Combining E-Learning with Face-to-Face Education - Essay Example

Technology plan Affiliation Name Table of Contents Technology plan i Affiliation i Name i Table of Contents ii Glossary iv DEECD: Department of Education and Early Childhood Education iv 1.0 The Executive Summary 1 1.1 Introduction 1 1.2 The need and choice of technology 2 1.3 The technology gap 3 1.4 Justification 3 1.5 The technology framework 4 1.6 A mobile implementation plan 6 1.6.1 The Visual plan for implementation 6 1.6.1.1 Support literacy and numeracy development, ICT opportunities, and learning gaps. 6 1.6.1.2 M learning Objectives 7 1.6.1.3 Project size 7 1.6.1.4 Devices selected 7 1.6.1.5 Content creation 7 1.6.1.6 Time frame 7 1.6.2 Decision tree 8 This is a schematic representation showing diverse processes for action. They provide a logical way in which options are weighted and investigated in order to get the best outcomes. Through this risks and rewards can be established. 8 1.6.3 System environment and infrastructure 12 1.6.4 Support of Technology 12 1.6.5 Development of policies to guide the practice 12 1.6.6 Training and development 13 1.7 Benefits 13 1.7.1 Work and learn 13 1.7.2 Decentralized Information Technology 14 1.7.3 Collaborative Changes 14 In education today, collaboration is critical as it fosters collaborative intelligence as it enhances teamwork and communication. Students are not only assessed though group dynamics but it can be coupled with the normal assessment (Johnson et al, 2012). The iPad/ tablets will allow the lecturers to shift the teaching modes and embrace the unlimited collaborative features available on this dynamic device. Collaborative Learning in the 20th Century. According to Dewey's discoveries into the societal environment of learning and his support of teaching in the course of argument and in the course of practical difficulties of unraveling; Elwin's community dependency ideas and Deutsch's thoughts on collaboration and contest can be seen as early fruits of the collaborative learning processes (Bright hub education). 14 1.7.4 Abundance of Resources 15 1.7.5 A Dynamic shift 15 1.8 Barriers 16 1.8.1 New models 16 1.8.2 Illiteracy 16 1.8.3 Institutional barriers 16 1.8.4 Radio Frequencies (Broadband) 17 1.9 Conclusion 17 1.10 Recommendations 17 1.10.1 iPad or Samsung Galaxy 18 1.10.2 Interaction capability 18 1.10.3 Benefits 18 1.10.4 Barriers 18 Glossary ABCDE: Australian Broadband, Communication and Digital Economy. DEECD: Department of Education and Early Childhood Education AMEP: Adult Migrant English Programme BYOD: Bring Your Own Device CSU: Charles Sturt University. LLNP: Literacy and Numeracy Programme NBN: National Broadband Network 1.0 The Executive Summary Technological progress has changed tremendously the structure in which we perform our daily chores. It is imperative for educational institutions to equip their learners with the right technological skills which are indispensable when assimilating with the wider community (Broadly, 2007). Schools, universities and organizations have been actively examining the emerging technologies for their potential impact on teaching and learning (Fritsch & Wolf, 2012; Johnson et al, 2012). The iPad/tablet has been exceptionally well received by both teachers and learners as its integration into the curriculum proved to increase engagement and enhance learning experiences (Johnson et al, 2012). The prevalence of combining e-learning with the face-to-face has impacted on curriculum delivery provoking educational institutions and organizations to look at the quality of learning and the possible advantages. In order to continue our successful programmes, Navitas will need to widen the windows of opportunities available in educational technology. This is the right time to delve and embrace more innovative, versatile and empowering tools supporting the way the future education system should be today and in the future (Victoria DEECD*, n.d). 1.1 Introduction Navitas is an educational institution where English learning takes place and this paper explores the necessity of incorporating m -learning technology for teaching and learning at Navitas. Navitas has vital roles to act upon in order to meet individuals, government, community and industry’s needs (Navitas English, 2012). The English Programme serves over 25,000 students a year (Navitas English, 2012) and, the number is growing. The current migrant learners are technology oriented, and they have high expectations of what they will receive at Navitas. The organization’s mission is to create opportunities for lifelong learning and guarantee relevant training and learning significant to the 21st century education (Navitas, 2012). For this, it has a strong commitment and dedication to enhancing students’ learning experience by utilizing the current technology tools available. 