Changing contexts with technology: Creating computer based resources for learning

We have developed a number of courses at the university level which, while the students enrolled in them attend classes on campus, contain online resources. They also provide a context in which students can share their work, based in technological environments, with others - both at the production stage for constructive feedback and when completed in order to share their ideas with other professionals

Preparing teachers for the 21st century
It has been noted that teachers lack confidence in using technology but it is regarded as a high priority in their professional development needs. Many teachers can use a small range of applications, but are reluctant to go beyond that phase of development. A basic problem remains that technology, and computers in particular, are regarded as just another thing to cover than a device that can enhance exploration and learning. A change of mindset is needed to address this problem.

In core units in the Bachelor of Education (eg. MDB 385 Information Technology in Educational Contexts and EAB 347 Early mathematical explorations) the use of technology is integrated into the content. Both units have on line resource pages which contain lecture content and notes, information about assessment, additional information related to readings and activities associated with them. In the Elective unit EAB 422 Technology and the Young Child, which we team teach, additionally the students have a e mail discussion list and are able to be linked to resources that assist them in the preparation of their assignment, which is the development of a multi media resource for learning which will be used by children in the primary years of schooling.

Examples from practice
This paper/presentation will discuss examples from practice, where teachers, both at the University and school level, have built resources for learning using technology, that are relevant to their own context but can be used on a wider scale. Our purpose was to use utility software, such as HTML, PowerPoint and the Multimedia application, Microworlds. The resources that were developed were cognisant of the eight key learning areas and were designed to help children work collaboratively on meaningful tasks that were based in a problem solving approach. In doing this, we considered the following issues:

• Educational software is often incompatible with a problem solving approach characterised by active learning and inquiry.

• Further commercial software developed primarily in America, is often not appropriate for Australian children. For example those which use US currency, present seasons, flora and fauna that are typical to the Northern Hemisphere and have narrators with an American accent, do not afford the opportunity for Australian children to contextualise their learning.

• Teachers need to be able to adapt their applications as they observe children interacting and engaging with the materials. Such customised learning environments mean that teachers can target needs and interests of individual students.

• The need for children to be viewed as active participants in their own learning processes. Peripheral such as digital cameras and/or scanners. In the work that we will describe such artefacts were used by the teachers to build resources that the children could relate to, because they reflect the child's own surroundings and things that they had experienced in three dimensions.