Web-based Learning Tools
The rapid explosion of digital technology in the 21st century has impacted the way we live, work and learn. Web-based learning tools offer the potential to enhance and support student learning (Voogt, Erstad, Dede, & Mishra, 2013). Prior to enrolling in the Master's program I had participated in a blended learning project within my board and considered myself to be a fairly "tech savvy" teacher. Although I frequently used web-based learning tools in my classroom, I didn't always consider their effectiveness at targeting learning objectives nor did I utilize them to their full potential. Through courses such as Learning Tools and Technology and the Curriculum, I am much more critical of the digital tools that I use in the classroom. Guided by the TPACK model, even the best online tools are only effective if they are combined with meaningful content and sound pedagogy.
Length - 5:18 min.
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Artifact Description:
The purpose of this assignment was to create a Likert scale that could be used to assess web-based learning tools. Each item on the metric was to be justified using learning theory, principles of e-learning design and other relevant research. I worked with two of my colleagues, Anna Maria Orfeo-Ferraro and Charlie Berger, to create an 11 item Likert scale that could be used by students to evaluate the effectiveness of web-based learning tools. |
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Reflection:
When carefully designed and implemented, web-based learning tools (WBLTs) have the potential to enhance learning by engaging students in meaningful tasks and experiences (Kay, 2012). My partners and I developed a list of 11 items that could be used to assess the effectiveness of WBLTs and grouped them into three key domains: technical, learning and engagement.
The technical aspects of online learning tools such as ease of access and navigation are important from a cognitivist perspective as extraneous load will be minimized and the learner can focus more on processing the information being transmitted (Smith, 1999). From an educator’s perspective, web-based learning tools that are easy to use are attractive as they do not have to devote a lot of extra time learning how to use the tool, which also makes them more likely to be used by individuals that feel apprehensive about integrating technology into the learning environment (Kay, Knaack, & Petrarca, 2009). In my experience as a student and as a teacher, web-based learning tools that are easy to use provide a more satisfying learning experience. When a WBLT is not easy to navigate and use, learners often experience increased levels of anxiety, since they not only have to deal with mastering and applying course content, but have the additional stress of developing the applied technical skills necessary to interact with the content (Sun et al., 2008).
The second key aspect that we felt was critical to evaluating the effectiveness of a web-based learning tool was engagement by the learner. WBLTs that allow learners to collaborate with others, manipulate variables and interact in realistic simulations are more likely to become actively involved in their learning, providing them with an opportunity to apply knowledge in an authentic context (Huang, Rauch, & Liaw, 2010).
Finally, effective web-based learning tools must support and enhance student learning. The criteria that we used to measure student learning in our Likert scale were based on constructivism. Constructivist learning theory asserts that in order for learning to take place, the learner must actively interact with the world in order to derive meaning. WBLTs that stimulate curiosity and promote inquiry provide a more meaningful experience because they place an additional responsibility on the learner. Tools such as Gizmos require the learner to formulate hypotheses, test predictions and make connections based on current ideas, experiences and newly obtained information. Actively engaging the learner in the process of inquiry increases the likelihood of remembering concepts and transferring knowledge (www.learning-theories.com).
Worth mentioning is the fact that our Likert scale was developed to be used by students rather than educators when assessing web-based learning tools. We felt that this was important in developing a student-centred approach to learning with technology. I have since incorporated the types of questions contained on the Likert scale when working with my own students in order to gain feedback about their perceptions when using web-based learning tools.
While completing this assignment I discovered that a lot of the research conducted has focused on online learning in higher education settings. As an elementary teacher I question whether the findings are applicable across educational settings. Regardless, this assignment provided me with an opportunity to reflect on the web-based learning tools that I use in my own practice and evaluate their effectiveness based on learning theory, principles of e-learning design and current research.
When carefully designed and implemented, web-based learning tools (WBLTs) have the potential to enhance learning by engaging students in meaningful tasks and experiences (Kay, 2012). My partners and I developed a list of 11 items that could be used to assess the effectiveness of WBLTs and grouped them into three key domains: technical, learning and engagement.
