How will you apply what you have learned in this course to your future teaching and learning experiences?
This course has been a great experience for me. From where I stand today, my teaching looks pretty old school. I will definitely be incorporating some new technology at the start of the next school year. At the moment, my head is stilling swimming a bit - in terms of all the options I've learned about. I've got little sticky notes all over my office with different ideas. Now I need to consolidate.
Some givens....
I will be setting up a social studies web site. It will probably be 1 site that includes a page for each of the classes I teach next year, along with a general resource page for students and another for parents.
I will also be requiring my students to set up Diigo sites for all research projects going forward.
I will use the Current Events Blogging activity that I designed in this course. I will probably set up blog sites for enrichment activities (literature circles) as well.
I am hoping to create class texts on Wikibooks next year too. At present I've got about 15 curriculum binders taking up space on my shelves, and to be honest, I almost never organize them or update them in any meaningful way. I just keep throwing activities in them. They've become quite cumbersome, and I am really looking forward to transferring their content to the computer.
Overall, I will be working towards a more paperless classroom, encouraging students to post writings for view by authentic audiences, and inviting the rest of the world in - one student/pc at a time.
Tuesday, June 29, 2010
Online Publishing Reflection
1. What pages on Wikipedia did you edit/monitor? (Please include URL to each page for individual and group work).
I edited the Wikipedia page for the City of Meriden, CT. I added a link / page under Points of Interest for a historical street – Curtis Street. I monitored it periodically, and, unfortunately, it was deleted because it didn’t meet the Wikipedia ‘notability’ standards. The original page was located at the URL: http://en.wikipedia.org/w/index.php?title=Historic_Curtis_Street&action=edit&redlink=1
2. What is your Username on Wikipedia? UserName: Ayndell
3. What is your reaction to the entire wiki project process? Please describe any positive and negative reactions.
It was pretty neat submitting something to Wikipedia. I liked having a little piece of something published, I think my students would like it as well. I was sad to see my page deleted, but honestly could have put in some better references to meet the ‘notability’ standards at Wikipedia. In fact, I will probably do so later this summer – when I no longer have projects of my own to complete. I think that I would use the Jr. Wikipedia site for my students to publish on. I would also like to create some classroom texts on Wikibooks. This would be a great project for my students next year.
4. If someone from the general public updated or edited your work, how did that make you feel? What types of changes did they make? Did you think that their revisions were appropriate? Did you make any additional changes as a result?
As noted above, I was deleted. I had about a split second of outrage, followed by about a minute of ‘why do you people take yourselves so seriously,’ and then I read the definition of the notability standard and realized that the reference I provided was not enough to meet the standard. I do think the changes were appropriate – or at least they made me feel as though someone with a standard was watching over the content on Wikipedia. I approve of the standard established. It gives me hope for the whole ‘collaborative knowledge’ aspect of the internet. I will be resubmitting my information in the future with the appropriate citations.
5. If someone discussed your contributions, how did that make you feel? Was the discussion positive, negative, or neutral? Did you make any changes as a result? There were no discussions beyond the speedy deletion.
6. Did you personally contribute to the discussion (talk pages)? If so, in what capacity? Did you receive any feedback/comments from others? I did not have any discussion to participate in.
7. Will you continue to check the pages that you updated/created in the future (after this course ends)? Why/Why not? Please explain. As noted above, I will resubmit with appropriate citations to demonstrate notability.
8. Do you think you will edit pages on Wikipedia in the future? Why/Why not? Please explain. I will definitely add my Curtis Street back in, and I can imagine adding additional links to the City of Meriden, CT page as time goes on.
9. Would you consider using Wikipedia in your current/future classroom? Why/why not?
I encourage my students to use Wikipedia as a starting point in all research. I have always allowed that. I will definitely encourage my students to publish on Wikipedia. I will also encourage my own boys to do the same. It’s a neat experience and allows for a better understanding of what Wikipedia is and how it works. In my case, I now feel more trusting of the information I find there.
10. What web site did you select for Part 2 for publishing student work online.
I have no students to publish with right now, but next year I will begin with the ThinkQuest site, Wikibooks, and Wikijunior.
11. What process did you use to locate a web site for publishing student work online? Why did you select the site? Was it difficult to locate an appropriate and relevant site for your classroom?
I used class resources to locate sites. My ideas came from the Richardson text and from our own class syllabus. I really liked the ThinkQuest site that was linked to our assignment page. I love that access is limited to teachers and students. This will definitely provide better feedback, and likely feedback that would be in line with what I, as a teacher, would provide. I also liked Wikibooks. There are not many books that have been completed on the site, but it would be a great place to create class texts next year. This is key for a teacher like me – I’m not a huge fan of standard textbook instruction and supplement ALOT. In addition, I will use Wikijunior for my younger students. It was not difficult to locate sites. Once I get started using them next year, I’m sure I will find even more that are suitable for my classes.
12. Who (what audience) would provide feedback on your student(s) work? The ThinkQuest audience is made up of teachers and other students involved in similar projects.
13. Would you use this web site in the future with your students? Why/why not? Please explain.
As noted above, I plan to incorporate it in my curriculum during the second half of next academic year. My classes are very much ‘process’ focused, and I increase expectations each marking period in terms of the independent completion and quality standards of student work. Adding in the publishing component would be a real concrete way for students to see their own improvement from ‘newby’ to published author.
14. Would you continue to explore the web for other authentic audiences on the web? Why/why not? Please explain.
Absolutely. Though I will start small and simple with what I’ve got, I’m sure there are even better – more social studies focused- opportunities for student publication out there. If not, maybe I can collaborate with a colleague to create one.
15. Overall, what were your reactions to Part 2 of this assignment, both positive and negative? Please explain
I was hesitant at first. My students have typically experienced so much failure and frustration academically, that the idea of submitting work for publication and public feedback seemed beyond the scope of my curriculum goals. One of my major goals is to establish a feeling of competency in my students. It is the only way I can get them to take the chances that promote their growth. I worried that publishing online and receiving negative feedback might be harmful to that goal. Having viewed a few sites, however, I think it could be a great opportunity to do achieve the goal. If it takes all year, ending the year with a piece of their own work published and accessible to them and their families to see is a great way to establish competency and confidence. It is certainly worth the effort, and they will learn a great deal about the internet in the process.
I edited the Wikipedia page for the City of Meriden, CT. I added a link / page under Points of Interest for a historical street – Curtis Street. I monitored it periodically, and, unfortunately, it was deleted because it didn’t meet the Wikipedia ‘notability’ standards. The original page was located at the URL: http://en.wikipedia.org/w/index.php?title=Historic_Curtis_Street&action=edit&redlink=1
2. What is your Username on Wikipedia? UserName: Ayndell
3. What is your reaction to the entire wiki project process? Please describe any positive and negative reactions.
It was pretty neat submitting something to Wikipedia. I liked having a little piece of something published, I think my students would like it as well. I was sad to see my page deleted, but honestly could have put in some better references to meet the ‘notability’ standards at Wikipedia. In fact, I will probably do so later this summer – when I no longer have projects of my own to complete. I think that I would use the Jr. Wikipedia site for my students to publish on. I would also like to create some classroom texts on Wikibooks. This would be a great project for my students next year.
4. If someone from the general public updated or edited your work, how did that make you feel? What types of changes did they make? Did you think that their revisions were appropriate? Did you make any additional changes as a result?
As noted above, I was deleted. I had about a split second of outrage, followed by about a minute of ‘why do you people take yourselves so seriously,’ and then I read the definition of the notability standard and realized that the reference I provided was not enough to meet the standard. I do think the changes were appropriate – or at least they made me feel as though someone with a standard was watching over the content on Wikipedia. I approve of the standard established. It gives me hope for the whole ‘collaborative knowledge’ aspect of the internet. I will be resubmitting my information in the future with the appropriate citations.
5. If someone discussed your contributions, how did that make you feel? Was the discussion positive, negative, or neutral? Did you make any changes as a result? There were no discussions beyond the speedy deletion.
6. Did you personally contribute to the discussion (talk pages)? If so, in what capacity? Did you receive any feedback/comments from others? I did not have any discussion to participate in.
7. Will you continue to check the pages that you updated/created in the future (after this course ends)? Why/Why not? Please explain. As noted above, I will resubmit with appropriate citations to demonstrate notability.
8. Do you think you will edit pages on Wikipedia in the future? Why/Why not? Please explain. I will definitely add my Curtis Street back in, and I can imagine adding additional links to the City of Meriden, CT page as time goes on.
9. Would you consider using Wikipedia in your current/future classroom? Why/why not?
I encourage my students to use Wikipedia as a starting point in all research. I have always allowed that. I will definitely encourage my students to publish on Wikipedia. I will also encourage my own boys to do the same. It’s a neat experience and allows for a better understanding of what Wikipedia is and how it works. In my case, I now feel more trusting of the information I find there.
10. What web site did you select for Part 2 for publishing student work online.
I have no students to publish with right now, but next year I will begin with the ThinkQuest site, Wikibooks, and Wikijunior.
11. What process did you use to locate a web site for publishing student work online? Why did you select the site? Was it difficult to locate an appropriate and relevant site for your classroom?
I used class resources to locate sites. My ideas came from the Richardson text and from our own class syllabus. I really liked the ThinkQuest site that was linked to our assignment page. I love that access is limited to teachers and students. This will definitely provide better feedback, and likely feedback that would be in line with what I, as a teacher, would provide. I also liked Wikibooks. There are not many books that have been completed on the site, but it would be a great place to create class texts next year. This is key for a teacher like me – I’m not a huge fan of standard textbook instruction and supplement ALOT. In addition, I will use Wikijunior for my younger students. It was not difficult to locate sites. Once I get started using them next year, I’m sure I will find even more that are suitable for my classes.
