Reflections on blogging for me is that before this course, I have never blogged myself or read a blog. I know, amazing right?
Well, I have to say that initially my belief about a blog was that is was something the self-absorbed did for themselves. They created a way to talk about themselves and their every move as if we all needed to know. I was mistaken.
I see the merit and value in a blog. This is not to suggest that they are all the same in content or style, but more they are a way to connect and communicate with those of similar interests and needs.
Web 2.0 tools provide a variety of ways to communicate with others in ways that allow for an overall feeling of connectedness. These tools are accessible, easy to use and interactive. They bring worlds together and provide a feeling of belonging. Whether you tweet, blog, facebook, or ning, there is an application for everyone.
The reality is that in order for educational settings to best use these tools, there needs to be a general acceptance within the community that recognizes the potential for the learning using Web 2.0 tools. The digital natives that are currently in our schools, need to be guided in ways to use the tools safely and productively.
I am interested in how to integrate Twitter into the educational setting. I believe it provides a very quick way to provide parents with some “buzz” words to ask their students about to help support the learning from the day. I think that the interface provides the user with a quick and easy way to share ideas to parents to better equip them with some information to ask their students about when they get home from school. When parents are armed with the “inside scoop” it provides a starting place for open communication about what is happening within the classroom and let’s students know that their parents take an interest in their education.
I believe that the tools currently available, will only continue to evolve as we invest in the potential of the future. It is certain to be an interesting ride!
Thursday, September 24, 2009
Week Four: Blog Posting #7 - Second Life
My venture into a MUVE, specifically Second Life is solely a result of my entering Full Sail. Prior to that event in June, I had never even heard of Second Life. My first look into it was very overwhelming. I didn't understand the attraction of a virtual world as I have no experience with virtual worlds in general, much less considering it as an educational tool.
With the support and urging of my first group members, I began the task of trying to first create my avatar which I found the choices to be very interesting and the personas that some took on, even more interesting. I guess that in and of itself is part of a virtual world. You can decide everything from hair and eye color, to body part configurations, to outfits. So the initial experience begins with the creation of who you want to be in this virtual world. Once your physical appearance is decided, moving about takes center stage. You can walk or fly! Ok, fly? Really? Again, I had to keep reminding myself that this is a virtual world and that while elements are prefaced perhaps on "real world" attributes and applications, there is extended choice that addressed the "virtual world."
After using Second Life in a couple of classes, I have begun to see some applications for educational use, however it was not until I went to Education in Second Life for this course, that I got a true appreciation for how I could use Second Life in my own professional career working with pre-service teachers and conducting professional development around the state. Albert Bandura's (1977) definition of social learning theory further helped me understand the potential implications for education and further distinguished my preconception of Second Life being nothing more than a SIMS game and a complete waste of time. I do see the connection between creating a social context in which to interact to be a way to test out theory and ideas that require the "human" variable in order to replicate reality.
For this assignment I visited three sites relating to Learning Theory:
I decided to join the ISTE Second Life Project. I investigated many of the attributes of this project by visiting ISTE's Second Life Headquarter and subscribing to their Eduverse Talks and Discussion Lists.
With the support and urging of my first group members, I began the task of trying to first create my avatar which I found the choices to be very interesting and the personas that some took on, even more interesting. I guess that in and of itself is part of a virtual world. You can decide everything from hair and eye color, to body part configurations, to outfits. So the initial experience begins with the creation of who you want to be in this virtual world. Once your physical appearance is decided, moving about takes center stage. You can walk or fly! Ok, fly? Really? Again, I had to keep reminding myself that this is a virtual world and that while elements are prefaced perhaps on "real world" attributes and applications, there is extended choice that addressed the "virtual world."
After using Second Life in a couple of classes, I have begun to see some applications for educational use, however it was not until I went to Education in Second Life for this course, that I got a true appreciation for how I could use Second Life in my own professional career working with pre-service teachers and conducting professional development around the state. Albert Bandura's (1977) definition of social learning theory further helped me understand the potential implications for education and further distinguished my preconception of Second Life being nothing more than a SIMS game and a complete waste of time. I do see the connection between creating a social context in which to interact to be a way to test out theory and ideas that require the "human" variable in order to replicate reality.