The technical aspects of online learning tools such as ease of access and navigation are important from a cognitivist perspective as extraneous load will be minimized and the learner can focus more on processing the information being transmitted (Smith, 1999). From an educator’s perspective, web-based learning tools that are easy to use are attractive as they do not have to devote a lot of extra time learning how to use the tool, which also makes them more likely to be used by individuals that feel apprehensive about integrating technology into the learning environment (Kay, Knaack, & Petrarca, 2009). In my experience as a student and as a teacher, web-based learning tools that are easy to use provide a more satisfying learning experience. When a WBLT is not easy to navigate and use, learners often experience increased levels of anxiety, since they not only have to deal with mastering and applying course content, but have the additional stress of developing the applied technical skills necessary to interact with the content (Sun et al., 2008).
The second key aspect that we felt was critical to evaluating the effectiveness of a web-based learning tool was engagement by the learner. WBLTs that allow learners to collaborate with others, manipulate variables and interact in realistic simulations are more likely to become actively involved in their learning, providing them with an opportunity to apply knowledge in an authentic context (Huang, Rauch, & Liaw, 2010).
Finally, effective web-based learning tools must support and enhance student learning. The criteria that we used to measure student learning in our Likert scale were based on constructivism. Constructivist learning theory asserts that in order for learning to take place, the learner must actively interact with the world in order to derive meaning. WBLTs that stimulate curiosity and promote inquiry provide a more meaningful experience because they place an additional responsibility on the learner. Tools such as Gizmos require the learner to formulate hypotheses, test predictions and make connections based on current ideas, experiences and newly obtained information. Actively engaging the learner in the process of inquiry increases the likelihood of remembering concepts and transferring knowledge (www.learning-theories.com).
Worth mentioning is the fact that our Likert scale was developed to be used by students rather than educators when assessing web-based learning tools. We felt that this was important in developing a student-centred approach to learning with technology. I have since incorporated the types of questions contained on the Likert scale when working with my own students in order to gain feedback about their perceptions when using web-based learning tools.
While completing this assignment I discovered that a lot of the research conducted has focused on online learning in higher education settings. As an elementary teacher I question whether the findings are applicable across educational settings. Regardless, this assignment provided me with an opportunity to reflect on the web-based learning tools that I use in my own practice and evaluate their effectiveness based on learning theory, principles of e-learning design and current research.
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Artifact Description:
In Technology and the Curriculum we were each asked to select and justify a free, web-based learning tool that could have a meaningful impact on education. The selected tool had to be used in at least three different ways and the rationale provided was to be based on learning theory, technology integration models, characteristics of the net generation and Ken Kay’s summary of 21st century skills. To accompany the written justification, a series of podcasts were then created to demonstrate how use the WBLT with the proposed strategies. |
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Reflection:
Initially, I thought that this assignment would be relatively easy as I regularly use web-based learning tools in my own classroom and academic studies. However, an educator’s familiarity and willingness to use online learning tools does not guarantee effective use of those tools.
Technology integration models such as TPACK and SAMR provide educators with a framework for integrating technology into their classrooms. For instance, TPACK illustrates the importance of aligning pedagogy, content and technology and understanding how the three interact and influence one another (Koehler & Mishra, 2009). In a similar manner, the SAMR model provides a lens for examining how technology is being integrated by reflecting on the types of activities it is being used for in the classroom (Puentedura, 2014). The four step model consisting of substitution, augmentation, modification and redefinition helps educators determine whether technology is simply being used a replacement tool for traditional tools (e.g., word processor replaces pencil and paper) or provides an opportunity for significant redesign of the learning environment.
It was through applying the TPACK and SAMR frameworks for technology integration that I was able to critically examine how I use technology in the classroom. I discovered that in many cases the tools I was using were being used to accomplish tasks that could be completed without technology or were being used in a manner that did not maximize their full learning potential. For instance, Weebly is a tool I use for my Grade 7 and 8 class website. However, I have typically used it as a one way communication tool in which information flows from myself to students and parents. It was through my learning in courses such as Curriculum and the Technology that I came to realize I could enhance student engagement and learning by using additional features available through Weebly such as the discussion board and online polls.
In the end, I decided to focus my assignment on the web-based learning tool Educreations. Educreations is a recordable whiteboard that allows the user to create presentations in a video format. It can be accessed via a desktop computer or downloaded as an app. In addition, users are able to upload images, insert text and write on the screen all while recording their voice. Videos can then be shared within the Educreations community, embedded on a website or sent by email.