12. Who (what audience) would provide feedback on your student(s) work? The ThinkQuest audience is made up of teachers and other students involved in similar projects.
13. Would you use this web site in the future with your students? Why/why not? Please explain.
As noted above, I plan to incorporate it in my curriculum during the second half of next academic year. My classes are very much ‘process’ focused, and I increase expectations each marking period in terms of the independent completion and quality standards of student work. Adding in the publishing component would be a real concrete way for students to see their own improvement from ‘newby’ to published author.
14. Would you continue to explore the web for other authentic audiences on the web? Why/why not? Please explain.
Absolutely. Though I will start small and simple with what I’ve got, I’m sure there are even better – more social studies focused- opportunities for student publication out there. If not, maybe I can collaborate with a colleague to create one.
15. Overall, what were your reactions to Part 2 of this assignment, both positive and negative? Please explain
I was hesitant at first. My students have typically experienced so much failure and frustration academically, that the idea of submitting work for publication and public feedback seemed beyond the scope of my curriculum goals. One of my major goals is to establish a feeling of competency in my students. It is the only way I can get them to take the chances that promote their growth. I worried that publishing online and receiving negative feedback might be harmful to that goal. Having viewed a few sites, however, I think it could be a great opportunity to do achieve the goal. If it takes all year, ending the year with a piece of their own work published and accessible to them and their families to see is a great way to establish competency and confidence. It is certainly worth the effort, and they will learn a great deal about the internet in the process.
Blog Project Reflection
1. I encountered several problems with setting up my blog. To begin, it took me some time to get my head around the design of the overall assignment. I wasn’t quite sure how best to get student contributions. I originally thought to have students set up their own blogs, with a Google Reader as the class feed. But the assignment specifications seemed to indicate a wish for me to set up a blog site for use. It took me some research time on the Blogger site to figure out how best to incorporate student contributions. Eventually, I decided to make students limited authors to the site. This will require them to sign their posts, but I feel it will work well. I may yet have older students set up their own blog sites in the future. The only other real issue was overcoming the learning curve on gadget use. I didn’t know much about how to incorporate all the needed gadgets. I learned quite a bit and incorporated many useful links to the blog.
2. I really liked the project. I had come to think of blogs as a more limited feature for classroom use, but I have learned a great deal about setting up multiple pages and incorporating links to key sites and documents. Incorporating Google Docs really helped me to link to everything students would need to complete their blog posts independently. The colleague and students I got feedback from thought it was a pretty neat idea. No one expressed any concerns over students posting to the internet. Having designed the blog, I now feel confident that blogging can be used without jeopardizing student privacy. There is still some tweaking to be done to the finished product, but the response has been very positive all the way around.
3. I am not able to try the project in my classroom, as school is already out for summer. I am certain, from experience, that I will need to modify the lesson plans. I almost always modify the timeline in some way – spending a little more time on the areas that present a challenge. It is hard, with my student population in particular, to accurately predict how quickly they will move through a new concept/process. I tend to be super flexible in that regard, preferring to take the additional time to ensure mastery at the outset. I do not foresee modifying the assignment requirements. I rarely reduce the workload, preferring instead to boost student independence.
4. I will definitely be using this project in my classrooms next year.
5. Final thoughts: shame on me for not incorporating all the technology that I’ve been learning earlier.
2. I really liked the project. I had come to think of blogs as a more limited feature for classroom use, but I have learned a great deal about setting up multiple pages and incorporating links to key sites and documents. Incorporating Google Docs really helped me to link to everything students would need to complete their blog posts independently. The colleague and students I got feedback from thought it was a pretty neat idea. No one expressed any concerns over students posting to the internet. Having designed the blog, I now feel confident that blogging can be used without jeopardizing student privacy. There is still some tweaking to be done to the finished product, but the response has been very positive all the way around.
3. I am not able to try the project in my classroom, as school is already out for summer. I am certain, from experience, that I will need to modify the lesson plans. I almost always modify the timeline in some way – spending a little more time on the areas that present a challenge. It is hard, with my student population in particular, to accurately predict how quickly they will move through a new concept/process. I tend to be super flexible in that regard, preferring to take the additional time to ensure mastery at the outset. I do not foresee modifying the assignment requirements. I rarely reduce the workload, preferring instead to boost student independence.
4. I will definitely be using this project in my classrooms next year.
5. Final thoughts: shame on me for not incorporating all the technology that I’ve been learning earlier.
Wednesday, June 23, 2010
Week 7 Blog Post - The Digital Divide
Does the digital divide exist in your school? Or have you seen instances where the digital divide has affected kids that you know? Please explain. Were any attempts made to remedy the problem? What accommodations were made?
One of the real pros of working where I do is the awesome student – computer ratio. There are more computers in our building than students, and every classroom has a PC available for each student in it. We are fortunate in this regard, not so much because our administration loves the web and all that it has to offer, but because our founders had the foresight to develop a specialized computer fluency program to help address the varied and often multiple skill deficiencies faced by our students. The fact that that program remains chained in a DOS environment (yep, that’s right I said DOS) did not prevent us from installing Windows operating systems on all of these systems. Perhaps more importantly, because of the requirement that all students complete twice daily computer fluencies in various subjects, we require all parents (by contract) to maintain a fully functional computer system at home. We’ve even been known to supply the systems and the occasional home visit for technical support. So, as far as technology goes, we do a pretty good job of preventing a divide in access.
But the divide still exists. This became clear to me as I read the article “Digital Divide Within” from edutopia.org. Even in our small, computer-plentiful school, there are huge differences in the extent and methodology of their use among teachers. For my own part, I am just beginning to get a real grasp of what is available to me and my students on line. And I am probably one of the staff that incorporates computer literacies (beyond the use of the word processor for writing) most regularly. I am sure that the students from my Research Skills class and my Current Issues class are more genuinely computer literate than some of their counterparts due to activities that I have included in their curriculum.
To their credit, the administration has attempted to make a push in this direction. Several of our head staff have taken technology courses similar to the one I am in now. Our annual summer training week had several days devoted to the investigation of internet resources of varied types that were then shared as a faculty to encourage use. We have installed overhead projectors and smartboards in our larger classrooms and teachers can request their courses be scheduled in those rooms based on need for access.
But none of these efforts are a guarantee that all staff will incorporate the technology equally. This, I think, will take time. We might not see real change until the present generation of college grads take over our classrooms.
What instructional strategies and approaches promote technology integration while addressing the participation gap (where low income and minority students have not had the same opportunities as their more affluent peers to use new technologies for learning)?
Where to begin….. I think that inquiry based learning strategies in general promote the integration of technology (not to mention critical thinking skills and the ability for students to construct their own knowledge base). They are part of the general model of ‘best practice’ methods AND work nicely as an instructional model that incorporates critical technological literacies through the use of webquests, wikis, and such.
I also see great benefits in using free / open-source products to provide those opportunities. Using free resources is a great way for educators in low-income districts to provide access for students in the classroom. Further, programs like Blogger, Google Docs, and Diigo can be great tools not only in the classroom, but can also be accessed via the internet at home by individual students. At present, Google seems to have the most to offer in this respect.
I ran across some great online resources in the online text reading “Teaching with the Internet K-12: New Literacies for New Times.” Authors Leu, Leu, and Coiro listed a whole host of resources for students with varied disabilities. Among them are programs like ReadPlease, a free text reader and the OKAPI Readability Statistics Tool to assess the reading level of a given website. Visit their online text for more information. I have already compiled a personalized grouping of their most relevant resources for my particular learning environment.
What responsibility do you have, as an educator, to bring informating (learning) technology experiences into your classroom?
It’s simple…I must. I think we all must at this point if we are hoping to prepare our students for the world that will face them upon graduation. Taking this general goal first, I found the YouTube production “What Does the Digital Divide Mean to You” by the group Internetforeveryone.org pretty compelling. I hadn’t thought of the need in quite such specific terms before, but the authors of the video point out that many basic public resources are primarily online today. For example, applications for jobs and government services are online. Access to information that voters need for effective decision-making is primarily online. I, personally, don’t think I could have lived without access to MapQuest before buying my GPS for navigation. I actually instruct students in the use of the internet to locate community resources, determine their address, and MapQuest directions to get there. These are critical skills.
Secondly, as a social studies teacher, I am often awed by the amount of information that is available any time, any place on the internet for research activities. I often try to relay this awe to my students, but their hyper-connected life experience prevents them from even imagining what life was like before the internet. Given the potential to access so much information so easily, I must incorporate technology skills into my classroom. Whether I’m looking to teach my students to find the nearest restaurant, solve a real social issue, or something in between, these experiences must be a standard part of my curriculum for teaching today’s generation.
One of the real pros of working where I do is the awesome student – computer ratio. There are more computers in our building than students, and every classroom has a PC available for each student in it. We are fortunate in this regard, not so much because our administration loves the web and all that it has to offer, but because our founders had the foresight to develop a specialized computer fluency program to help address the varied and often multiple skill deficiencies faced by our students. The fact that that program remains chained in a DOS environment (yep, that’s right I said DOS) did not prevent us from installing Windows operating systems on all of these systems. Perhaps more importantly, because of the requirement that all students complete twice daily computer fluencies in various subjects, we require all parents (by contract) to maintain a fully functional computer system at home. We’ve even been known to supply the systems and the occasional home visit for technical support. So, as far as technology goes, we do a pretty good job of preventing a divide in access.
But the divide still exists. This became clear to me as I read the article “Digital Divide Within” from edutopia.org. Even in our small, computer-plentiful school, there are huge differences in the extent and methodology of their use among teachers. For my own part, I am just beginning to get a real grasp of what is available to me and my students on line. And I am probably one of the staff that incorporates computer literacies (beyond the use of the word processor for writing) most regularly. I am sure that the students from my Research Skills class and my Current Issues class are more genuinely computer literate than some of their counterparts due to activities that I have included in their curriculum.