For this assignment I visited three sites relating to Learning Theory:
I decided to join the ISTE Second Life Project. I investigated many of the attributes of this project by visiting ISTE's Second Life Headquarter and subscribing to their Eduverse Talks and Discussion Lists.
Monday, September 21, 2009
Week Three: Blog Posting #6 Communities of Practice
Communities of Practice as defined on wikipedia is the process of social learning that occurs and the shared sociocultural practices that emerge and evolve when people who have common goals interact as they strive towards those goals. The reality is that these communities have always existed across many different contexts and included many different purposes, goals and participants. As human beings our natural desire is to be communal and therefore we seek out groups that have mutual ideas and come together to meet goals and work together.
Communities of practice are generally formed by people who collectively engage in common activities with reflection on and articulation of the practices used to be successful. According to E. Wenger (2007) there are 3 elements that are crucial in communities of practice. The domain suggests that the group has an identity defined by a shared interest and membership implies a commitment to the interest. The community suggests that the members engage in shared activities, information and discussions. The members build their relationships to support a culture of learning from each other. The practice is defined by the development of a shared repertoire of resources that create the practice or the way things are done within the group.
The implications for the benefit of communities of practice have begun to seep into the educational system referred to as Professional Learning Communities (PLC). These PLCs have begun to get traction as a way to maximize educators time, knowledge and expertise to enhance the practice of educators. The professional learning community model, like the communities of practice are successful when they articulate the focus and include members that engage in a shared learning environment that overtime becomes deeply embedded in the culture of the school.
The use of web 2.0 tools as a function of these communities has yet to be embraced in a meaningful way that supports schools in working collaboratively and holding each other accountable for the outcomes. This is the next challenge.
Wenger, Etienne (c 2007) 'Communities of practice. A brief introduction'. Communities of practice [http://www.ewenger.com/theory/. Accessed September 18, 2009].
http://en.wikipedia.org/wiki/Community_of_practice. Accessed September 18, 2009.
Communities of practice are generally formed by people who collectively engage in common activities with reflection on and articulation of the practices used to be successful. According to E. Wenger (2007) there are 3 elements that are crucial in communities of practice. The domain suggests that the group has an identity defined by a shared interest and membership implies a commitment to the interest. The community suggests that the members engage in shared activities, information and discussions. The members build their relationships to support a culture of learning from each other. The practice is defined by the development of a shared repertoire of resources that create the practice or the way things are done within the group.
The implications for the benefit of communities of practice have begun to seep into the educational system referred to as Professional Learning Communities (PLC). These PLCs have begun to get traction as a way to maximize educators time, knowledge and expertise to enhance the practice of educators. The professional learning community model, like the communities of practice are successful when they articulate the focus and include members that engage in a shared learning environment that overtime becomes deeply embedded in the culture of the school.
The use of web 2.0 tools as a function of these communities has yet to be embraced in a meaningful way that supports schools in working collaboratively and holding each other accountable for the outcomes. This is the next challenge.
Wenger, Etienne (c 2007) 'Communities of practice. A brief introduction'. Communities of practice [http://www.ewenger.com/theory/. Accessed September 18, 2009].
http://en.wikipedia.org/wiki/Community_of_practice. Accessed September 18, 2009.
Week Three: Blog Posting #5 Social Media
Social Media according to Wikipedia is media designed to be disseminated through social interactions, created using highly accessible and scalable publishing techniques. (en.wikipedia.org/wiki/social_media)
The explosion of web 2.0 tools has created the opportunity to communicate in ways that are instant and far reaching with the capacity to use the power of many to influence behaviors and outcomes. Shirkey (2008) in “Here They Come,” begins the book with a scenario involving a lost cellphone that unfolds into a viral sensation that ends up in the arrest of the cellphone thief. The depiction of the events reveals a series of decisions and interactions that 5 years ago could not have happened to the degree or within the timeframe that the author retells. The ability to react, communicate, share, interact, mobilize, vent, buy, sell, learn, teach and grow, are carried out through networks and connections that are changing our society at a rapid pace.
