1 Bernadette Kennedy

Digital Technology in Pedagogy History

History is an area of the humanities that requires critical thinking and analysis
when observing events or trends of the past. Digital learning in a history
classroom can augment, modify and redefine the way that the students are
receiving information, processing it, and communicating their understanding
and thoughts. This essay will discuss how ranging learning theories, and
implication of digital learning into the classroom abiding by these, can engage
students in higher level thinking.
Going by Prenskys digital natives theory (2001), the students of today are
already well accustomed to and are submerged in online lives. The way that they
interact and absorb information has changed from what we are used to.
Research has shown that a graphics over text pattern is emerging, connected to
the quickly accelerating twitch speed. On top of this, students are now parallel
processers, and prefer to be active experiential learners (Prensky 2001). These
claims made of the generation change are however sweeping, and nave through
a clearly more complex situation; but they are relevant to consider (Bennet,
Maton & Kervin 2008). If agreeing with Prenskys theory, it is important to look
at the ranging educational theories, and understand how they and technology
play off each other. This is not to say that a teacher should employ the only one
theory, but understand the benefits of them all, rather than operating under the
constraints of a limited theoretical background (Etmer & Newby 2013). It has
been argued that to make headway in understanding the impacts of the digital
age upon new learners, we must be cautious, and take on a more measured and
disinterested approach to assessing the implications of digital nativity on
education (Bennet, Maton & Kervin, 2008).
The behaviourist approach suggests that students learning is dependent on their
environment, and that their knowledge can be assessed through their behaviour.
In a behaviourist classroom education is in the hands of the teacher, who shapes
the knowledge of the student. This setting can lead to the use of technology as a
Teaching machine (Skinner 1958), which rewards selection of the correct
answer following a multimedia stimuli, encouraging the student to make the
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same choice again. This theory is strong, but problematical when preparing
students for a 21
st
century society, which is rapidly changing, and the patterns
students will need to assess how to respond to are constantly shifting.
The constructivist theory is vastly different, and views the student as the master
of their own education, who constructs knowledge from personal experience,
and is more active in their learning. This theory is backed by the work of
Seymour Papert (1980), who envisions computers being used as a form of
motivational engagement, to start the students journey of discovery. These views
are stark contrast to those of Skinner, who felt engagement was possible but not
necessary.
Two learning styles that embody the constructivist pedagogy are situated
learning, and anchored instruction. These are two methods of positioning the
student and their education in distinctive relationships, and are assessable by
student engagement. Situated learning in its extreme form believes that all
thinking must be situated or contextualised, and is best explained by concepts of
perception and action, rather than information processing (Young 1993).
Generally however situated learning means education should be placed in a
meaningful context that will relate to the student; preparing them for life beyond
schooling, rather than simply education to facilitate the passing of exams
(Whitehead 1929). Anchored instruction is the situation of this learning around
a topic that the students find interesting, and therefore engage with deeply.
Exploring a common topic from ranging perspectives allows students to develop
their higher level thinking skills such as critical thinking and problem solving
(Young 1993). When observing the way digital technology can be used to
effectively benefit a classroom, situated learning and anchored instruction are
two teaching methods that appear very effective. Assessing the two methods
against the SAMR model, teachers are able to go beyond Substitution of
information, and can use the students interests to augment, modify and even
redefine the way that the student is learning. Some suggestions of higher end
tasks that could be presented to students are virtual reality; situating the student
in a topic of their interest, and having the ability to explore and understand the
peripheries.
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Debate has been increasing through the educational sector, over the use of the
socratic pedagogy through secondary schools. Socratic pedagogy is a teaching
method inspired by Socrates, which uses open ended questions rather than
giving information, to assess the untapped knowledge already rationally present
in students, or to bring awareness to the current limits of their knowledge in a
certain topic. In this way, Socratic education shares similarities with both
behaviourism and constructivism, however it is fundamentally incompatible
with both (Boghossian 2006). It encourages in depth critical thinking,
evaluation and creation of knowledge. This form of pedagogy is clearly quite
intense, and debate surrounds whether it is appropriate to be used with
secondary students or should be left for tertiary education. However when
striving for excellence, Socratic education has the ability to engage students who
are successful learners, confident and creative individuals, and active and
informed citizens, as outlined by goal 2 of the National Declaration on the
Educational Goals for Young Australians. Technology in a Socratic classroom is
extremely high end on the SAMR scale, with tasks such as web quests, and open-
ended explorative journeys. Whiteley argues that the Socratic method and
blooms taxonomy are two effective theories when considering the cognitive
domain, and how to increase higher level thinking through the technological
landscape (2006). The inclusion of technology in the classroom also opens up an
entire world of unreliable information to the students, which needs to be
addressed in their development of critical thinking and digital literacy.

The inclusion of technology in the classroom from a teachers perspective can be
acknowledged through the TPACK graph, which suggests that effective teaching
is achieved through a balance of technological, pedagogical and content
knowledge (Mishra & Koehler 2006). Whilst above we have discussed the
connection between pedagogical and technological knowledge, it is vital so
observe technological knowledge on its own platform in learning, and
acknowledge the teachers responsibility when it comes to managing students
digital literacy in the classroom. Digital literacy encapsulates a persons ability to
engage with technology safely and effectively, including knowledge, skills,
attitudes and behaviours. Teachers in the 21
st
century need to be familiar with
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the programs that their students are using both inside and outside the
classroom, as this will affect the way that they learn.

In the history classroom, critical thinking is vital, to tasks such as assessing the
credibility and usefulness of sources. Students will assess and evaluate the
reasons for, impacts of, or influences in different events or trends through
history. These higher-level thinking skills are all embodied through the above
teaching theories, and their digital technology applications in the classroom if
used effectively. However these skills are not exclusive to a secondary history
classroom, and will be beneficial to the entire schooling process, assisting
students in later life. It is vital as a teacher to know and understand the content
you hope to teach. It is vital to know the students you are working with, and
assess what pedagogy is appropriate to help them reach their goals; and it is vital
to maintain a forward looking perspective, embracing the new technologies and
ideologies of the 21
st
century. As a future educator we hope to be able to create a
classroom that embodies the present, and assist our students in being prepared
for their future.
















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Resources

Bennett, S., Maton, K., Kervin, L. (2008). The digital natives debate: a critical
review of the evidence. British Journal of Educational Technology, Vol.
39, No. 5, Pp. 775-786.

Boghossian, P., 2006, Behaviourism, constructivism, and socratic pedagogy,
Educational philosophy and theory, Vol. 38, No. 6, Pp. 713-722.

Ertmer P.A. & Newby, T. T., 2013, Behaviourism, cognitivism, constructivism:
Comparing critical features from an instructional design perspective,
Performance improvement quarterly, Vol. 26, No. 2, Pp. 43-71.

Jones C., Ramanau R., Cross S.J. & Healing G. (2010) Net Generation or digital
natives: is there a distinct new generation entering university? Computers
& Education, 54(3), 722732.

Kennedy, G., Judd, T. S., Churchward, A., Gray, K. & Krause, K., 2008, First year
students experiences with technology: Are they really digital natives?,
Australian Journal of Educational Technology, 24(1), 108-122.

Whiteley, T.R., 2006, Using the socratic method and blooms taxonomy of the
cognitive domain to enhance online discussion, critical thinking, and
student learning, Developments in business simulation and experiential
learning, Vol 33.

Young, M. F., Instructional design for situated learning, Educational technology
research and development, Vol. 41, No. 1, Pp. 43-58.