To their credit, the administration has attempted to make a push in this direction. Several of our head staff have taken technology courses similar to the one I am in now. Our annual summer training week had several days devoted to the investigation of internet resources of varied types that were then shared as a faculty to encourage use. We have installed overhead projectors and smartboards in our larger classrooms and teachers can request their courses be scheduled in those rooms based on need for access.
But none of these efforts are a guarantee that all staff will incorporate the technology equally. This, I think, will take time. We might not see real change until the present generation of college grads take over our classrooms.
What instructional strategies and approaches promote technology integration while addressing the participation gap (where low income and minority students have not had the same opportunities as their more affluent peers to use new technologies for learning)?
Where to begin….. I think that inquiry based learning strategies in general promote the integration of technology (not to mention critical thinking skills and the ability for students to construct their own knowledge base). They are part of the general model of ‘best practice’ methods AND work nicely as an instructional model that incorporates critical technological literacies through the use of webquests, wikis, and such.
I also see great benefits in using free / open-source products to provide those opportunities. Using free resources is a great way for educators in low-income districts to provide access for students in the classroom. Further, programs like Blogger, Google Docs, and Diigo can be great tools not only in the classroom, but can also be accessed via the internet at home by individual students. At present, Google seems to have the most to offer in this respect.
I ran across some great online resources in the online text reading “Teaching with the Internet K-12: New Literacies for New Times.” Authors Leu, Leu, and Coiro listed a whole host of resources for students with varied disabilities. Among them are programs like ReadPlease, a free text reader and the OKAPI Readability Statistics Tool to assess the reading level of a given website. Visit their online text for more information. I have already compiled a personalized grouping of their most relevant resources for my particular learning environment.
What responsibility do you have, as an educator, to bring informating (learning) technology experiences into your classroom?
It’s simple…I must. I think we all must at this point if we are hoping to prepare our students for the world that will face them upon graduation. Taking this general goal first, I found the YouTube production “What Does the Digital Divide Mean to You” by the group Internetforeveryone.org pretty compelling. I hadn’t thought of the need in quite such specific terms before, but the authors of the video point out that many basic public resources are primarily online today. For example, applications for jobs and government services are online. Access to information that voters need for effective decision-making is primarily online. I, personally, don’t think I could have lived without access to MapQuest before buying my GPS for navigation. I actually instruct students in the use of the internet to locate community resources, determine their address, and MapQuest directions to get there. These are critical skills.
Secondly, as a social studies teacher, I am often awed by the amount of information that is available any time, any place on the internet for research activities. I often try to relay this awe to my students, but their hyper-connected life experience prevents them from even imagining what life was like before the internet. Given the potential to access so much information so easily, I must incorporate technology skills into my classroom. Whether I’m looking to teach my students to find the nearest restaurant, solve a real social issue, or something in between, these experiences must be a standard part of my curriculum for teaching today’s generation.
Tuesday, June 22, 2010
Week 6 Blog Post
Should all teachers be encouraged to create online activities for students within traditional classrooms?
Yes, absolutely, though it may be too soon to require teachers to include online activities in their classrooms. Let’s face it, as Alan November lays it out in his text Empowering Students with Technology, not all teachers have the qualities to make them effective at online instruction (November, p. 94). Anyone who has been in a school recently has only to look around and see that the teaching staff is still comprised of a mix of new, tech-savvy types and older, tech-newbies. I fall somewhere in between these two groups, and I’m sure I’d be considered a newby by anybody’s standards. But November asks a great question at the outset of his 5th Chapter, “Do schools have an obligation to prepare students for a world where those who can access learning 24-7 potentially have an enormous advantage?” (November, p. 85) I think the answer to that question is yes. Our students, today, will face a very different world upon graduation, and their children will likely face a very different learning environment based on the technologies that are emerging today. Computer literacy has become a critical literacy for preparing the next generation of students. It could be as important to their self sufficiency as reading literacy is today.
In the meantime, Mr. November shares an anecdote in his text that sums up what all good teachers know – when you find that you’ve become little more than a “talking head” in the classroom (November, p.98), you know you are no longer operating optimally. Including varied, student-centered, inquiry-based methods allows students to take an active role in the learning process. Incorporating online learning today is the first step to helping our learners master that process. Learn is a verb. It is an action word. Learners should be the ones taking the action.
At what grade level should educators begin teaching students how to use social networks? Find documentation to support your answer.
This remains a hot topic among educators I know. Some argue that we should not be teaching students how to use social networks at all. I, personally, know educators that would rather pretend social networks don’t exist, or at least treat them as a phenomenon far isolated from their role as educators.
I’m not so big on living in denial though. There are valuable lessons to be learned in how to use social networks without getting oneself into trouble. Will Richardson cited an important study in his text, however, that showed that students don’t just use the social networks for “friendship-based” activities (Richardson, p. 131). They also use them for “interest-based” activities (Richardson, p. 131), and this is a benefit that should not be ignored. The benefits of wikipages, social bookmarking, and Twitter are too great.
So the question is only one of when. Its important to know when they CAN start using sites likes Facebook. The internet watchdog site Netmums.com cited some interesting statistics. First, social networking sites like Facebook and MySpace have stated age limits. Users must be at least 13 and 14 years old respectively to use their site. If we assume that only children 13 and over actually use these sites, then we should definitely start instructing in their use in middle school. However, there are other social networking sites that students as young as 6 can use like ClubPenguin and Neopets. It couldn’t be a bad idea to start the learning process there. Students need to know how to interact appropriately on these sites and how to handle issues that arise from those that don’t act appropriately. They also need to learn basic safety precautions like protecting their privacy. Perhaps its not a firm starting point we should agree on, but a continuum of instruction that starts with safety and internet etiquette early on, followed by increasingly complex skills involving how to be a strong member of the global, connected community.
How can teachers use social networking sites as teaching and learning tools?
The possibilities are endless, limited only by our own willingness and imagination. Some ideas from Will Richardson’s text Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms….
Social Bookmarking sites like Diigo have some interesting potential. Starting next year, in my own Research Skills class, individual students will create and use Diigo accounts for research projects. They will be able to bookmark good resource sites they find, not only to track them, but to prevent them from losing their citation information. I can’t even estimate how many times I’ve had a student lose points for an incomplete bibliography. One very cool feature is the ability to highlight and annotate the resources once bookmarked. In my classroom, this is a key component of comprehension.
Twitter offers some tools I am only just learning about as well. I’m already thinking of incorporating it for bookclub / literature circle activities. Many of my students are already competent in its use. I envision assigning evening text reading, followed by the requirement that students use Twitter to post questions or short reactions (140 words or less of course).
Podcasts – Richardson has some great ideas for posting parent / school community messages and having students record oral histories and interviews (Richardson, p. 117). I’ve, personally, always dreamed of having my students write a class song to detail a historical event or period. It would be a neat thing to record to a podcast for sharing.
I also liked some of the ideas from Richardson’s text for using social networking sites like Kiva.com and TakingItGlobal.org for connecting kids to real-life social issues. As a social studies teacher and the facilitator of my schools Student Council, I am always looking for new ways to incorporate service learning. Students could raise funds in the community and use Kiva.com to choose their own recipient, or they could use the TakingItGlobal site to connect with others to impact a social issue of their choosing.
Envision the role of social networking in 21st century learning environments. Write a brief description of this vision.
I think, realistically and perhaps ideally, 21st Century classrooms will be a mix of traditional and online learning. I hope that early learning (K-5 anyway), will remain more traditional in style. I think there’s been ample research on the importance of social interaction / training for the youngest students. Even Mr. November’s accounts from dedicated online learning sites like The Electronic High School acknowledge the benefits of face-to-face learning. (November, p. 87)
As a special education teacher, I suspect another important function of the traditional elementary school is the identification of disabilities and disorders. The benefits of early intervention have been carefully documented for student with learning disabilities and for students faced with social / emotional disorders. Many of my students are identified in grades K-3, much could be missed without regular classroom attendance to see students in action. Having some experience in the delivery of remedial services, its hard for me to envision an online environment or program that would take the place of the interface my students need to succeed even beyond the initial identification. One key component of my teaching is the ability to recognize when as student has not grasped a new concept (or perhaps even part of it) and loop back to repeat until each of them has it. These types of interactions are key to their successes. Special Education is one area that would seem better served by the traditional approach both in identifying and serving the needs of its clientele.
K-5 years would be a great time to instruct students in the skills they will need for online learning, however. Teachers could use the benefits of face time to teach students about the varied technological tools AND strategies that can aid them in developing the independent work ethic they will need in an online environment. Middle school might then become the transition not just between elementary years and high school, but between the traditional environment and the more independent, online one.
Given the varied independence and cognitive abilities among age groups, I believe (until someone proves otherwise) that high school is where students might best benefit from online learning. November included some great benefits in his text, such as the ability for the needs of varied ability groups to get appropriate instruction. Having a son in high school with limited access to AP coursework, I love the idea of having an online system to provide more choices. With just a few exceptions, I suspect juniors and seniors could take the majority of their credits on line, at their own pace and timing. Personally, I’d like to see them meet weekly, however, with cohorts for discussions and debates – teacher led. And, of course, certain courses, such as science, would still require hands-on lab work for investigation.
I remain very skeptical about both the timeline (half of all curriculum by 2019) (November, p. 84) and some of the benefits suggested by Mr. November. November suggests in Chapter 5 (albeit without much direct evidence as to how) that school districts would benefit from the increased flexibility and the expanded audiences provided via online learning. He seems to suggest a reduction in costs. But…..
• We will still need qualified teachers, not to mention low student/faculty ratios to ensure success (November, p. 88).