The statistics are staggering with exposure and use of web 2.0 tools that are the norm for how todays youth, the digital natives, interact. The YouTube video, Social Media Revolution, provides examples of the impact of social media. They cite that Social Media has overtaken porn as the #1 activity on the Web, 1 out of 8 couples married in the U.S. last year met via social media, if Facebook were a country it would be the world’s 4th largest between the United States and Indonesia and 1 in 6 higher education students is enrolled in online curriculum. In one years time, 2008 to 2009, Hulu grew from 63 million total streams to 373 million. These few samples from the video reveal staggering numbers of people involved in social media contexts that certainly demonstrate that there is indeed a revolution going on in the way we now communicate.
Shirky, C. (2008.) Here Comes Everybody: The Power of Organizing Without Organizations. Penguin Press HC
The explosion of web 2.0 tools has created the opportunity to communicate in ways that are instant and far reaching with the capacity to use the power of many to influence behaviors and outcomes. Shirkey (2008) in “Here They Come,” begins the book with a scenario involving a lost cellphone that unfolds into a viral sensation that ends up in the arrest of the cellphone thief. The depiction of the events reveals a series of decisions and interactions that 5 years ago could not have happened to the degree or within the timeframe that the author retells. The ability to react, communicate, share, interact, mobilize, vent, buy, sell, learn, teach and grow, are carried out through networks and connections that are changing our society at a rapid pace.
The statistics are staggering with exposure and use of web 2.0 tools that are the norm for how todays youth, the digital natives, interact. The YouTube video, Social Media Revolution, provides examples of the impact of social media. They cite that Social Media has overtaken porn as the #1 activity on the Web, 1 out of 8 couples married in the U.S. last year met via social media, if Facebook were a country it would be the world’s 4th largest between the United States and Indonesia and 1 in 6 higher education students is enrolled in online curriculum. In one years time, 2008 to 2009, Hulu grew from 63 million total streams to 373 million. These few samples from the video reveal staggering numbers of people involved in social media contexts that certainly demonstrate that there is indeed a revolution going on in the way we now communicate.
Shirky, C. (2008.) Here Comes Everybody: The Power of Organizing Without Organizations. Penguin Press HC
Thursday, September 17, 2009
Week Two: Blog Posting #3 - Media Literacy
In today’s society, we are inundated with media messages that reach and influence us from the smartphone in the palm of our hand to the grocery store cart. The accessibility of businesses, companies, political groups, common interest groups etc. to get a message in front of hundreds of thousands of people using a variety of media types within a short amount of time has become the norm. An important question given this infiltration of media is how well we make sense of it and use it.
Literacy by definition according to the Oxford Dictionary means a competence or knowledge in a specified area. Media is defined as anything that communicates. Therefore media literacy is a competence in communication. Jane Tallim in responding to questions about the difference between media literacy and media education, states the following as a definition of media literacy.
“Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It's the ability to bring critical thinking skills to bear on all media—from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It's about asking pertinent questions about what's there, and noticing what's not there. And it's the instinct to question what lies behind media productions—the motives, the money, the values and the ownership—and to be aware of how these factors influence content.”
To further define media literacy, Elizabeth Thoman (1995), suggests that there are 3 stages within the road to “media empowerment.” She outlines the initial stage as an awareness stage. This stage is defined as the making choices stage, an awareness of the importance of managing your own media consumption.
The second stage is characterized by developing an analytical lens. This stage includes the skill of critical viewing, and the ability to produce and use media on a personal level.
The third stage digs deeper in unraveling the “who” behind the media. Questioning everything from who creates or produces the media and for what reason. This inquiry and analysis stage considers social, political and economic impact of both the media message and the type.
Media literacy is a competency that needs to be addressed in schools to provide students with the opportunity to think critically about the media influences that are rampant in our society so they are critical consumers and smart users.