Once I selected Educreations, the process of justifying its use in education proved to be equally challenging. I began by listing several ways in which Educreations can be used for learning and teaching purposes. I also used my knowledge from courses such as Curriculum and the Technology, Learning Tools and Principles of Learning to generate a list describing effective use of technology. This process allowed me to reflect on how the strategies I had listed aligned with learning theory, research based instructional practices and integration models. I ended up identifying the following five effective uses for Educreations in education: student documentation, digital storytelling, text annotation, reflection & feedback, and video tutorials. Table 4 provides a brief overview of the rationale that I used to justify the use of Educreations in education.
Initially, I thought that this assignment would be relatively easy as I regularly use web-based learning tools in my own classroom and academic studies. However, an educator’s familiarity and willingness to use online learning tools does not guarantee effective use of those tools.
Technology integration models such as TPACK and SAMR provide educators with a framework for integrating technology into their classrooms. For instance, TPACK illustrates the importance of aligning pedagogy, content and technology and understanding how the three interact and influence one another (Koehler & Mishra, 2009). In a similar manner, the SAMR model provides a lens for examining how technology is being integrated by reflecting on the types of activities it is being used for in the classroom (Puentedura, 2014). The four step model consisting of substitution, augmentation, modification and redefinition helps educators determine whether technology is simply being used a replacement tool for traditional tools (e.g., word processor replaces pencil and paper) or provides an opportunity for significant redesign of the learning environment.
It was through applying the TPACK and SAMR frameworks for technology integration that I was able to critically examine how I use technology in the classroom. I discovered that in many cases the tools I was using were being used to accomplish tasks that could be completed without technology or were being used in a manner that did not maximize their full learning potential. For instance, Weebly is a tool I use for my Grade 7 and 8 class website. However, I have typically used it as a one way communication tool in which information flows from myself to students and parents. It was through my learning in courses such as Curriculum and the Technology that I came to realize I could enhance student engagement and learning by using additional features available through Weebly such as the discussion board and online polls.
In the end, I decided to focus my assignment on the web-based learning tool Educreations. Educreations is a recordable whiteboard that allows the user to create presentations in a video format. It can be accessed via a desktop computer or downloaded as an app. In addition, users are able to upload images, insert text and write on the screen all while recording their voice. Videos can then be shared within the Educreations community, embedded on a website or sent by email.
Once I selected Educreations, the process of justifying its use in education proved to be equally challenging. I began by listing several ways in which Educreations can be used for learning and teaching purposes. I also used my knowledge from courses such as Curriculum and the Technology, Learning Tools and Principles of Learning to generate a list describing effective use of technology. This process allowed me to reflect on how the strategies I had listed aligned with learning theory, research based instructional practices and integration models. I ended up identifying the following five effective uses for Educreations in education: student documentation, digital storytelling, text annotation, reflection & feedback, and video tutorials. Table 4 provides a brief overview of the rationale that I used to justify the use of Educreations in education.
Table 4. Rationale for effective use of Educreations in education
The video artifacts provided above demonstrate how to use Educreations with each of the above mentioned strategies. Within each video, I decided to first provide a rationale for the strategy using support from the literature. Although this was not a requirement for the assignment, I thought that this was important to include in order to ensure that I had not only selected a meaningful technological tool but also an effective strategy to enhance learning.
As one of my final assignments in the Master’s program, this activity proved to be an extremely valuable learning experience. I feel that I was able to connect the knowledge and skills I had obtained in my previous courses to my learning in Technology and the Curriculum. In addition, the critical analysis that was necessary in this assignment brought to light the importance of careful planning and implementation that is necessary when using any web-based learning tool in education. While there is no set of rules to adhere to when integrating web-based learning tools, models such as TPACK and SAMR, constructivist learning theory, characteristics of the net generation and the skills needed by today’s learners help to guide my selection and use of technology in the classroom.
As one of my final assignments in the Master’s program, this activity proved to be an extremely valuable learning experience. I feel that I was able to connect the knowledge and skills I had obtained in my previous courses to my learning in Technology and the Curriculum. In addition, the critical analysis that was necessary in this assignment brought to light the importance of careful planning and implementation that is necessary when using any web-based learning tool in education. While there is no set of rules to adhere to when integrating web-based learning tools, models such as TPACK and SAMR, constructivist learning theory, characteristics of the net generation and the skills needed by today’s learners help to guide my selection and use of technology in the classroom.