Moodle Proposal for Ross Road Principal
In the wake of the North Vancouver School District’s push to have every school submit a Technology Implementation Plan1, I would like to propose that Ross Road School adopt the Learning Management System (LMS), Moodle as a technology platform for teachers to enhance their teaching and for students to become more engaged in their learning.
As you are aware the British Columbia Government via the Premier’s Technology Council (2010) has proposed a vision for Kindergarten to grade 12 (K-12) Educationbased on the changing needs of a “knowledge-based” society. Their report includes a number of points to consider:
- A Flexible Educational Path
- A Blended System.
- Access to Learning Objects and Teaching Tools
- Open Access to Information Systems
- Constant Feedback and Assessment2
It is an ambitious yet relevant report and states that it is not to be used as an implementation tool but is a direction to move toward. Using a LMS like a Moodle can address these points with a flexibility that would take into account different teacher styles, needs and interests and allow self paced integration by the teacher.
As the present provincial budget for education in British Columbia is prohibitively restrictive when attempting to integrate new software, Moodle would be a welcome relief from high priced technology we are all becoming used to. Many LMS’s are expensive and time consuming to install. Moodle is free to download; there are no user charges or royalty fees. All that is needed is permission from an administrator (you) and a request to the District Information Technician to assist in the download.
It is also important to look at Moodle LMS through the framework of the International Standards of Technology Education to see how it could be applied to these standards. Because the options to use Moodle are widespread the framework applies, but the suggestions are merely examples of what can be used in Moodle.
Facilitate and Inspire Student Learning and Creativity
Model collaborative knowledge by engaging in learning with students, colleagues and others in face-to-face and virtual environments.
- Set up a school wide bookmarking site for inspiring websites
- Set up links to existing class blogs
- Introduce an online forum
Design and Develop Digital Age Learning Experiences and Assessments
Design or adapt relevant learning experiences that incorporate digital tools
- Set up online practice drills, quizzes and actual quizzes in each class
- Create blended lessons using online materials and face to face support
Model digital age work and learning
Communicate relevant information and ideas to students, parents, and peers using a variety of digital media
- Reduce use of paper going home to parents by using digital calendar on Moodle site to communicate with parents
Promote digital citizenship and responsibility
Teach safe, legal and ethical use of digital information and technology
- Learn and communicate copyright laws to students and parents
Engage in professional growth and leadership
Participate in shared decision making and community building
- Share bookmarked links
- Invite colleagues into your classroom to model or demonstrate effective use of technology
- Share lessons via school sites3
The average teacher in our school has a basic proficiency level with technology. The majority of our older students however, are proficient with computer use; many are skilled. Blending Moodle with “traditional” teaching will enhance the engagement of our students and allow for a more constructivist approach to our teaching. Martin Dougiamas designed Moodle while he was working toward a PHD. He wrote the Moodle program as part of his dissertation on learning in a socio-constructivist approach. Dougiamas stated that:
“A constructivist perspective views learners as actively engaged in making meaning, and teaching with that approach looks for what students can analyze, investigate, collaborate, share, build and generate based on what they already know, rather than what facts, skills, and processes they can parrot.” 4
In addition, Chickering and Gamson (1987) state that the best practices for teaching and learning, includes seven principles which:
- Encourages contacts between students and faculty.
- Develops reciprocity and cooperation among students.
- Uses active learning techniques
- Gives prompt feedback.
- Emphasizes time on task.
- Communicates high expectations.
- Respects diverse talents and ways of learning.5
At our school I would suggest that all teachers are doing their best to live up to these principles but I would hazard to say we could improve education delivery for this new generation of technologically skilled learners with a Moodle learning platform, which easily addresses all of these principles. The forum and chat tools allow for contact between students and faculty. Students can work on projects collaboratively or as individuals. Teachers can put quizzes on Moodle with peer feedback and/or instant teacher feedback, which can work toward communicating high expectations and giving prompt feedback. The more engaged students are the more time they will take on specific tasks.
At the moment the majority of our older students have technological fluency that surpasses most teachers. Often when we introduce new computer technologies in the school the students are not only very excited they are often teaching the teachers. Left on their own, students’ interests however, are limited to watching or making videos, taking pictures, playing games and texting on their cell phones (when we’re not looking). Our teachers, on the other hand are often slow to embrace new technologies. Not because they lack interest but often because they lack time. In order to bridge the gap between the skills of our students and the skills of our teachers, the introduction of an easy to learn tool like Moodle can work to scaffold teachers into new tool at their own pace and can work to satisfy students’ keen interest in technology. Moore, Moore and Fowler (n.d.) state that:
“Expertise should be developed, not just in how to use technology or in pedagogical practice but also in how to understand learners and how they perceive technology…In order for education to ensure that productive teaching and learning exchanges occur across generations of learners, these different mindsets may need to be reconciled”6
As teachers we are always striving to connect with our students and using a tool like Moodle could be a way to reconcile the differences between teacher and student. Unlike other LMS’s, Moodle is free to use, it offers an almost unlimited scope to how it can be used in the classroom but it can be adopted slowly or quickly depending on teacher engagement.
References
- Fraenkel, C., Frazee, J. (2012) Ross Road TechnologyImplementation Plan licensed under a Creative Commons Attribution-Noncommercial 3.0 Unported License
2. British Columbia Government Premier’s Technology Council A Vision for 21st Century Education December, 2012. Retrieved from http://www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf
3. ISTE Nets Standards for Students 2007. Retrieved from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
4. Dougiamas, M. (1998) A Journey into Constructivism. Retrieved from http://dougiamas.com/writing/constructivism.html
5. Chickering, A.W. & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), 3-7. Retrieved from http://www.aahea.org/articles/sevenprinciples1987.htm
6. Moore, A.H, Moore, J.F., Fowler, S.B. (n.d.) Faculty Development for the Net Generation Virginia Polytechnic Institute and State University© Anne Moore, John Moore, and Shelli. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/faculty-development-net-generation&as_qdr=y15
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