In 21st Century learning, the learning process is being changed by what we are able to do with technology. We are better able to create and share information. We are better able to communicate with those who are not in our geographical area. Technology has enabled us to make connections in a variety of new ways. We connect with one individual or knowledge area and then we find more and connect with those.
George Sieman's (2004)

George Sieman's notion of connectivism states that our knowledge is networked in nature. The act of learning is the ability to access those networks. If knowledge is a networked process, then learning is the ability to create or tap into that knowledge and navigate those networks. It is the technology that opens the doors and transforms our learning.

Mark Prensky talks about today's students as being "digital natives". They have grown up immersed in technology, fluent in the language of computers, video games and living with the internet. We are refered to as "digital immigrants" learning about technology after the event, still having one foot in the past and one in the present, therefore retaining an accent.

Our students live in a world of multi-coloured, hi-tech, audio-visual, interactive digital media. It is not unusual for them to spend more than three hours per day involved in digital video games, online chat, surfing the internet and listening to music - all at the one time! Our digital natives are used to accessing information from multiple sources in a networked environment. This world entertains and engages them. It is little wonder that many "digital natives" find the two dimensional black and white educational environment, less than inspiring.

The fact is that even if you are the most engaging old-style teacher in the world, you are not going to capture most of our student's attention the old way. Mark Prensky (2001)

It is up to teachers to rethink their teaching practices and integrate ICT to provide engaging learning experiences to "measure up" and meet our students expectations in the way they like to learn. This does not necessarily mean creating educational interactive computer games but creating innovative curriculum "gameplay". Our students are already far ahead in their ability to adapt to technology as that is their world. Let's give them opportunities to think of new ways to adapt their skills into our teaching curriculum. We can do that by asking for their input into the learning process and offering them choices as to how they complete assessment.

ICT have the pontential to transform our way of learning. Transformative learning is about becoming changed by what we learn in a meaningful way. It is about questioning our assumptions, beliefs, ideas and values in a critical and worldly way. Knowledge is being created as we speak. That knowledge is "real world", happening now and powerful. The only way to tap into that current knowledge is through the use of ICT. ICT have the ability to connect us with people, places and information as it takes place. They enable us to communicate and collaborate on all different levels, from multiple perspectives, witnessing happenings and being transformed in the process. For students to adapt to their changing world, they need to keep abreast of changes as they occur.

As a Business and Information Technology teacher, I view Information and Communications Technology (ICT), the same way others view books, pencils and worksheets - as necessary tools and equipment for learning. Just as these other tools are introduced early in a child's development, learners should be allowed to engage in meaningful interactions with ICT at developmentally appropriate levels. ICT should actively engage the learner and enlarge and enrich the experience of learning.

The use of ICT needs to be integrated into the learning process across the curriculum, not just used in isolation. However integrating ICT into the school curriculum in a meaningful and creative way can be a challenge for many teachers and for schools. This takes time and necessitates appropriate school planning in order for the process to take place in a co-ordinated and developmental way.

In my teaching area, ICT have transformed the way business operates, transformed the business curriculum I teach and transformed the way students learn. The use of ICT are integral to thinking, calculating, recording, communicating and connecting in the global economy. The certificate courses I teach are assessed on many skill based competencies. In order to provide the richness of experience for my students, I design creative ways for them to build foundation skills through real life business experiences.

Vocational education offers an avenue for many educationally challenged school students. These students come from a diverse background, with many different learning styles and abilities. Students are assessed at level two literacy in Certificate I courses and level three literacy in Certificate II courses. ICT transform the learning process for these students by providing multiple learning experiences through audio, video and interactive means.

To cater for students in the Senior phase of learning and their school based apprenticeships, I use blackboard to provide all units of competency for the Certificate I and II in Business and the Certificate I and II in IT. This provides the flexibility my students need to connect the classroom and their workplace. They know that all materials are provided in a safe online environment so they can access them anywhere. I manage this environment, designing learning experiences and providing the necessary student access to courses as required. Assessment and communication can be monitored using the blackboard tools provided.

The learning experiences I create for these courses are structured in a developmental way so students build on their existing knowledge, skills and abilities. Because these vary so widely, I use the RPL (recognition of prior learning) opportunity in VET to self assess their abilities in each unit and begin learning at their developmentally appropriate level. If students can provide evidence of the competencies in which they are being assessed, they may fast-track their learning.

Students are able to negotiate assessment by providing 3rd party support from employers for their "on the job" experience. In this way it is possible for students to direct their own learning through negotiation with their structured workplace employer and myself as their teacher. By providing all learning materials in blackboard, students can negotiate and structure their own learning experiences to satisfy their learning competencies.

Blackboard provides students with the opportunity to learn at school, at home or in the workplace. The communication tools within blackboard, allow students the opportunity to collaborate and build meaningful connections with outside networks. As my students develop confidence in their knowledge, skills and abilities adapting and applying ICT for use in real life situations, their learning is transformed from observer to participant to valuable business employee.