• The initial costs of providing technology for all learners is likely to be prohibitive. This is an issue not only for students receiving special education services (IDEA, ADA, Section 504 all require access to necessary accommodations through college), but also for students in low-income communities that may have access to something, but not the quality technology that will allow use of online learning as we know it today. Despite the potential for online instruction to shift the responsibility for learning to the learner, our current environment of educational entitlement will not easily shift with it, and these issues will slow change.
• Childcare issues will arise for younger students. Public schools not only serve a valuable socializing role, but they provide a safe and productive (ideally) place for the children of working families. A shift to online education will require some accompanying poverty mitigation to ensure families will be able to make use of the new changes and provide adequate supervision for students.
And these are just a few questions that I have. I can only imagine the ones that will arise as we begin to see real change. Knowing how notoriously resistant to change our public schools are, its really difficult for me to imagine the rapid shift Alan November cites in his text. I’m thinking that maybe, just maybe, my grandchildren will begin to see the benefits. Maybe.
Yes, absolutely, though it may be too soon to require teachers to include online activities in their classrooms. Let’s face it, as Alan November lays it out in his text Empowering Students with Technology, not all teachers have the qualities to make them effective at online instruction (November, p. 94). Anyone who has been in a school recently has only to look around and see that the teaching staff is still comprised of a mix of new, tech-savvy types and older, tech-newbies. I fall somewhere in between these two groups, and I’m sure I’d be considered a newby by anybody’s standards. But November asks a great question at the outset of his 5th Chapter, “Do schools have an obligation to prepare students for a world where those who can access learning 24-7 potentially have an enormous advantage?” (November, p. 85) I think the answer to that question is yes. Our students, today, will face a very different world upon graduation, and their children will likely face a very different learning environment based on the technologies that are emerging today. Computer literacy has become a critical literacy for preparing the next generation of students. It could be as important to their self sufficiency as reading literacy is today.
In the meantime, Mr. November shares an anecdote in his text that sums up what all good teachers know – when you find that you’ve become little more than a “talking head” in the classroom (November, p.98), you know you are no longer operating optimally. Including varied, student-centered, inquiry-based methods allows students to take an active role in the learning process. Incorporating online learning today is the first step to helping our learners master that process. Learn is a verb. It is an action word. Learners should be the ones taking the action.
At what grade level should educators begin teaching students how to use social networks? Find documentation to support your answer.
This remains a hot topic among educators I know. Some argue that we should not be teaching students how to use social networks at all. I, personally, know educators that would rather pretend social networks don’t exist, or at least treat them as a phenomenon far isolated from their role as educators.
I’m not so big on living in denial though. There are valuable lessons to be learned in how to use social networks without getting oneself into trouble. Will Richardson cited an important study in his text, however, that showed that students don’t just use the social networks for “friendship-based” activities (Richardson, p. 131). They also use them for “interest-based” activities (Richardson, p. 131), and this is a benefit that should not be ignored. The benefits of wikipages, social bookmarking, and Twitter are too great.
So the question is only one of when. Its important to know when they CAN start using sites likes Facebook. The internet watchdog site Netmums.com cited some interesting statistics. First, social networking sites like Facebook and MySpace have stated age limits. Users must be at least 13 and 14 years old respectively to use their site. If we assume that only children 13 and over actually use these sites, then we should definitely start instructing in their use in middle school. However, there are other social networking sites that students as young as 6 can use like ClubPenguin and Neopets. It couldn’t be a bad idea to start the learning process there. Students need to know how to interact appropriately on these sites and how to handle issues that arise from those that don’t act appropriately. They also need to learn basic safety precautions like protecting their privacy. Perhaps its not a firm starting point we should agree on, but a continuum of instruction that starts with safety and internet etiquette early on, followed by increasingly complex skills involving how to be a strong member of the global, connected community.
How can teachers use social networking sites as teaching and learning tools?
The possibilities are endless, limited only by our own willingness and imagination. Some ideas from Will Richardson’s text Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms….
Social Bookmarking sites like Diigo have some interesting potential. Starting next year, in my own Research Skills class, individual students will create and use Diigo accounts for research projects. They will be able to bookmark good resource sites they find, not only to track them, but to prevent them from losing their citation information. I can’t even estimate how many times I’ve had a student lose points for an incomplete bibliography. One very cool feature is the ability to highlight and annotate the resources once bookmarked. In my classroom, this is a key component of comprehension.
Twitter offers some tools I am only just learning about as well. I’m already thinking of incorporating it for bookclub / literature circle activities. Many of my students are already competent in its use. I envision assigning evening text reading, followed by the requirement that students use Twitter to post questions or short reactions (140 words or less of course).
Podcasts – Richardson has some great ideas for posting parent / school community messages and having students record oral histories and interviews (Richardson, p. 117). I’ve, personally, always dreamed of having my students write a class song to detail a historical event or period. It would be a neat thing to record to a podcast for sharing.
I also liked some of the ideas from Richardson’s text for using social networking sites like Kiva.com and TakingItGlobal.org for connecting kids to real-life social issues. As a social studies teacher and the facilitator of my schools Student Council, I am always looking for new ways to incorporate service learning. Students could raise funds in the community and use Kiva.com to choose their own recipient, or they could use the TakingItGlobal site to connect with others to impact a social issue of their choosing.
Envision the role of social networking in 21st century learning environments. Write a brief description of this vision.
I think, realistically and perhaps ideally, 21st Century classrooms will be a mix of traditional and online learning. I hope that early learning (K-5 anyway), will remain more traditional in style. I think there’s been ample research on the importance of social interaction / training for the youngest students. Even Mr. November’s accounts from dedicated online learning sites like The Electronic High School acknowledge the benefits of face-to-face learning. (November, p. 87)
As a special education teacher, I suspect another important function of the traditional elementary school is the identification of disabilities and disorders. The benefits of early intervention have been carefully documented for student with learning disabilities and for students faced with social / emotional disorders. Many of my students are identified in grades K-3, much could be missed without regular classroom attendance to see students in action. Having some experience in the delivery of remedial services, its hard for me to envision an online environment or program that would take the place of the interface my students need to succeed even beyond the initial identification. One key component of my teaching is the ability to recognize when as student has not grasped a new concept (or perhaps even part of it) and loop back to repeat until each of them has it. These types of interactions are key to their successes. Special Education is one area that would seem better served by the traditional approach both in identifying and serving the needs of its clientele.
K-5 years would be a great time to instruct students in the skills they will need for online learning, however. Teachers could use the benefits of face time to teach students about the varied technological tools AND strategies that can aid them in developing the independent work ethic they will need in an online environment. Middle school might then become the transition not just between elementary years and high school, but between the traditional environment and the more independent, online one.
Given the varied independence and cognitive abilities among age groups, I believe (until someone proves otherwise) that high school is where students might best benefit from online learning. November included some great benefits in his text, such as the ability for the needs of varied ability groups to get appropriate instruction. Having a son in high school with limited access to AP coursework, I love the idea of having an online system to provide more choices. With just a few exceptions, I suspect juniors and seniors could take the majority of their credits on line, at their own pace and timing. Personally, I’d like to see them meet weekly, however, with cohorts for discussions and debates – teacher led. And, of course, certain courses, such as science, would still require hands-on lab work for investigation.
I remain very skeptical about both the timeline (half of all curriculum by 2019) (November, p. 84) and some of the benefits suggested by Mr. November. November suggests in Chapter 5 (albeit without much direct evidence as to how) that school districts would benefit from the increased flexibility and the expanded audiences provided via online learning. He seems to suggest a reduction in costs. But…..
• We will still need qualified teachers, not to mention low student/faculty ratios to ensure success (November, p. 88).
• The initial costs of providing technology for all learners is likely to be prohibitive. This is an issue not only for students receiving special education services (IDEA, ADA, Section 504 all require access to necessary accommodations through college), but also for students in low-income communities that may have access to something, but not the quality technology that will allow use of online learning as we know it today. Despite the potential for online instruction to shift the responsibility for learning to the learner, our current environment of educational entitlement will not easily shift with it, and these issues will slow change.
• Childcare issues will arise for younger students. Public schools not only serve a valuable socializing role, but they provide a safe and productive (ideally) place for the children of working families. A shift to online education will require some accompanying poverty mitigation to ensure families will be able to make use of the new changes and provide adequate supervision for students.
And these are just a few questions that I have. I can only imagine the ones that will arise as we begin to see real change. Knowing how notoriously resistant to change our public schools are, its really difficult for me to imagine the rapid shift Alan November cites in his text. I’m thinking that maybe, just maybe, my grandchildren will begin to see the benefits. Maybe.
Monday, June 14, 2010
Web Activity and Reflection
URL: http://bbaresearchweek.weebly.com
What is your reaction to the entire web development process? Please describe any positive and negative reactions and obstacles that you encountered (if any).
Well, my first obstacle was lack of experience. I truly had to just experiment with different features. After a few days, I discovered I had really created too many pages or subpages, and I needed to delete a few to make navigating the site simpler. Unfortunately, in my attempt to reorganize my pages I had forgotten to click the ‘new page’ button. Note to anyone about to use this program: if you don’t click the ‘new page’ button the program will delete whatever page you happen to have highlighted at the time and replace it with a new one. I created quite a mess for myself that way.
I am not at all finished with my sight. This makes sense, as I am only beginning to create next year’s Research Week agenda. I did finish the Home Page, Fall Research Week Page, Library Skills Page, Internet Research Skills Page, Spring in DC Page, the Contact Page, and the Blog Page for parents. This website will be a great resource. The idea of taking 2 weeks from standard curriculum for research activities is a source of confusion for many of our parents. Having a website that they can view for an overview, sample documents and activities, and an itinerary will be a huge help. Being able to include a blog for parents to post questions and ideas to is also a huge help. Returning parents can be a huge help for those that are new to our program. I loved the flexibility of combining the two features.