Retrieved 9/14/09 at http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm
Elizabeth Thoman, Founder and President, Center for Media Literacy, 1995.
Literacy by definition according to the Oxford Dictionary means a competence or knowledge in a specified area. Media is defined as anything that communicates. Therefore media literacy is a competence in communication. Jane Tallim in responding to questions about the difference between media literacy and media education, states the following as a definition of media literacy.
“Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. It's the ability to bring critical thinking skills to bear on all media—from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. It's about asking pertinent questions about what's there, and noticing what's not there. And it's the instinct to question what lies behind media productions—the motives, the money, the values and the ownership—and to be aware of how these factors influence content.”
To further define media literacy, Elizabeth Thoman (1995), suggests that there are 3 stages within the road to “media empowerment.” She outlines the initial stage as an awareness stage. This stage is defined as the making choices stage, an awareness of the importance of managing your own media consumption.
The second stage is characterized by developing an analytical lens. This stage includes the skill of critical viewing, and the ability to produce and use media on a personal level.
The third stage digs deeper in unraveling the “who” behind the media. Questioning everything from who creates or produces the media and for what reason. This inquiry and analysis stage considers social, political and economic impact of both the media message and the type.
Media literacy is a competency that needs to be addressed in schools to provide students with the opportunity to think critically about the media influences that are rampant in our society so they are critical consumers and smart users.
Retrieved 9/14/09 at http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm
Elizabeth Thoman, Founder and President, Center for Media Literacy, 1995.
Tuesday, September 15, 2009
Week Two: Blog Posting #4 - 21st Century Skills and Lifelong Learning
21st Century skills and lifelong learning are not new ideas. What 21st century looks like, is different as it reflects changes in all aspects of modern day life. Technology has influenced not only what we do, but how we do it. Along with these exciting and life altering changes, society has been met with considerable challenges as well.
In the article by Prensky (2001), Digital Natives, Digital Immigrants the author makes a point of distinguishing between the cognitive differences between those raised in the past 20 years and those of previous generations. The impact of instant access has opened doors to learning and definitely supports the opportunity for lifelong learning as long as the user has a level of literacy to use the tools effectively.
The North Central Regional Educational Laboratory (2007) provides a framework that consists of 4 basic skill areas that they believe are necessary to infuse into our current educational system to adapt to the changing landscape of learning. The interesting piece regarding these skill areas is that they are the same skill areas that would be important before the onset of the “digital age.” Literacy, creative thinking, effective communication and task completion have always been goals of education; however today the use of technology changes everything. The biggest challenge then remains how to provide the training and education needed to use the tools effectively, safely and productively. This is the current task for our educational system PK-16.
The lifelong learner in all of us is enhanced by the technologies that have been created and the ongoing development of Web 2.0 tools. Through the simplest use of email, we are able to reach out to and be reached by anyone, at anytime which provides a connection and a communication that is not just text based but also can include other media formats. Personal Learning Networks (PLN) are a great example of using a set of Web 2.0 tools to customize and manage learning based on personal interest and need. PLN’s are reflective of the need to understand and interact with tools that enhance and enrich our lives thus creating the desire to stay connected and keep on learning.
Prensky, M., (2001) Digital natives, Digital Immigrants from www.marcprensky.com/writing/ Prensky - Digital Natives, Digital Immigrants - Part1.pdf
In the article by Prensky (2001), Digital Natives, Digital Immigrants the author makes a point of distinguishing between the cognitive differences between those raised in the past 20 years and those of previous generations. The impact of instant access has opened doors to learning and definitely supports the opportunity for lifelong learning as long as the user has a level of literacy to use the tools effectively.
The North Central Regional Educational Laboratory (2007) provides a framework that consists of 4 basic skill areas that they believe are necessary to infuse into our current educational system to adapt to the changing landscape of learning. The interesting piece regarding these skill areas is that they are the same skill areas that would be important before the onset of the “digital age.” Literacy, creative thinking, effective communication and task completion have always been goals of education; however today the use of technology changes everything. The biggest challenge then remains how to provide the training and education needed to use the tools effectively, safely and productively. This is the current task for our educational system PK-16.
