The changing face of education
Due to the rapid and ever evolving advancements of technology, learning spaces of the 21st century are networks of diverse connections. Learners are no longer being directed along a lineal path for the purposes of finding a career. Because, quite simply, as Ken Robinson (Ted, 2006) points out , the careers of students today have yet to be created. The challenges facing young people as they become adults are more complex and demanding than ever before (Bentley, 2012) Therefore, in order to equip our students to be future global citizens, lets become educational innovators, lets rethink and adapt our pedagogical strategies, make changes to our classroom and school spaces, adopt forgotten, and explore new, cultural approaches, whilst immersing ourselves in e-space connections. We will address the challenges and strengths of: learning in the e-space; personal learning journeys and the influences of the liminal space; learning experiences both in and beyond the classroom; and cooperative and collaborative cultural approaches.
E-space Connections
Cyber space, mobile learning, social networks, digital natives, digital literacy, netiquette, frameworks, mashing, blogging, vlogging...Learning in the electronic space (e-space) is a whole other world - for some another planet or dimension. Yet it influences and surrounds our daily lives. Living in the digital age enables transformational and dynamic learning experiences, connects people and information across learning domains and the globe. E-space learning is contextually situated in real societal experiences, allows for self-paced autonomous learning and provides a framework for creating and sharing content. Highlighting the wide ranging benefits of e-space learning is a project that was conducted in an Aboriginal community to provide support training and workplace development training. (Wallace, 2011) The project enabled members of a remote regional community to participate in a range of multimedia presentations and experiences, through technology and mobile devices, linking their world to that of formal education (Wallace, 2011)
Technology allows us to have instant access to knowledge through numerous interactive devices, therefore schools, like numerous other organisations and institutions, are integrating information and computing technology (ICT) into their learning structures and processes to enhance the effectiveness of teaching and learning. (Hernandez, Montaner, Sese, and Urquizu, 2011) One of the challenges, however, with such ready access to information is the students ability to adequately interact with, and filter through, details of discovered content. Today's e-space teaching experiences need to equip students in abilities to validate, synthesise, leverage, communicate, collaborate, problem solve and act on information (YouTube, Teaching in the 21st Century, 2010)
YouTube (2010) Teaching in the 21st Century. Summary of ASB Unplugged Conference, Mumbai. Retrieved from: https://www.youtube.com/watch?v=OTIBDR4Dn2g
DeLoatch, P. (2015) The Ultimate Guide to Using Ipads in the classroom. Edudemic. Retrieved from: http://www.edudemic.com/the-ultimate-guide-to-using-ipads-in-the-classroom/
Also challenging teachers in the epsace, is the divide between the digital native and digital immigrant generations. Prensky (2001) defines digital natives as speakers of the digital language of computers, gaming and the internet. Our students are part of a generation of learners who have been immersed in technology since birth (Prensky, 2001) Those of us not born during the digital revolution, yet have adopted and benefit from aspects of technology, are considered digital immigrants (Prensky, 2001). Prensky (2001) makes the distinction that for digital natives, no matter how well adapted, they will always retain one foot in the origins of their past.
In able to move forward teachers have to start embracing change, developing a curious and questing disposition (MacArthur Foundation, 2010) Prensky (2001) suggests changes to delivery methods, working in parallel with students, less step-by-step. He also proposes that we begin to integrate 'future' content with 'legacy' content (Prensky 2001). Legacy content are our core building blocks of education, including, reading, writing, number, understanding historical content (Prensky, 2001). Future content is largely technological, software, hardware, robotics, and the language, ethics and sociology that goes with them (Prensky, 2001).
Approaching learning in the e-space from a platform of learning through processes, as outlined by Eisner (Smith, 2012), using Blooms Digital Taxonomy is one approach in addressing the needs of students to be effective filters of information as well as integrating legacy content with future content. Blooms Digital Taxonomy incorporates digital revisions that recognise the importance of ICT and the contextual relevance of digital content necessary to a students development (Churches, 2008).
Another significant hurdle to overcome when learning in the e-space is netiquette. As schools increasingly implement learning connections within the e-space, concerns have emerged in regards to the challenge of inculcating ethical behaviours in students (Dyson, Smyth and Wallace, 2016)
Such education concerns sometimes exist in fears of what might happen, and while genuine, they stem from instances of misuse of the e-space in general society (Dyson, Smyth and Wallace, 2016). However, if we remember that the rules governing the use of mobile devices in general social settings, compared to those of a carefully supervised classroom, we will notice a vast difference (Dyson, Smyth and Wallace, 2016)
To dismiss learning in the e-space due to ethical fears would severely limit the potential to provide students with an effective, engaging and meaningful education. As educators we may feel we are in a paradox (Bentley, 2012) On the one hand we are fearful of unsettling changes and influences of multimedia applications, the internet and media themes, yet we want learners to be creative and independent risk takers (Bentley, 2012)
Therefore, as educators we need to guide and facilitate experiences that develop in our students the capacities to regulate, recognise and interpret connections and content that are meaningful and valuable (Bentley, 2012).
With your students discuss and co-construct a framework of guidelines, with the intent to expose poor and negative ethical behaviour, and provide students with an understanding of acceptable and positive behaviour.