Did you share this web site with your classroom? Family? Friends? If so, what type of feedback did you receive? Did this require you to make changes?
Please explain. Unfortunately, my school is already in exam mode. This left me with little opportunity to share and reflect with colleagues and students. I did share it with family members, however. We agreed that I need to add some more interactive features. One aspect I’d like to change would be to add audio files to read the text for students and parents. This would be a huge help for those with dyslexia. I also plan to add a schedule and detailed itinerary as the time approaches. This site could easily be used while we are traveling with the students to keep parents updated on any changes in itinerary or flight plans. I will not be able to make these changes, however, until the time gets closer and our plans become finalized.
What errors/issues did you find when you tested your web site for 508 compliance? Based on 1 or 2 of those errors/issues, what changes would you make to your site?
I had many errors. To begin, I failed in accessibility, privacy, and website quality. I did receive an OK status for Section 508 compliance though. I read through the ‘Issues’ link, and, to be honest, found most of the information incomprehensible. Among the issues I did comprehend were the inclusion of “low contrast text.” I will have to look more closely at the font chosen. I went with the standard font. Perhaps I need something a little bolder. One other issue was the lack of a privacy policy link. I’m unsure that this applies to what we do, given that I’m not asking for any information or planning to share any information about any of our students and their families. Working in a special education environment, I do feel it would be good for me to learn more about the Section 508 compliance for the site. Any suggestions on where one might find resources that a lay person like me might understand?
What is your reaction to the entire web development process? Please describe any positive and negative reactions and obstacles that you encountered (if any).
Well, my first obstacle was lack of experience. I truly had to just experiment with different features. After a few days, I discovered I had really created too many pages or subpages, and I needed to delete a few to make navigating the site simpler. Unfortunately, in my attempt to reorganize my pages I had forgotten to click the ‘new page’ button. Note to anyone about to use this program: if you don’t click the ‘new page’ button the program will delete whatever page you happen to have highlighted at the time and replace it with a new one. I created quite a mess for myself that way.
I am not at all finished with my sight. This makes sense, as I am only beginning to create next year’s Research Week agenda. I did finish the Home Page, Fall Research Week Page, Library Skills Page, Internet Research Skills Page, Spring in DC Page, the Contact Page, and the Blog Page for parents. This website will be a great resource. The idea of taking 2 weeks from standard curriculum for research activities is a source of confusion for many of our parents. Having a website that they can view for an overview, sample documents and activities, and an itinerary will be a huge help. Being able to include a blog for parents to post questions and ideas to is also a huge help. Returning parents can be a huge help for those that are new to our program. I loved the flexibility of combining the two features.
Did you share this web site with your classroom? Family? Friends? If so, what type of feedback did you receive? Did this require you to make changes?
Please explain. Unfortunately, my school is already in exam mode. This left me with little opportunity to share and reflect with colleagues and students. I did share it with family members, however. We agreed that I need to add some more interactive features. One aspect I’d like to change would be to add audio files to read the text for students and parents. This would be a huge help for those with dyslexia. I also plan to add a schedule and detailed itinerary as the time approaches. This site could easily be used while we are traveling with the students to keep parents updated on any changes in itinerary or flight plans. I will not be able to make these changes, however, until the time gets closer and our plans become finalized.
What errors/issues did you find when you tested your web site for 508 compliance? Based on 1 or 2 of those errors/issues, what changes would you make to your site?
I had many errors. To begin, I failed in accessibility, privacy, and website quality. I did receive an OK status for Section 508 compliance though. I read through the ‘Issues’ link, and, to be honest, found most of the information incomprehensible. Among the issues I did comprehend were the inclusion of “low contrast text.” I will have to look more closely at the font chosen. I went with the standard font. Perhaps I need something a little bolder. One other issue was the lack of a privacy policy link. I’m unsure that this applies to what we do, given that I’m not asking for any information or planning to share any information about any of our students and their families. Working in a special education environment, I do feel it would be good for me to learn more about the Section 508 compliance for the site. Any suggestions on where one might find resources that a lay person like me might understand?
Week 5 Blog Post - Wikis and Such
What is the role of the teacher in helping students to make meaning of primary source material?
It begins with helping them understand what the meaning of the words ‘primary’ and ‘source’ are, and -while the average student will have some idea what a primary source is - taking the time to really define and discuss the meaning of primary source documents is well worthwhile.
Next – we need to teach them how to find primary source documents. Learning to conduct a key word search through general search engines and specialized databases is a critical skill for secondary students. Having some experience and having read the discussion of this topic in November’s text, I’ve come to the conclusion that the most effective strategy will allow students to experiment, experience a little success and failure, and receive instruction for the learning opportunities that present. There’s not much sense in teaching them interpretive and evaluative skills until they develop the skills to locate a source to interpret.
And this interpretation skill is easily taken for granted in our students. Its easy to assume that all students will look at a document like a birth record or a photograph and immediately interpret the information provided in the light we had expected. This is not always the case. For students that struggle to interpret the implicit messages of a primary source, we must help them develop a set of strategies to do so. Without some specific problem solving strategies to help them approach the task, interpreting primary sources can be an overwhelming activity. In my classroom, we begin my making a list of something called givens – a basic brainstorm of all the information ‘given’ in the document. From there we can begin to ponder the meaning of each detail and the overall document in light of our research objectives.
It is equally important to teach students to evaluate primary documents. We often teach students to evaluate textbooks and articles. In fact, I often use primary source documents to put together the fuller picture needed to do so. My high school level Current Issues class recently undertook a study of Rosa Parks, easily using primary source documents to find contradictions existing in the textbook. What was interesting was the contrast between their ability to evaluate the textbook and their ability to recognize bias inherent in the documents studied. Something about the label ‘primary source’ led them to take the documents at face value. This is where the teacher also needs to step in to lead students to look for bias and consider the ‘why’s’ behind a document’s creation.
Explain the differences between blogs, wikis, and web-based word processors (e.g. Google Docs). Briefly identify one classroom activity for each type of tool.
Blogs are great, they allow for a sort of ever- expanding, on- line discussion of class content. And, as I’m learning, you can include important classroom links. In this respect they are great for posting assignments, sharing student reflections on course activities, and keeping parents connected.
Wikis have many of the same features, however they seem better designed for the collection and editing of information versus the posting of responses to it. I think they will be my new favorite tool. With a wiki site, course information / documents can be collected and edited in a way that produces an actual work product. And while I still have some reservations about the long-term effects of collaborative knowledge building in the real world, I have zero reservations about the collaborative process in my classroom. I am one of those teachers that adjusts my curriculum according to student interest and academic needs as they present themselves. I rarely end up where I had envisioned at the end of the year in terms of the content I use to cover the strategies and processes I teach. I loved some of the ideas in the November text for creating a classroom textbook that includes student contributions. At present, I teach 3 courses with no textbook or curriculum, and I am constantly revising and looking for new material. I would love to use a wiki site to collect the curriculum we develop and allow students to contribute. I also love the idea of using a wiki site to collect content / background research on topics covered in literary works. One big push in my social studies classes this year has been for me to use literature as an enrichment activity for differentiated instruction. Having a wiki site would definitely facilitate the effort…no more worksheets!
Google Docs in another great program I have already started to use for sharing documents. It seems slightly more limited, in that it creates single documents to edit, but it does allow you to publish them online for access and editing. One way I can already imagine using the program is for students that have no printer access at home. They can connect to my document via its web link, edit or complete the activity, and save. In fact, I like the idea simply in terms of reducing the amount of paper produced (not to mention avoiding lost assignments).
After completing the treasure hunt, use specific examples (web sites) to briefly discuss some of the ways the internet can enhance instruction beyond simply facts for essays and book reports.
I found many great instructional websites through the treasure hunt, and its pretty clear to me now that the internet has a lot to offer in this respect. The first sites that I visited provided virtual worlds through video games that focused on learning activities in varied subjects. I especially liked the Whyville site that provided games in multiple subjects AND created an account that allowed students to track their progress. Quest Atlantis and River City were also pretty neat. Each had ecologically minded lessons and problems to solve.
I’ve already got plans for LiveMocha for my 2 youngest boys. They are currently using the Rosetta Stone Program to learn Spanish. Rosetta Stone has some great aspects, it is very intuitive and conversational in its approach. It does not provide explicit direction in grammar, however, and the syntax differences between Spanish and English allow some concepts to get lost in translation. Though I have, so far, been able to bridge the gap, the experience can be somewhat frustrating for a student. Though I believe cognitive dissonance is a generally useful tool, for some students (particularly those that have experienced failure), that 1 piece of confusing information in a language based activity can overwhelm, and the intended message can be lost. Adding an online program like LiveMocha can supply some variety in instruction (not to mention a break for one’s wallet). Even more important, LiveMocha offers the opportunity for communication practice with others their age the way gaming systems like Xbox Live allow them to compete against one another. This is a familiar format for kids, but, in this case, one that provides useful communication and collaboration skills through an authentic audience.
There were also some really great links through the UCONN literacy program. I found a pretty extensive list of online games, webquests, and activities for a variety of classroom situations. This site linked to resources in every subject from reading to geography. These are great resources, as kids find them fun, while gaining valuable skills practice.
It begins with helping them understand what the meaning of the words ‘primary’ and ‘source’ are, and -while the average student will have some idea what a primary source is - taking the time to really define and discuss the meaning of primary source documents is well worthwhile.
Next – we need to teach them how to find primary source documents. Learning to conduct a key word search through general search engines and specialized databases is a critical skill for secondary students. Having some experience and having read the discussion of this topic in November’s text, I’ve come to the conclusion that the most effective strategy will allow students to experiment, experience a little success and failure, and receive instruction for the learning opportunities that present. There’s not much sense in teaching them interpretive and evaluative skills until they develop the skills to locate a source to interpret.