1.2 The need and choice of technology Students coming to class are already immersed in using new devices. They download apps, use social network and play online games. Therefore when they enter a formal learning environment they expect similar interactions in the classroom. Further, the numerous resources and interactions readily available through the internet ever more confront us to re-examine our responsibilities as educationalists. The education paradigm shift is changing to utilize all the available resources and models. Therefore, incorporating the i-Pad/tablet technology in the Adult Migrant English Programme (AMEP) / Literacy and Numeracy Programme (LLNP) classrooms will provide the right choice of challenge-based and active learning. Tablet interaction allows student engagement. It also meets the needs of varied groupings of learners at different stages and with different skills. The various component features such as portability, sustainability, compactness, large display, and touch screen make tablets ideal devices for teaching and learning. The iPad/tablet was primarily designed with the interest of adult individuals. Thus, its user-friendly applications packages suit all learners even if they have no prior engagement with innovative tools. My personal experience, in the AMEP/LLNP, highlighted that adult learners interact better with tablet/iPad than computer or laptops. Several of my elderly adult learners have never approached a personal computer/ laptop but used iPad with ease. This is significant finding, and indicative that Naivas should consider the provision of tablets in the AMEP/LLNP classroom. 1.3 The technology gap The student population that Navitas admits is considerably large. At present, the population stands at 25 000 students per year (Navitas English, 2012) and there is the anticipation that the number will grow in the future. The computers currently available are not sufficient to cater for the population. Furthermore, the computers available do not have in built multimedia features such as the webcam. This limits the interactions between learners, learner’s instructors, and the instructor. The lab cubby trolley used is heavy and bulky, and there is time wastage in setting the equipments for a lecture. Thus, Tablets are an ideal replacement for the current cumbersome computer laboratory equipment, video equipment, and various other expensive tools that are not nearly as portable or as inexpensive (Johnson et al, 2012, p.14). 1.4 Justification The use of tablets in teaching is possible. Extensive studies have been undertaken to measure the benefits associated with the integration of iPads. They are listed in the 2012 Horizon Report, as one of the top five emerging technologies within one or less year ‘time- to- adoption’ (Johnson et al, 2012). The DEECD of Victoria has dedicated an entire ‘i-pad for Education’ website for parties interested in using iPads. The department highlights the combination of the device’s compact size and multiple computer capabilities and interactivity as significant for teaching and learning (Educause 2011, Victoria Department of Education and Early Childhood Development, n.d). 1.5 The technology framework Pedagogies - Learner- centered -Engaging -Authentic tasks Delivery Strategies -Appropriate broadband demands -Equity and accessibility -Reliable and robust Resources -Purpose use of media -Accessibility -Richness -Inclusive of materials M-Technology -System environment and infrastructure -Support of the Technology -Development of policies to guide the practice -Training and development Fox and Trinidad framework (Broadly, 2007) adopted describes three crucial components in developing m- technology for learning. The resources provide the learning content and delivered to student via a variety of forms with the use of m-technology. Pedagogical issues are to engage the learners. It determines how the environment develops to cater for the learners’ needs and allows collaboration and learner centered environment. The adopted technology is rich with diverse features. The delivery section is how the learning environment is reliable and accessible to the learner. The design should factor in the geographic allocations of different learners. The instruction might be covering a wide range of audiences. The m-technology is flexible and will adequately provide for this. (Boradly, 2007, p.2). 1.6 A mobile implementation plan This implementation plan has been created using a four step approach developed from the literature review and a survey conducted in order to uncover perceived barriers to mobile learning. The plan below has been designed using a decision-tree format so as to assist in decision making process before, during, and after the mobile learning implementation. 