Evidence of Learning (800 Words)

Digital technology is playing a pivotal role in changing the face of teaching and learning as we see it
today (Cleaver, 2018). It has the advantage of developing 21stcentury skills in students while making
teaching more learner centered (Crick and Wilson, 2005).  While simultaneously encouraging the
development of creativity and critical thinking skills in learners. Technology gives learners flexibility
in learning and enables them to interact collaboratively with their peers and educators (Jisc , 2018).
The onset of the technology age has resulted in a paradigm shift at my school. With the advent of
active implementation of DT, along with the introduction of new hardware and software, the focus of
teaching and learning has shifted from mere knowledge acquisition to developing 21 st Century and
metacognitive skills in learners (Dede, 2010). There is now a need for teachers to pool in their
expertise in using technology with one another (Rotherham and Willingham, 2009).
During the audit conducted at Civitas, it was learnt that the focus of the school was on integrating
technology into every aspect of the curriculum. Having conducted the audit for this course, the length
and breadth of the usage of technology at my own school has become apparent. Currently, the
teachers are using multimedia devices to show YouTube videos in conjunction with the topics being
covered in class. Multimedia is also being used, for conducting lessons. Often class corrections for
Grammar and Mathematics are done, using the overhead.
With teachers making the move from a behaviorist approach, to one of constructivism, (Jones and
Brader-Araje, 2002.) technology can serve as a tool, to intrinsically motivate learners. They can now
take control of their learning, by making their own blogs, wikkis and other online tools to express
themselves. Connnectivism (Kop and Hill, 2008) comes into play when learners, through Google,
develop their ability to look for, filter and assimilate information.
Learners are able to analyse what they are learning, by collaborating with others online, (Lie,  2002)
through podcasting and video blogging- they learn how to internalize what they have learnt and how
to express themselves effectively, while concurrently learning how to interact with others, which is a
necessary 21st Century skill (Dede, C., 2010).
Technology can be used to encourage learners to better understand a topic and scaffold learning
(Okojie and Olinzock, et al.2006). It is essential to understand that evaluating a particular technology
means to understand what it is and how it can be used effectively. While the line between teaching
with and learning from technology can be blurred. Programs such as Quizlet and Kahoot are useful
to promote/assess if learning has taken place. Whereas programs such as Excel are useful for
teaching by demonstrating and can also be used for learning. In my practice, I have used MS
Publisher to teach learners how to write advertisements. M.S. Excel was used to teach the learners
how to make pictograms and bar charts. These technologies were used to teach learners how to use
these programs while at the same time, learn about the topic.
Through the process of constructivism, learners are able to make connections between what the
teacher is teaching and what they are learning from the internet (Siemens, 2014). Using specific AFL
strategies, embedded in the lesson, enables the teacher to know if the technology was useful in
achieving the learning outcomes. Along with constructivism, the social and contextual approach to
learning suggests that learners are able to construct an understanding of their surroundings, while
working collaboratively with each other (Siemens, 2014).
Thoughtful selection of digital technology augments teaching and learning (Okojie and Olinzock et al.
2006). Technology such as Ipads, tablets and some apps add variety and make the lessons exciting.
It holds the attention of the learner, while breaking the monotony of traditional instruction.  A range of
tools, such as online games and apps, can be used to cater to the specific needs of the learners in
the classroom.  While there is some debate on whether technology enhances learning, according to
Courts and Tucker (2012) technology, facilitates both learners and educators in collaborating with
and learning from one another. Technology can be used in Science and Mathematics classes to
devise quizzes to assess learning, through tools such as Kahoot, Prezi, IXL, Padlet and Quizlet,
teachers can facilitate teaching and encourage learning.  Effective use of digital technologies can
also help to reach visual, auditory, reading/writing and kinaesthetic learners. 
During my observation of the Experienced Practitioner, she used a video to facilitate active listening
skills and then used Padlet for the children to discuss what had been learned while listening to the
video. After the discussion with my mentor, we agreed that the lesson was successful because of
the E.P.’s ability to manage the classroom effectively while choosing and using the correct digital
technology to facilitate active learning/observation skills in the learners. 
The technology chosen by the E.P. made learning enjoyable. It encouraged the students to engage
in active learning (University, 2018). By becoming responsible for their own learning, they were more
engaged in the learning process and were able to work collaboratively with others.  Integrating
technology into the curriculum, helps to facilitate student engagement (Laird and Kuh, 2005),
communication and technological skills, thereby creating skilled 21st century learners (875 words)
REFERENCES
Cleaver, S. (2018). Technology in the Classroom: Helpful or Harmful? | Education.com. [online]
Education.com. Available at: http://www.education.com/magazine/article/effective-technology-
teaching-child [Accessed 23 Dec. 2018].
Courts, B. and Tucker, J., 2012. Using technology to create a dynamic classroom
experience. Journal of College Teaching & Learning (Online), 9(2), p.121.
Crick, R.D. and Wilson, K., 2005. Being a learner: A virtue for the 21st century. British Journal of
Educational Studies, 53(3), pp.359-374.
Dede, C., 2010. Comparing frameworks for 21st century skills. 21st century skills: Rethinking how
students learn, 20, pp.51-76.
Jisc. (2018). Is digital technology changing learning and teaching? The big debate from Digifest
2017. [online] Available at: https://www.jisc.ac.uk/news/is-digital-technology-changing-learning-and-
teaching-15-mar-2017 [Accessed 28 Oct. 2018].
