The use of rich technological tasks linked to Inquiry learning enables teachers to meet the needs of today’s contemporary learner. It makes for a more comprehensive way of teaching and learning. With a global economy, international connections and rapidly advancing technology, today’s students need the abilities, skills and knowledge to solve complex problems and look at multiple perspectives to incorporate and produce information from different fields (Lake, as cited in Hurst, 2012). This approach can help develop these higher-order, information literacy, critical thinking and lifelong learning skills that are crucial for each student (Reynolds, 2011). In essence, students are able to make connections to the real world fusing subject areas, technologies, experiences, and real-life knowledge together to make a more fulfilling and tangible learning environment for today’s knowledge rich learner (Drake & Burns, 2004, p.7).
In a modern society, 21st century teaching emphasises the learner at the centre of their own learning. They gain and develop knowledge for themselves; they are wealthy in terms of access to media and communication and technology –rich learning experiences can assist with this. Today’s student needs to be able to quickly learn the “core content of a field of knowledge, while also mastering a broad portfolio of essentials in learning, innovation, technology, and careers skills needed for work and life” (Trilling & Fadel, 2009, p. 16). They will need the skills and aptitude for life-long learning in order to keep up with the constant changes in technology and society, and learning in this way will help them to achieve this.
The creative use of mind maps in my learning sequence not only encourages students to participate but also to fully understand a topic and its nuances by creating connections between ideas (Teacherthought, 2013). Mind Maps are ‘visual information’ encouraging the audience to engage with the material that is being presented. They are easily created and interactive; they reinforce knowledge by making connections between different areas and delving in-depth into an area and can develop into several ideas as student knowledge progresses. Furthermore, they are collaborative in nature which assists in the ongoing development of critical thinking skills essential for today’s student.
The use of Blogs allows for ongoing reflection and collaboration between students, supporting them think more critically. It also allows for a more global perspective on learning, when peers in other classes, states, or countries can access the blog and share information and knowledge. The affordances of a Blog are embedded in earlier posts to this Blog. They allow you to see the impact and learning that can take place when a Blog is used as a learning tool.
The use of creative programs such as Videolicious and Garage Band etc., encourages students to become creators. They use their skills in technology and creativity to explain and show their learning in a ‘fun’ and more identifiable to themselves’ kind of way. “Creativity, ingenuity, and innovation are the keys to success in the evolving global economy” (Henderson, 2008). To prepare young people for work and life in the 21st century, educators must cultivate students' creativity (Henderson, 2008). Creativity is essential to problem-solving; students will always have problems to solve, both in their personal lives and work lives. If we allow them to develop creative competencies, they will be better equipped for the world (Henderson, 2008).
This constructivist approach to teaching involves all levels of Bloom’s Taxonomy of learning with emphasis on the development of higher order thinking skills. As well as this, it allows for multiple intelligences and learning styles to be used in all areas of the learning process. It also allows for a variety of sense-making activities or processes, through which students can come to understand and own information and ideas (Tomlinson, 1995). They connect naturally to their learning.
References
Henderson, J. (2008). Developing student’s creative skills for 21st century success. Education Update 50 (12) p 1-3
Hurst, C. (2012). Integrated programming-week 4 [PowerPoint slides]. Retrieved from https://lms.curtin.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2F
Prensky, M. (2005, September). Engage me or enrage me. Educause Review, 40 (5), 60-65.
Teachthought. (2013). 10 Mind mapping strategies for teachers. Retrieved from http://www.teachthought.com/teaching/10-mind-mapping-strategies-for-teachers/
Tomlinson, C. A. (1995). Differentiating instruction for advanced learner in the mixed-ability middle school classroom. Reston, VA, Retrieved from ERIC database (ED 38941)
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