1.6.1 The Visual plan for implementation 1.6.1.1 Support literacy and numeracy development, ICT opportunities, and learning gaps. It will act as an opportunity to embrace ICT and bridge the learning gaps by supporting the development of literacy and numeracy among all groups of learners. 1.6.1.2 M learning Objectives The objective is to Support safe environment and blend learning opportunities that will be favorable for learners. 1.6.1.3 Project size The project will cover two AMEP and two LLNP classes. 1.6.1.4 Devices selected The selected devices are iPad for AMEP/LLNP and Samsung tablet for AMEP/LLNP. 1.6.1.5 Content creation Content that can be easily converted to suit the need. Every teacher can tailor the contents to suit the learners. 1.6.1.6 Time frame One Semester 1.6.2 Decision tree This is a schematic representation showing diverse processes for action. They provide a logical way in which options are weighted and investigated in order to get the best outcomes. Through this risks and rewards can be established. The parts of the plan adopted should be included in Navitas strategic plan, and given a priority to be implemented in accordance with Navitas’ mission and vision in creating opportunities for lifelong learning and providing relevant training and learning significant to the 21st century education (Navitas, 2012). Besides the visual plan featured, the Navitas technology plan should encompass the following: 1.6.3 System environment and infrastructure This is the platform onto which the technology should be laid. It requires a strong network with high-speed wireless system. The current Internet network should be extended to support the online environment. Expand the infrastructure to support the development and introduction for teaching and teaching support staff (Uyset al, 2011, p.5). 1.6.4 Support of Technology The technology must be supported by the administration by providing the financial support. The m-technology plan should have its own fiscal budget. This will allow all the necessary facilities to be put in place. Also, develop a framework to support staff and students (Margan & Harman, 2010). 1.6.5 Development of policies to guide the practice In order to protect the m-technology, policies ought to be set in place. Rules, guidelines, and regulations must be set so that there is sustainability of use and operation. There should be feedback from the users so as to access its adaptability and usability. Develop appropriate practice to aid curriculum renewal. Include integration strategies for ethical practice guidelines (Uyset al, 2011, p.5). 1.6.6 Training and development Within the Navitas community, instructors need to be provided with the appropriate training for the use of the new technology. This will equip staff with skills of maintaining and using the m-technology (Uyset al, 2011). This can be done as part of the staff development and training program. The institution ought to set aside time and funds to cater for the training. The service provider who is selling the m-technology products will take care of this as part of the marketing plan. 1.7 Benefits 1.7.1 Work and learn There is an increasing demand in everyday life on the use of new devices and tools. People want easy access to information on the Internet that is current and up to date. The needs and the social media have grown tremendously creating abundant opportunities for informal learning (Johnson et al, p.4). Integrating iPad/tablet in the classroom will enrich students’ formal learning experience. This will make development of skill possible, support material use that are produced by learners, fuel up awareness and raise motivation on learners, hold up and educate literacy employees and congregate reactions from individuals and combined students. 1.7.2 Decentralized Information Technology Tablets will transform the educational space as both learners and tutors use the similar hardware and software, permitting them to practice and distribute audio, video, and other teaching resources to achieve classroom objectives. There will also be the reduction of use of paper work in the classroom providing learners with easy accessibility to e-books and other materials that are interactive (Johnson et al, 2012). E-learning entirely depends on interactive learning and engages learners in participation in learning modules and experiences. 1.7.3 Collaborative Changes In education today, collaboration is critical as it fosters collaborative intelligence as it enhances teamwork and communication. Students are not only assessed though group dynamics but it can be coupled with the normal assessment (Johnson et al, 2012). The iPad/ tablets will allow the lecturers to shift the teaching modes and embrace the unlimited collaborative features available on this dynamic device. Collaborative Learning in the 20th Century. According to Dewey's discoveries into the societal environment of learning and his support of teaching in the course of argument and in the course of practical difficulties of unraveling; Elwin's community dependency ideas and Deutsch's thoughts on collaboration and contest can be seen as early fruits of the collaborative learning processes (Bright hub education). 