Jones, M.G. and Brader-Araje, L., 2002. The impact of constructivism on educatioLanguage,
discourse, and meaning. American Communication Journal, 5(3), pp.1-10.
Kop, R. and Hill, A., 2008. Connectivism: Learning theory of the future or vestige of the past?. The
International Review of Research in Open and Distributed Learning, 9(3).
Laird, T.F.N. and Kuh, G.D., 2005. Student experiences with information technology and their
relationship to other aspects of student engagement. Research in Higher education, 46(2), pp.211-
233.
Lie, A., 2002. Cooperative learning.
Okojie, M.C., Olinzock, A.A. and Okojie-Boulder, T.C., 2006. The pedagogy of technology
integration. Journal of Technology Studies, 32(2), pp.66-71.
Rotherham, A.J. and Willingham, D., 2009. 21st century. Educational leadership, 67(1), pp.16-21.
Siemens, G., 2014. Connectivism: A learning theory for the digital age.
University, L. (2018). Liberty Journal | Embracing technology in today's classrooms | Liberty Journal.
[online] Liberty Journal. Available at:https://www.liberty.edu/journal/article/embracing-technology-in-
todays-classrooms/ [Accessed 28 Oct. 2018]
Evidence of Reflection (400 Words)
After observing the EP and witnessing the level of engagement of the learners, one realizes that
using technology is necessary to motivate learners and serves to empower them intrinsically. The
EP’s lesson was successful because she chose the appropriate technology for the lesson, to
develop and assess the listening skills of the learners. By reflecting on the Padlet wall, the learners
were encouraged to become active learners.  The learning outcomes of the lesson were reached
because of effective classroom management, even when there were temporary halts, due to issues
with technology.
Using collaborative interfaces, such as Google Docs and Padlet, help to promote cooperative
learning and results in higher student achievement (Alavi ,1994; Johnson et al., 1986). One realizes
that DT gives teachers and students the flexibility to work at any time and from anywhere (Zhang
and Nunamaker, 2003). This is especially useful for catering to students with varied learning styles 
(KeenGwe and OnChwari et al. 2009).  Once the technology has been purchased, while there may
be barriers to adoption of technology use, due to teacher attitudes, it is however, a low cost option to
enhance T and L (Buckenmeyer, 2010).
I would like to use online math games, e-Readers, interactive word and spelling games, to help the
learners to develop critical thinking skills. Using DT appropriately and strategically is the key.
According to Gibbs Reflective Cycle (Gibbs, 1988) inadequate use of these resources is detrimental
to both the student and the teacher. Success depends not only on what technology is used to teach
but how it is used (Lavin and Korte et al., 2018).
Reflecting on the SAMR model, (Gorman, 2018) I have realized that teachers can work towards
integrating technology into the curriculum by simply using substitution to replace traditional
instruction with appropriate digital technology to support teaching and promote learning 
(Puentedura, 2010). 

Unit 1 has helped me to interact with a variety of theories, concepts and principles related to digital
technology and has reiterated my belief in integrating technology into my own pedagogy to enhance
the T and L process (Lambert and Cuper, 2008.). It is only by looking at past practice, observing and
learning from others that one becomes a reflective practitioner.
As I move on to Unit 2, I have realized, that while our school may not be able to completely replace
textbooks and traditional instruction. Technology can still be used to enhance learning. I would like to
think of myself as a ‘change agent’ and an ‘activator and evaluator of my mindset’, a practitioner,
who works with passion using technology to positively impact my learners’ learning (YouTube,
2018). (439 words)
 REFERENCES
Alavi, M., 1994. Computer-mediated collaborative learning: An empirical evaluation. MIS quarterly,
pp.159-174.
Buckenmeyer, J.A., 2010. Beyond computers in the classroom: Factors related to technology
adoption to enhance teaching and learning. Contemporary Issues in Education Research, 3(4),
pp.27-36.
Gibbs (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit.
Oxford Polytechnic: Oxford
Gorman, M. (2018). The SAMR model of technology integration.
[online] http://21centuryedtech.wordpress.com. Available at: http://21centuryedtech.wordpress.com...
[Accessed 23 Dec. 2018].
Johnson, R.T., Johnson, D.W. and Stanne, M.B., 1986. Comparison of computer-assisted
cooperative, competitive, and individualistic learning. American Educational Research
Journal, 23(3), pp.382-392.
KeenGwe, J., OnChwari, G. and OnChwari, J., 2009. Technology and student learning: Towards a
learner-centered teaching model. AACE Journal, 17(1), pp.11-22.
Lambert, J. and Cuper, P., 2008. Multimedia technologies and familiar spaces: 21st century teaching
for 21st century learners. Contemporary Issues in technology and teacher education, 8(3), pp.264-
276.
Lavin, A., Korte, L. and Davies, T. (2018). The impact of classroom technology on student
behavior. Journal of Technology Research.
Puentedura, R., 2010. SAMR and TPCK: Intro to advanced practice. Retrieved February, 12,
p.2013.
YouTube. (2018). Visible Learning - An Interview with Dr. John Hattie. [online] Available
at: https://www.youtube.com/watch?v=rkXE4lBwHD4[Accessed 23 Dec. 2018].
Zhang, D. and Nunamaker, J.F., 2003. Powering e-learning in the new millennium: an overview of e-
learning and enabling technology. Information systems frontiers, 5(2), pp.207-218