This
website has been designed for use by a year 2 class in a QLD primary school.
The learning experience has been created using the Blogger website and is
intended to be integrated into the classroom lessons on 2D and 3D shapes. The content included in the learning
experience addresses the Measurement and Geometry strand of mathematics and
specifically focuses on the content descriptors ACMMG042 and ACMMG043, that deal
with 2D and 3D shapes. It also integrates the curriculum area of digital
technologies, specifically addressing the descriptors ACTDIP006 and ACTDIP003. Additionally, the learning experience
addresses the general capabilities of numeracy, critical and creative thinking
and information and communication technology capability.
The
class that the learning experience has been created for is a diverse class of
students that have an array of needs that may affect student learning. When creating the experience, it was important
to consider the needs of these students to facilitate a process of digital
inclusion rather than increasing the digital divide (Kalyanpur & Kirmani, 2005). The classroom includes students from culturally
diverse backgrounds, lower socio-economic backgrounds, and students with varying
learning disabilities. Studies have
shown that those students in minority and disadvantaged groups are less likely
to have access to digital technologies at home (Kalyanpur & Kirmani, 2005). For this reason, it
was vital that the online learning experience would take place in the classroom
so that all students had access and were able to get support from the teacher
and student officers when needed. Differences
in cultural values and communication styles is also a factor that may impact on
student learning and the way in which students engage with the technology (Kalyanpur & Kirmani, 2005). The students in the
classroom have varying experiences and capabilities with using technology. The
rationale will further address how these factors may impact learning for
students and how this impacted the creation of the educational experience.
When
creating the online learning experience, it was important to consider how
technology can be used to enhance learning and create a meaningful experience
for students. The focus wasn’t necessarily on creating a direct substitute for
other resources, but rather using technology to support higher-order thinking
skills and ignite curiosity in students (Ford, 2020). The LE uses a variety of digital technologies
to support students’ curiosity towards maths and facilitate learning. In particular, the online videos are used to introduce
students to the learning content in an engaging way and support the learning
objectives (Bonfiglio-Pavisich, 2018). The videos were purposefully, selected due to
the way in which they explain the features of and model 2D and 3D shapes in an
appealing way suitable for the year group.
Additionally, the videos allow students with learning disabilities, to
re-watch and answer the questions at their own pace. This is an effective
strategy for students to develop a greater understanding of the topic, who may
otherwise feel anxious or overwhelmed during a traditional modelled maths
lesson (Ford, 2020).
The learning experience has been designed to be integrated into the classroom,
in a gradual way as the students and teacher become more comfortable and
confident with the use of technology (Bonfiglio-Pavisich, 2018). The students within
the classroom have varying capabilities and experience with digital
technologies, so it was vital to introduce students to various and simple concepts,
so they become more familiar with how to use technology in the classroom to
enhance their learning, (Bonfiglio-Pavisich, 2018). Integrating technology into the lesson is an
effective strategy, as it allows explicit teaching to take place, whereby
students “are guided through the learning process with clear statements about
the purpose and rationale for learning the new skill” (Archer & Hughes, 2010). This Is
particularly important for providing support to students with learning
disabilities and to those students who may be unfamiliar with digital
technologies due to their socio-economic background and/or their cultural
background (Kalyanpur & Kirmani, 2005). Various cultural
groups place high value on oral, personal communication where “nonverbal cues,
such as facial expression, gestures and tone of voice are an integral part of
the communication process” (Kalyanpur & Kirmani, 2005, p. 12). It is therefore,
critical that the online learning experience is integrated into a lesson where
face-to-face communication can take place, so that adequate instruction and
support can be given to students as they navigate various technologies.
It was important in the creation of the learning experience that the focus
would remain on creating student-centred and meaningful learning through the
use of technology rather then focusing on the technology itself (Bonfiglio-Pavisich, 2018). Technology enables
educators to deliver content in creative and exciting ways for students, however,
there is also a risk that students may become engrossed in the technology
itself rather then it’s ability to further develop knowledge. The learning experience
is designed to be integrated into the lesson as a way to further develop
skills, construct student knowledge and develop a positive disposition towards
learning. (Koehler, Mishra, & Cain, 2013). As an example, the
game that is introduced to students at the end of the experience, allows
students to use the knowledge they have developed to find shapes in different
environments. Rather then using this as a standalone resource students must then,
answer a series of questions and then do the activity that involves them taking
photos of shapes around the school.
This creates a rich learning experience for students it allows them to
draw connections, think creatively and reflect on their learning.
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Learning Gaps
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Areas to develop/
Strategies
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Make website more visually appealing
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Develop
graphic design skills to make website more visually appealing
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Consider
how different visual information on the website could be used to present
different information to enhance the learning of students (Raiyn, 2016)
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Meeting cross-curriculum priorities for Aboriginal and
Torres strait Islander students
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Consider
ways to facilitate learning for Aboriginal and Torres Strait Islander students
using creative technologies
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Include
activities and resources that are relevant to and engaging for Aboriginal and
Torres Strait Islander students (Maxwell, Lowe, & Salter, 2018) – for example,
could have included a lesson on shapes and symbols relevant to Aboriginal and
Torres Strait Islander Students
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Create game
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Develop
skills to create a game that is specifically related to the learning
unit
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Consider
what to include in a game that consolidate and enhance learning that engages
students in creative ways.
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