1.7.4 Abundance of Resources There are immense resources on the Internet for learning and teaching. Learners can get information anytime and anywhere. Educational organisations can pre-load course materials, digital textbooks, and other helpful resources to support their teaching material (Johnson et al, 2012). Teaching and Learning managers can work with developers to design and create applications that suit the teaching needs. 1.7.5 A Dynamic shift Students are increasingly online searching information through several social networks. This poses challenges to institutions to leverage online resources in order to give learners the best opportunities. The hybrid model, that is the m-technology, when put in place successfully, allows learners to take advantage of the formal learning environment resources. The iPad/tablet educational features are unlimited. One is able to make use of dynamic feature that iPads have such as the swipe and tapping, illustrations that are animated, and videos that can present and explores ideas. The iPads have content softwares that can be updated without human involvement, examination, and in-depth investigation is also possible with anybody with little knowledge on it (Educause 2011). Providing room where education overlaps with entrainment helps capture students’ attention and entice them to take ownership of their own learning (Educause 2011). These capture learners’ attention and get them develop positive attitude towards the subject and actualization. 1.8 Barriers 1.8.1 New models The rapid change in technology may pose challenges in regards to: The cost control while still maintaining quality, and catering for the needs of the rising figure of learners. Navitas foresees the fiscal burden that can inflate costs further as iPad hardware is costly and their apps have to be approved by Apple through iTunes store. The changing role of the teacher and the pedagogical approach they deploy may also hinder the adaptation (UNESCO). 1.8.2 Illiteracy Digital illetaracy is still spread across the globe. In many places digital literacy has not been adopted within the curriculum and there is often the lack of the lack of willingness to respond to rapid change in technology by educators. In order to curb this problem, the curriculum developers must make efforts to include new technologies in the curriculum and to encourage institutions to value the new digital skills and opportuinities (Johnson et al, 2012). 1.8.3 Institutional barriers Most institutions provide stringent rules that become stumbling blocks to new emerging technologies. They fear spending on new technologies in the name of obsoleteness since technology is rapidly changing (Johnson et al, 2012). The solution is that leaders must set rules that are technology friendly and give priority to technology advancement (Uys et al, 2011). 1.8.4 Radio Frequencies (Broadband) Despite the Australian Government efforts to provide a high-speed National Broadband Network (NBN) to 100 per cent of Australian by 2015 (ABCDE*), 2012), challenges still remain and still affect the implementation of new technologies in many educational institutions across the nation. 1.9 Conclusion In order to steer education in the 21st century, Navitas must embrace the use of iPad/tablet technology implemented in all sectors of its education system. The educationists and curriculum developers at Navitas need to inculcate iPad/tablet technology in all courses offered. The iPad/tablet technology plan outlined meets all the criteria for the implementation of the new technology plan. 1.10 Recommendations The use of i-Pad/tablet technology will be of great importance to the Navitas community in that it has all the required resources for quality education. A six months pilot project to be undertaken in both AMEP and LLNP because of the following points: 1.10.1 iPad or Samsung Galaxy Both devices need to be trialed to help in order to select the most suitable one. Collection of feedback over a wide consultation working groups carried out and it will involve the Navitas teaching staff and learners. 1.10.2 Interaction capability Both devices need to be trialed by teachers with various and dissimilar digital skills on mixed profiles of our learners. 1.10.3 Benefits Has the device features and interface add value to the teaching and learning experience? Have the learners’ needs be met? 1.10.4 Barriers Had the device burdened/ distracted teachers and learners from their goals and objectives? How and why? Read More