And this interpretation skill is easily taken for granted in our students. Its easy to assume that all students will look at a document like a birth record or a photograph and immediately interpret the information provided in the light we had expected. This is not always the case. For students that struggle to interpret the implicit messages of a primary source, we must help them develop a set of strategies to do so. Without some specific problem solving strategies to help them approach the task, interpreting primary sources can be an overwhelming activity. In my classroom, we begin my making a list of something called givens – a basic brainstorm of all the information ‘given’ in the document. From there we can begin to ponder the meaning of each detail and the overall document in light of our research objectives.
It is equally important to teach students to evaluate primary documents. We often teach students to evaluate textbooks and articles. In fact, I often use primary source documents to put together the fuller picture needed to do so. My high school level Current Issues class recently undertook a study of Rosa Parks, easily using primary source documents to find contradictions existing in the textbook. What was interesting was the contrast between their ability to evaluate the textbook and their ability to recognize bias inherent in the documents studied. Something about the label ‘primary source’ led them to take the documents at face value. This is where the teacher also needs to step in to lead students to look for bias and consider the ‘why’s’ behind a document’s creation.
Explain the differences between blogs, wikis, and web-based word processors (e.g. Google Docs). Briefly identify one classroom activity for each type of tool.
Blogs are great, they allow for a sort of ever- expanding, on- line discussion of class content. And, as I’m learning, you can include important classroom links. In this respect they are great for posting assignments, sharing student reflections on course activities, and keeping parents connected.
Wikis have many of the same features, however they seem better designed for the collection and editing of information versus the posting of responses to it. I think they will be my new favorite tool. With a wiki site, course information / documents can be collected and edited in a way that produces an actual work product. And while I still have some reservations about the long-term effects of collaborative knowledge building in the real world, I have zero reservations about the collaborative process in my classroom. I am one of those teachers that adjusts my curriculum according to student interest and academic needs as they present themselves. I rarely end up where I had envisioned at the end of the year in terms of the content I use to cover the strategies and processes I teach. I loved some of the ideas in the November text for creating a classroom textbook that includes student contributions. At present, I teach 3 courses with no textbook or curriculum, and I am constantly revising and looking for new material. I would love to use a wiki site to collect the curriculum we develop and allow students to contribute. I also love the idea of using a wiki site to collect content / background research on topics covered in literary works. One big push in my social studies classes this year has been for me to use literature as an enrichment activity for differentiated instruction. Having a wiki site would definitely facilitate the effort…no more worksheets!
Google Docs in another great program I have already started to use for sharing documents. It seems slightly more limited, in that it creates single documents to edit, but it does allow you to publish them online for access and editing. One way I can already imagine using the program is for students that have no printer access at home. They can connect to my document via its web link, edit or complete the activity, and save. In fact, I like the idea simply in terms of reducing the amount of paper produced (not to mention avoiding lost assignments).
After completing the treasure hunt, use specific examples (web sites) to briefly discuss some of the ways the internet can enhance instruction beyond simply facts for essays and book reports.
I found many great instructional websites through the treasure hunt, and its pretty clear to me now that the internet has a lot to offer in this respect. The first sites that I visited provided virtual worlds through video games that focused on learning activities in varied subjects. I especially liked the Whyville site that provided games in multiple subjects AND created an account that allowed students to track their progress. Quest Atlantis and River City were also pretty neat. Each had ecologically minded lessons and problems to solve.
I’ve already got plans for LiveMocha for my 2 youngest boys. They are currently using the Rosetta Stone Program to learn Spanish. Rosetta Stone has some great aspects, it is very intuitive and conversational in its approach. It does not provide explicit direction in grammar, however, and the syntax differences between Spanish and English allow some concepts to get lost in translation. Though I have, so far, been able to bridge the gap, the experience can be somewhat frustrating for a student. Though I believe cognitive dissonance is a generally useful tool, for some students (particularly those that have experienced failure), that 1 piece of confusing information in a language based activity can overwhelm, and the intended message can be lost. Adding an online program like LiveMocha can supply some variety in instruction (not to mention a break for one’s wallet). Even more important, LiveMocha offers the opportunity for communication practice with others their age the way gaming systems like Xbox Live allow them to compete against one another. This is a familiar format for kids, but, in this case, one that provides useful communication and collaboration skills through an authentic audience.
There were also some really great links through the UCONN literacy program. I found a pretty extensive list of online games, webquests, and activities for a variety of classroom situations. This site linked to resources in every subject from reading to geography. These are great resources, as kids find them fun, while gaining valuable skills practice.
Tuesday, June 8, 2010
Friday, June 4, 2010
Blog Post #3
Now that there is unlimited potential to celebrate the work of students with their communities, what is the best way to manage this opportunity?
We can begin by avoiding the current tendency to focus on teaching technical skills, and instead, teach the "critical thinking and global communication skills" they will need in this expanded community (November, 2010, p. 32). One key component will be helping students to "understand the ethics and social responsibility of managing a global voice (November, 2010, p. 32)”. November suggests that, rather than attempting to block and control access to the global audience, teachers help students "learn what to say, how to say it, when to say it, and how to respond to feedback (November, 2010, p. 44)." His suggestion to embrace the teachable moments provided by interactions with the internet community, rather than attempting to avoid or control it, seems sound. To do this, many schools will need to redirect some of their professional development funds/activities towards technical training. Many teachers still need to develop these skills themselves in order to feel confident teaching them to their students.
How can we create authentic work and relationships for our students to give them a deeper meaning in relation to complex issues such as globalization and cultural sensitivity?
We begin by providing an audience for their work beyond the teacher. The authentic audience can take a variety of forms. Students can publish finished products on sites like Wikipedia or on websites such as www.4teachers.org (November, 2010, p. 51). Sites like Wikipedia or a class blog offer students a wide, internet audience to receive feedback. Teachers can also submit student work for anonymous review by other teachers or experts in a given field (November, 2010, p. 51). Having an audience for their work can be a strong motivator for students.
Among the coolest ideas I’ve seen in our readings were those November offered on developing student relationships within the internet community. As a social studies teacher, I especially liked the idea of involving students in the process of solving real world problems. Whether students are connecting with police officers, or social workers, or members of Congress, this model allows them a sense of participation in the global community. Students could conceivably research / learn about a problem, create and articulate a solution, solicit and respond to feedback, and then implement their plan. They could work on local or national issues that matter to them, but they could also work on global issues that would allow them to partner with people around the world and thereby develop the “global communication skills” advocated for by November and promoted best through the real life experience of interacting.
Along the same lines, I loved the ideas November offered on linking language students with native speakers via videoconference to practice their skills and see another culture first hand (November, 2010, p. 39). There’s no doubt they will make mistakes and things will be lost in translation, but these are great, real life learning opportunities that will stick with our students more closely than any book-based activity.
If every teacher had a web site, what would be the most efficient design for teachers to share their best practices?
At this point, I think I’ve been sold on the blog as the most efficient design for sharing best practices in the classroom. Like a website, it offers teachers the chance to post classroom work, lesson plan ideas, outcomes, etc. But blogs seem to offer a greater degree of interaction. It allows parents and students to comment on class activities, it allows teachers to solicit commentary and responses from students, and, maybe more importantly, it opens up discussion to the internet community. All of which allow for an unlimited supply of new ideas to build on.
We can begin by avoiding the current tendency to focus on teaching technical skills, and instead, teach the "critical thinking and global communication skills" they will need in this expanded community (November, 2010, p. 32). One key component will be helping students to "understand the ethics and social responsibility of managing a global voice (November, 2010, p. 32)”. November suggests that, rather than attempting to block and control access to the global audience, teachers help students "learn what to say, how to say it, when to say it, and how to respond to feedback (November, 2010, p. 44)." His suggestion to embrace the teachable moments provided by interactions with the internet community, rather than attempting to avoid or control it, seems sound. To do this, many schools will need to redirect some of their professional development funds/activities towards technical training. Many teachers still need to develop these skills themselves in order to feel confident teaching them to their students.
How can we create authentic work and relationships for our students to give them a deeper meaning in relation to complex issues such as globalization and cultural sensitivity?
We begin by providing an audience for their work beyond the teacher. The authentic audience can take a variety of forms. Students can publish finished products on sites like Wikipedia or on websites such as www.4teachers.org (November, 2010, p. 51). Sites like Wikipedia or a class blog offer students a wide, internet audience to receive feedback. Teachers can also submit student work for anonymous review by other teachers or experts in a given field (November, 2010, p. 51). Having an audience for their work can be a strong motivator for students.
Among the coolest ideas I’ve seen in our readings were those November offered on developing student relationships within the internet community. As a social studies teacher, I especially liked the idea of involving students in the process of solving real world problems. Whether students are connecting with police officers, or social workers, or members of Congress, this model allows them a sense of participation in the global community. Students could conceivably research / learn about a problem, create and articulate a solution, solicit and respond to feedback, and then implement their plan. They could work on local or national issues that matter to them, but they could also work on global issues that would allow them to partner with people around the world and thereby develop the “global communication skills” advocated for by November and promoted best through the real life experience of interacting.
Along the same lines, I loved the ideas November offered on linking language students with native speakers via videoconference to practice their skills and see another culture first hand (November, 2010, p. 39). There’s no doubt they will make mistakes and things will be lost in translation, but these are great, real life learning opportunities that will stick with our students more closely than any book-based activity.
If every teacher had a web site, what would be the most efficient design for teachers to share their best practices?
