dimension to the learning that is occurring and enhance the learning experience.

Learning with others: There is a focus on working and exploring together, collaborative inquiries are encouraged where children are able to come up with their own theories and then investigate, test and analyse and reflect upon their theories as the project progresses.

Learning through making: Children are involved in the process of creating a digital artefact that documents the project and their learning. This experience enables them to work with others, develop new skills and build upon their ICT capabilities as well as providing them with opportunities to reflect upon the project itself.

Learning through exploring:   This project encourages children to explore with all their senses. The teaching approaches adopted encourage children to remember, observe, share their theories, hypothesize/predict, wonder and reflect upon their discoveries as they explore the environment and discover new possibilities through the use of ICTs.

Learning through inquiry: There is a focus upon quality questioning within the project, the children are encouraged to engage in collaborative inquiries and question what they know and share and discuss theories within groups (smaller groups may be required for very young children).

Learning through practising: The project is a long running project and provides children opportunities to revisit, practise and build upon their skills and existing knowledge throughout the project.

Learning through assessment: The use of digital technologies to record the project provides both the teacher and the children with a unique opportunity to reflect upon their learning.

Learning across settings: The skills, dispositions for learning and knowledge children develop within projects such as this, transfer within all settings and experiences across a learning journey. ICTs enhance the opportunities for children to share their learning and discoveries with the, school, their families and community and even the world.

Why will this experience and the technology enhance learning opportunities and outcomes?

Upon reflection the explanation I have given above in regards to how the project aligns with the eight themes outlined within the “Decoding Learning” report also touches upon many reasons why the use of ICTs within the project enhances the learning experience. I have included some of the Early Years Learning Framework outcomes that would be supported if this project was implemented within a Kindergarten context.

THE EARLY YEARS LEARNING FRAMEWORK: Belonging, Being and Becoming (DEEWR, 2009)

CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
• Children develop a range of skills and processes such as problem solving, enquiry, experimentation hypothesising, researching and investigating
• Children resource their4 own learning through connecting with people, place, technologies and natural and processed materials

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

• Children express ideas and make meaning using a range of media
• Children interact verbally and non-verbally with others for a range of purposes
• Children use information and communication technologies to access information, investigate ideas and represent their thinking

I would like to leave you with some questions that have had me thinking since they were posed to me while reading through Lily’s blog ‘A Race Against Time’;

“Are we using ICTs in a genuine, meaningful creative way to inspire and captivate our students?”

“Or do we become caught up in a race to save time wherever possible with ICT being a tool or short cut to achieve this and have we lost sight of what is really important?”

“How can teachers revolutionise the use of ICT so that it transforms our practice and enhances the minds of our students?”

I will continue to reflect, wonder and search for answers, so the journey continues…………………..