In the beginning of the course, the first area of significance
that was identified was the drastic differences within each generation. Highlighting
that students are growing up in a different world with different social and
emotional values from previous generations (Prensky, 2010). As identified within
the course, generation Z are growing up with technology advances from birth, creating
different thought processes and brain structures, when compared to previous
generations. Generational differences can form barriers not only with repour
and relationship building, but also on a communication level with some
resources identifying that what was considered as a generational gap, is now
considered as “two separate cultures” (Prensky,
2010). Being aware off my own technology abilities, for the
support of my Digital pedagogy, has allowed me to think about opportunities
within the classroom where technology can enhance learning. Becoming aware of
the SAMR model, has provided me with a deeper understanding of how technology
can be used on each level (Hogan, 2011).With previously making the assumption that Digital pedagogy
was simply incorporating, and limited to, PowerPoint presentations, and using U-tube
clips for the regurgitation of content. The SAMR model identified to me that
this was only at the most basic level of using technology within the classroom (Hogan, 2011).
By completing the activities each week and working collaboratively by sharing
ideas and strategies that are linked to each level of the SAMR model, enhanced
my ability to develop my Digital Pedagogy relating to my discipline areas (Hogan, 2011).
Because
of generational differences and the use of traditional teaching styles, the
creation of bored disengaged students is growing, as old teaching styles are
being taught to newer generational students (Ragnar, 2014). Becoming aware and
identifying that these barriers exist, is a major step in being able to form strategies
to rectify these issues. In learning about how current generations think, what their
interests are, how they become engaged, are key aspects in developing strategies
for improved learning outcomes (Ragnar, 2014). With
technology becoming a part of everyday life for most people, I believe that
technology is imperative for improved learning outcomes because of the opportunities
and support to learning that it provides.
Working collaboratively on a local, national
and global level, allows for the sharing of ideas and perspectives which
enhances students ability to gain a deeper understanding of a particular topic.
In the
past it would have been difficult to develop a diverse range of teaching
strategies that incorporate a collaborative approach, as students and teachers
where limited to the books in the library and the thought processes of students
and peers on a localised level. Having multiple perspectives, creates a
multitude of ideas and perceptions that forms an array of knowledge and new
thought processes (Ragnar, 2014). Technology which enhances the
sharing of content globally is amazing, as the process is almost instantaneous,
creating a porthole for feedback that allows for the recycling of information.
Students gain a higher level of engagement and
interest if the work that students are creating is expected to be at a high
level (Ragnar,
2014). This work can then be shared with other schools, globally, or having
professionals invited to students blogs for feedback, for example. It is
important for educators to expect more from students and not to underestimate student’s
ability to take on responsibility. Current generations have identified that age
is not a barrier when it comes to innovative ideas that can change the world,
for example Marc Zuckerberg at such a young age is now a successful
entrepreneur that had developed Facebook.
It is a proven fact that many brains working together is
much more effective than one individual, as perspective can be considered as resource
in its own wright (Ragnar, 2014).
Technology allows for a vast amount of content that
students are able to access, not only in school settings, but within everyday
life. In gaining this content students must then obtain the necessary
skills to be able to identify what’s useful and what’s not useful in regards to
relevance, Legalities, Safe and Ethical practices. These all form parts of the
Educators responsibility in supporting student’s ability to understand the
laws, risks and responsibilities of using technology. With education now
focusing on creating learners and self-guided learning, it is important that
teachers develop strategies that facilitate these higher order thinking skills
for the benefit of continual learning. Blooms taxonomy is great tool that can
be used to highlight whether or not lessons and strategies are incorporating
higher order thinking skills such as information, synthesis, analysis and
evaluation (Bloom,
1956). I believe that Technology enhances learning via multimodal
literacy allowing for a much wider range of teaching tools and strategies. The
importance of becoming aware of Digital Pedagogy, and the link between improved
students learning is undeniable. Technology allows for limitless creativity
within the classroom and it is now up to educators to form innovative teaching strategies
to enhance engagement within learning for significantly improved educational
outcomes.
References
Bloom, B. (1956) Bloom’s Taxonomy of Learning
Domains, Retrieved from
Hogan, L. (2011) SAMR- A Model for Instructional Technology Use- VIDEO, Retrieved from
Prensky, M. (2010). Teaching digital natives. Thousand Oaks,
Calif.: Corwin
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