At this point, I think I’ve been sold on the blog as the most efficient design for sharing best practices in the classroom. Like a website, it offers teachers the chance to post classroom work, lesson plan ideas, outcomes, etc. But blogs seem to offer a greater degree of interaction. It allows parents and students to comment on class activities, it allows teachers to solicit commentary and responses from students, and, maybe more importantly, it opens up discussion to the internet community. All of which allow for an unlimited supply of new ideas to build on.
Thursday, June 3, 2010
Digital Story Reflection
1. What would you do differently if you could do it all over again? Are these changes based on feedback from your peers?
Many of my issues were related to the hardwired technology I was using. So, first, I will be looking to buy a Mac system. This decision is based on feedback from my peers in and out of class who have convinced me that Mac systems are more conducive to activities like creating video files.
I also modified the background music of my recording to be sure that the narration did not get drowned out by the crescendos. My peers and I all agreed that it would clarify the message.
2. How would you implement a digital storytelling project in your class? Do you (will you) have the resources, time, and skills necessary to include such a project in your classroom?
I already plan to have my students implement digital storytelling next year. Twice each year, my Academy interrupts standard curriculum to participate in something called ‘Research Week.’ Students throughout the Academy undertake research activities (including hands-on field trips), culminating in the production of a presentation delivered to a live audience. At present, students use the Microsoft Powerpoint program, but digital story presentations would be a great addition for my more independent workers. We will definitely have the time, and many students will have the skills. The challenge will likely come from the technology needed. We have plenty of computers, but the systems are often donated, old, and running DOS programs in conjunction with Windows. They can be pretty unpredictable. I will need to coordinate with our tech department to ensure the downloads of the Photostory program don’t derail existing systems.
3. Did you learn anything new from the process?
I learned many things in the process. Basically, I learned to more confidently navigate the varied programs needed for the full project. These included the digital photo program on my home computer, Photostory3, Google Images, and MSPowerpoint. I also learned the ‘ins and outs’ of troubleshooting devices like the dastardly microphone. In short, I learned that its never too late to become a more technically savvy – in fact, I kind of like it.
4. What did you like most/least about this project?
I enjoyed the creative aspect of the assignment, though it is not my strong suit. I enjoyed creating a vision and seeing it come alive on the page in a way that Powerpoint doesn’t quite manage. The inclusion of music and narration add to the drama and were a great draw to including my 3 sons in the project. All-in-all, I really enjoyed combining technical learning with creativity. I disliked using my old, clunky PC.
Many of my issues were related to the hardwired technology I was using. So, first, I will be looking to buy a Mac system. This decision is based on feedback from my peers in and out of class who have convinced me that Mac systems are more conducive to activities like creating video files.
I also modified the background music of my recording to be sure that the narration did not get drowned out by the crescendos. My peers and I all agreed that it would clarify the message.
2. How would you implement a digital storytelling project in your class? Do you (will you) have the resources, time, and skills necessary to include such a project in your classroom?
I already plan to have my students implement digital storytelling next year. Twice each year, my Academy interrupts standard curriculum to participate in something called ‘Research Week.’ Students throughout the Academy undertake research activities (including hands-on field trips), culminating in the production of a presentation delivered to a live audience. At present, students use the Microsoft Powerpoint program, but digital story presentations would be a great addition for my more independent workers. We will definitely have the time, and many students will have the skills. The challenge will likely come from the technology needed. We have plenty of computers, but the systems are often donated, old, and running DOS programs in conjunction with Windows. They can be pretty unpredictable. I will need to coordinate with our tech department to ensure the downloads of the Photostory program don’t derail existing systems.
3. Did you learn anything new from the process?
I learned many things in the process. Basically, I learned to more confidently navigate the varied programs needed for the full project. These included the digital photo program on my home computer, Photostory3, Google Images, and MSPowerpoint. I also learned the ‘ins and outs’ of troubleshooting devices like the dastardly microphone. In short, I learned that its never too late to become a more technically savvy – in fact, I kind of like it.
4. What did you like most/least about this project?
I enjoyed the creative aspect of the assignment, though it is not my strong suit. I enjoyed creating a vision and seeing it come alive on the page in a way that Powerpoint doesn’t quite manage. The inclusion of music and narration add to the drama and were a great draw to including my 3 sons in the project. All-in-all, I really enjoyed combining technical learning with creativity. I disliked using my old, clunky PC.
Sunday, May 30, 2010
Blog #2 - Information Literacy and Instructional Models
• Define what it means to be information literate?
As I’m beginning to learn, the changing technological landscape has made attempts to define literacy a moving target. Or maybe it is more of an expanding definition, something akin to the universal expansion scientists see following the big bang. I’ll have to think some more on the propriety of connecting these two creations later.
What is certain is that literacy had a much smaller meaning pre-connectivity. Dictionary.com still publishes a definition that focuses on having a knowledge of literature, along with the ability to read words for meaning.
Information literacy still refers to the ability to digest content for meaning. It has simply expanded to include content beyond literature and the written words in a literal sense. It now involves ascertaining the meaning of images and sounds. Perhaps more importantly it involves seeing between the lines of text, images, sounds. Like the lessons of media literacy, we should include the ability to evaluate the meaning of the content for reliability, accuracy and bias.
Both the format of the information and the depth of our analysis appear to be changing.
• How can teachers and students thoughtfully evaluate online information resources, including the online encyclopedia, Wikipedia?
This is a topic that my school has been very thoughtful about. Many of my students fail to approach the world with a critical eye. They spend so much time and energy decoding their text and struggling to keep up with the literal nature of their content, that they often fail to look beyond these basic literacies. In this sense, our Academy has included direct instruction on research skills to our standard curriculum for all students. Much of what we have done coincides with the suggestions of our authors. Starting with the basics, students should know who the author is. They should check the author’s expertise to determine whether she/he is qualified to report. Students should also check the author’s background. As the text points out, Wikipedia editors can be tracked and rated on their Wikipage. Students can also follow their links and prior contributions to determine special interest patterns that might suggest a bias or conflict of interest.
Another key strategy would be to check referenced sources for any postings to be sure they are reputable, actually exist, or more importantly, have been interpreted properly by the Wiki editor.
As I begin to understand the true nature of our new levels of connectivity, I’m beginning to ponder new additions to my research skills curriculum. One key understanding / standard that we should be teaching is the potential downside of this collective collaboration on the production of information. One interesting read that comes to mind is the recent book by James Surowiecki, The Wisdom of Crowds.
Surowiecki is a solid proponent of the ability for what he calls the “collective intelligence” to produce meaningful analysis and, ultimately, decisions (Surowiecki, 2005, p. 17). He includes certain conditions that must be present for the collective process to produce meaningful results, however. Individual contributors to the collective intelligence must be diverse in background and opinion, make their decisions independent of influence of others, and be decentralized in that they are drawing their conclusions from local information. Surowiecki argues that only when these conditions have been met can the aggregating mechanism (in our case - the internet) produce meaningful collective conclusions (Surowiecki, 2005, p.10).
When I apply Surowiecki’s thinking to media literacy objectives, it is easy for me to see that these conditions are not met. Anyone who has ever done jury duty has probably seen the down side of attempts to make decisions using the consensus model. But the question remains whether the increased connectivity and use of collaborative information sites like Wikipedia fail as miserably to meet Surowiecki’s requirements. Data collected recently for another book, Wikinomics, suggests that mass collaboration is a social boon, and Wikipedia is actually more accurate than some traditional encyclopedias. Is it possible that today’s ‘research-publish-feedback-edit’ process balances out the potential dangers of the collective intelligence in some way?
I’ve not yet read beyond the introduction, but I’m generally inclined to think of the individual contribution as the origin/foundation of all collaborative efforts. It would seem to follow that, if the initial idea becomes corrupted by the influence of the collective, then the final product will be faulty. Are there measures in our current technology that might prevent overdue influence?
In the spirit of the collective, I remain open to discussion… and my new read Wikinomics remains on my nightstand waiting for summer vacation.
• What are a few of the similarities and differences between the four instructional models of Internet use (Internet Project, Internet Workshop, Internet Inquiry, and WebQuest)?
Some key similarities of these models are the use of the internet to access unlimited resources, the use of the inquiry-based approach to construct understanding, the need for information literacy to be successful, and the potential to incorporate a more active learning process in the classroom. One key benefit in today’s classroom that is also shared across these models is the ability to link to an informational mode familiar to students.
The key differences I noted centered around independence required / allowed in the process. Some of these models allow students a great deal more freedom. For example, webquests tend to prescribe the inquiries to be made and the sites to be used in the research. This may make the webquest model more ideal for a classroom or individual student that needs precise direction.
There are also differences in the degree of open publication of student work and thereby feedback potential from the audience outside the classroom. This may actually be a benefit for fragile students who have not yet developed the sense of confidence that comes from success.
As I’m beginning to learn, the changing technological landscape has made attempts to define literacy a moving target. Or maybe it is more of an expanding definition, something akin to the universal expansion scientists see following the big bang. I’ll have to think some more on the propriety of connecting these two creations later.
What is certain is that literacy had a much smaller meaning pre-connectivity. Dictionary.com still publishes a definition that focuses on having a knowledge of literature, along with the ability to read words for meaning.
Information literacy still refers to the ability to digest content for meaning. It has simply expanded to include content beyond literature and the written words in a literal sense. It now involves ascertaining the meaning of images and sounds. Perhaps more importantly it involves seeing between the lines of text, images, sounds. Like the lessons of media literacy, we should include the ability to evaluate the meaning of the content for reliability, accuracy and bias.
Both the format of the information and the depth of our analysis appear to be changing.
• How can teachers and students thoughtfully evaluate online information resources, including the online encyclopedia, Wikipedia?
