Reflection Task 2: Digital Media
Digital Media
Teachers
can apply a range of media to suit particular learning goals and share with students
and the greater community. Firstly, images can convey far more than the exact
information contained within. Teachers have the ability to present learning
materials to students with the purpose of engaging thinking (knowledge,
understanding, analysis, evaluation); influencing feelings, or supporting
skills development. Furthermore, Videos such as Ted talks and YouTube videos
can be a tech tool of direct substitution. Virtual, Augmented and mixed reality
(VAR) brings texts and experiences to life and auditory resources such as
podcasts are extremely engaging to learners.
Teachers
need to put pedagogy before technology and ask three questions before
presenting ICT; are my students learning? Can I be more effective? Can I be
more efficient? One example of relating ICT to students is understanding which learning style suits them
best. The three most cited learning styles; visual learners prefer images,
pictures, diagrams, and videos. Auditory learners learn best through the process
of listening and talking. Kinesthetic learners learn by doing (ALA, 2022). I
will now present some examples of how I would embed ICT within a SAMR model for
the subject domain of English, specifically for visual learners.
Using the
digital media tool of images and the webpage of Padlet, I have created a sticky
note collaboration page for my students. This is a lesson activity example that
engages students in a learning task they could never do before ICT. An example
of a completed sticky note board on the novel Wonder is evident in the figure below.
It is clear that this task is successful through a student-led lens.
Successfully promoting a high degree of engagement, promotes individual
learning, social interaction, and immersion.
As
always, teachers need to be away of the legal, safe, and ethical protocols that should be considered when students are working with digital media. When
teachers are creating or outsourcing media for students to digest they need to
make sure it is appropriate and consider blocking potentially harmful media.
Similarly, when getting students to collaborate or make their own form of media
the teacher could have "check-ins" with students.
Overall,
implementing digital media into educational settings is a rewarding process.
Teachers need to consider the technical aspects and differences, how students
will learn best, and
how to keep students safe and meet aspired learning goals. The
combination of teachers and ICT improve the quality of learning as “Technology
alone is not going to improve student achievement. The best combination is
great teachers working with technology to engage students in the pursuit of the
learning they need.” (Duncan, 2010).
References
Adult Learning Australia. (2022). Learning styles. Retrieved
April 6, 2022 from https://ala.asn.au/learning-styles/
Australian Curriculum (2022). Information and Communication technology
(ICT) Capability. Retrieved April 7, 2022 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Australian Institute for teaching and school leadership. (2011). Australian
Professional Standards for Teachers (AITSL). AITSL. Retrieved April 11,
2022 https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Duncan, A. (2010). The Digital transformation of education. US
secretary of education. Retrieved April 5, 2022 from https://www.ed.gov/news/speeches/digital-transformation-education-us-secretary-education-arne-duncans-remarks-state-edu
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