This is a topic that my school has been very thoughtful about. Many of my students fail to approach the world with a critical eye. They spend so much time and energy decoding their text and struggling to keep up with the literal nature of their content, that they often fail to look beyond these basic literacies. In this sense, our Academy has included direct instruction on research skills to our standard curriculum for all students. Much of what we have done coincides with the suggestions of our authors. Starting with the basics, students should know who the author is. They should check the author’s expertise to determine whether she/he is qualified to report. Students should also check the author’s background. As the text points out, Wikipedia editors can be tracked and rated on their Wikipage. Students can also follow their links and prior contributions to determine special interest patterns that might suggest a bias or conflict of interest.
Another key strategy would be to check referenced sources for any postings to be sure they are reputable, actually exist, or more importantly, have been interpreted properly by the Wiki editor.
As I begin to understand the true nature of our new levels of connectivity, I’m beginning to ponder new additions to my research skills curriculum. One key understanding / standard that we should be teaching is the potential downside of this collective collaboration on the production of information. One interesting read that comes to mind is the recent book by James Surowiecki, The Wisdom of Crowds.
Surowiecki is a solid proponent of the ability for what he calls the “collective intelligence” to produce meaningful analysis and, ultimately, decisions (Surowiecki, 2005, p. 17). He includes certain conditions that must be present for the collective process to produce meaningful results, however. Individual contributors to the collective intelligence must be diverse in background and opinion, make their decisions independent of influence of others, and be decentralized in that they are drawing their conclusions from local information. Surowiecki argues that only when these conditions have been met can the aggregating mechanism (in our case - the internet) produce meaningful collective conclusions (Surowiecki, 2005, p.10).
When I apply Surowiecki’s thinking to media literacy objectives, it is easy for me to see that these conditions are not met. Anyone who has ever done jury duty has probably seen the down side of attempts to make decisions using the consensus model. But the question remains whether the increased connectivity and use of collaborative information sites like Wikipedia fail as miserably to meet Surowiecki’s requirements. Data collected recently for another book, Wikinomics, suggests that mass collaboration is a social boon, and Wikipedia is actually more accurate than some traditional encyclopedias. Is it possible that today’s ‘research-publish-feedback-edit’ process balances out the potential dangers of the collective intelligence in some way?
I’ve not yet read beyond the introduction, but I’m generally inclined to think of the individual contribution as the origin/foundation of all collaborative efforts. It would seem to follow that, if the initial idea becomes corrupted by the influence of the collective, then the final product will be faulty. Are there measures in our current technology that might prevent overdue influence?
In the spirit of the collective, I remain open to discussion… and my new read Wikinomics remains on my nightstand waiting for summer vacation.
• What are a few of the similarities and differences between the four instructional models of Internet use (Internet Project, Internet Workshop, Internet Inquiry, and WebQuest)?
Some key similarities of these models are the use of the internet to access unlimited resources, the use of the inquiry-based approach to construct understanding, the need for information literacy to be successful, and the potential to incorporate a more active learning process in the classroom. One key benefit in today’s classroom that is also shared across these models is the ability to link to an informational mode familiar to students.
The key differences I noted centered around independence required / allowed in the process. Some of these models allow students a great deal more freedom. For example, webquests tend to prescribe the inquiries to be made and the sites to be used in the research. This may make the webquest model more ideal for a classroom or individual student that needs precise direction.
There are also differences in the degree of open publication of student work and thereby feedback potential from the audience outside the classroom. This may actually be a benefit for fragile students who have not yet developed the sense of confidence that comes from success.
Thursday, May 20, 2010
So, I've been given some readings and a few key questions that those readings should help me answer. Here goes....
What are new literacies and why are they important in the K-12 classroom?
As discussed in the article, Expanding the New Literacies Conversation, these literacies involve the "skills, strategies, dispositions, and social practices that are required by new technologies for information and communication." (Leu, 266) These include, in particular, new literacies for online reading comprehension. This is an area that I know my students are lacking in. These skills include the ability to read and digest search engine results. I've seen many students fail to employ this skill and wind up with material that is either ill-suited to their needs or written at a level beyond their ability to access. Another important skill for students in the k-12 classroom is the ability to assess the reliability of information found on the internet. This is key to conducting meaningful research. All of these 'new literacies' are increasingly important to today's students as they, more than any other generation, are facing a shift to a truly global network - both for work and for play.
Does your school or district have a policy about posting student work online? What does the policy state?
We are a pretty small, private facility, but we do have a policy for posting any information regarding students: you must have parent permission. It is that simple - no pictures, no work, no nothing without parent permission.
What is a weblog? How might it be used (to improve/informate) teaching and learning?
Weblogs or blogs are personal websites that allow users/authors to publish instantly to the internet. More importantly, they provide an audience to review what is published, and the chance to edit once feedback has been received. They typically contain information on the individual or on a particular area of the individual's expertise. They are extremely easy to use, and require very little tech knowledge. What I didn't get (until I read the introduction of Will Richardson's text), were the true benefits of a blog's interactive nature. Sure, they can be used for a variety of purposes - posting course assignments, communicating course progress, etc. But, what I found most interesting were the benefits that had to do with communication.
As a special educator, I have many reluctant learners - reluctant to read, reluctant to write, reluctant to participate in class. Taking participation first, those students that are uncomfortable participating during class could take advantage of the blog site to do so. Whether they needed extra time to formulate opinions or simply struggle to express themselves orally, a blogsite can provide a safe place for them to respond to course discussion after taking some more time to contemplate. In this respect, I agree with Richardson's idea that the use of blogs can "support different learning styles." (Richardson, p. 27)
I am also particularly intrigued with the concept of "connective writing." (Richardson, p. 28) This benefit had simply not occurred to me prior to our readings. I love the idea of students using the internet and a blog site to manage each step of the learning process (research, writing, publishing, and revising). Not only does the internet / blogosphere provide an authentic audience to motivate students towards best efforts, but, as Richardson states, "writing stops; blogging continues (Richardson, p.28)." Through the blog, they are given the chance to receive feedback from multiple sources and revisit their ideas based on that feedback. Done right, this could produce a more complete learning experience.
As for the informative benefits, I am a little frightened by the possibilities. In a truly self-centered sense, I love the idea that information can be shared across classrooms and among staff (lead staff to teaching staff in particular). I love the idea of using a blog to keep my TEAM teachers informed and on target for TEAM submission deadlines and my parents aware of extra curricular activities. However, the idea of creating transparency in my classroom is still a little frightening. Yes, I get the double standard I am creating here, but the idea of allowing every parent to have total access to daily classroom curriculum and discussion is a frightening one. Perhaps this suggests that, while I teach democracy, I do not practice it in my classroom. At the moment, I am okay with that. This particular aspect of classroom blogging requires some more thought on my part. I am open to suggestions / discussion for anyone considering the same.
What are new literacies and why are they important in the K-12 classroom?
As discussed in the article, Expanding the New Literacies Conversation, these literacies involve the "skills, strategies, dispositions, and social practices that are required by new technologies for information and communication." (Leu, 266) These include, in particular, new literacies for online reading comprehension. This is an area that I know my students are lacking in. These skills include the ability to read and digest search engine results. I've seen many students fail to employ this skill and wind up with material that is either ill-suited to their needs or written at a level beyond their ability to access. Another important skill for students in the k-12 classroom is the ability to assess the reliability of information found on the internet. This is key to conducting meaningful research. All of these 'new literacies' are increasingly important to today's students as they, more than any other generation, are facing a shift to a truly global network - both for work and for play.
Does your school or district have a policy about posting student work online? What does the policy state?
We are a pretty small, private facility, but we do have a policy for posting any information regarding students: you must have parent permission. It is that simple - no pictures, no work, no nothing without parent permission.
What is a weblog? How might it be used (to improve/informate) teaching and learning?
Weblogs or blogs are personal websites that allow users/authors to publish instantly to the internet. More importantly, they provide an audience to review what is published, and the chance to edit once feedback has been received. They typically contain information on the individual or on a particular area of the individual's expertise. They are extremely easy to use, and require very little tech knowledge. What I didn't get (until I read the introduction of Will Richardson's text), were the true benefits of a blog's interactive nature. Sure, they can be used for a variety of purposes - posting course assignments, communicating course progress, etc. But, what I found most interesting were the benefits that had to do with communication.
As a special educator, I have many reluctant learners - reluctant to read, reluctant to write, reluctant to participate in class. Taking participation first, those students that are uncomfortable participating during class could take advantage of the blog site to do so. Whether they needed extra time to formulate opinions or simply struggle to express themselves orally, a blogsite can provide a safe place for them to respond to course discussion after taking some more time to contemplate. In this respect, I agree with Richardson's idea that the use of blogs can "support different learning styles." (Richardson, p. 27)
I am also particularly intrigued with the concept of "connective writing." (Richardson, p. 28) This benefit had simply not occurred to me prior to our readings. I love the idea of students using the internet and a blog site to manage each step of the learning process (research, writing, publishing, and revising). Not only does the internet / blogosphere provide an authentic audience to motivate students towards best efforts, but, as Richardson states, "writing stops; blogging continues (Richardson, p.28)." Through the blog, they are given the chance to receive feedback from multiple sources and revisit their ideas based on that feedback. Done right, this could produce a more complete learning experience.
As for the informative benefits, I am a little frightened by the possibilities. In a truly self-centered sense, I love the idea that information can be shared across classrooms and among staff (lead staff to teaching staff in particular). I love the idea of using a blog to keep my TEAM teachers informed and on target for TEAM submission deadlines and my parents aware of extra curricular activities. However, the idea of creating transparency in my classroom is still a little frightening. Yes, I get the double standard I am creating here, but the idea of allowing every parent to have total access to daily classroom curriculum and discussion is a frightening one. Perhaps this suggests that, while I teach democracy, I do not practice it in my classroom. At the moment, I am okay with that. This particular aspect of classroom blogging requires some more thought on my part. I am open to suggestions / discussion for anyone considering the same.
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