The lifelong learner in all of us is enhanced by the technologies that have been created and the ongoing development of Web 2.0 tools. Through the simplest use of email, we are able to reach out to and be reached by anyone, at anytime which provides a connection and a communication that is not just text based but also can include other media formats. Personal Learning Networks (PLN) are a great example of using a set of Web 2.0 tools to customize and manage learning based on personal interest and need. PLN’s are reflective of the need to understand and interact with tools that enhance and enrich our lives thus creating the desire to stay connected and keep on learning.
Prensky, M., (2001) Digital natives, Digital Immigrants from www.marcprensky.com/writing/ Prensky - Digital Natives, Digital Immigrants - Part1.pdf
Wednesday, September 9, 2009
Week One - Blog Posting #2 - Learning 2.0
In considering the implications of Web 2.0 tools and technologies for learning, I continue to be amazed by the sheer number of Web 2.0 applications that I had absolutely no idea about previous to this program. As the learner, I have been introduced to tools based on a need to complete a task which for me, made the tool useful and through the task I was able to get a sense of the effectiveness of the tool. Tools are designed to serve a purpose and therefore knowing the intended learning target also means knowing the tools likely to complete the task. The question remains, how do we provide opportunities for all learners to use effective tools to complete the learning task in a Web 2.0 world when our educational system is predominantly still pre-Web 1.0?
Solomon and Schrum (2007) in web 2.0 new tools, new schools share Marc Prensky's theory about how he defines the generation gap. He defines the gap as being between digital natives, "teens and young adults who live in a world where technology is omnipresent and digital immigrants, well-meaning adults who have to work at being comfortable with technology." I really like this comparison as it creates the underlying reality that there are significant differences in how teaching and learning needs to change to better reflect our current world reality.
The YouTube video, A Vision of K-12 Students Today, http://www.youtube.com/watch?v=_A-ZVCJfWf8 demonstrates the need for educators to be responsive to the paradigm shift that is occurring due to the influx and access of digital technology pervasive in homes across the country and the world. Failure to recognize the need to embrace the technology serves only to leave our students behind in the 21st century.
The disparity between the use of technology among educators and students especially at the middle school level speaks volumes about the need to integrate the use of the tools in teaching and learning. The need to integrate these tools and technologies does not fall squarely on the teachers. Schools need to provide the infrastructure to support the use of the tools and the professional development for teachers to be confident users of the technology so they are better able to integrate the use of the tools as they deliver the important and necessary content to students.
So, how do we do that?
Solomon and Schrum (2007) in web 2.0 new tools, new schools share Marc Prensky's theory about how he defines the generation gap. He defines the gap as being between digital natives, "teens and young adults who live in a world where technology is omnipresent and digital immigrants, well-meaning adults who have to work at being comfortable with technology." I really like this comparison as it creates the underlying reality that there are significant differences in how teaching and learning needs to change to better reflect our current world reality.
The YouTube video, A Vision of K-12 Students Today, http://www.youtube.com/watch?v=_A-ZVCJfWf8 demonstrates the need for educators to be responsive to the paradigm shift that is occurring due to the influx and access of digital technology pervasive in homes across the country and the world. Failure to recognize the need to embrace the technology serves only to leave our students behind in the 21st century.
The disparity between the use of technology among educators and students especially at the middle school level speaks volumes about the need to integrate the use of the tools in teaching and learning. The need to integrate these tools and technologies does not fall squarely on the teachers. Schools need to provide the infrastructure to support the use of the tools and the professional development for teachers to be confident users of the technology so they are better able to integrate the use of the tools as they deliver the important and necessary content to students.
So, how do we do that?
Tuesday, September 8, 2009
Week One: Blog Posting #1 - Web 2.0
Mass Production for Mass Consumption Leads to Mass Innovation
From the readings this week in both course books, video files provided and content found via the internet, Web 2.0 for me is Web 1.0 with oxygen. It appears from multiple sources; specifically in web 2.0 new tools, new schools, Solomon and Schrum (2007) that "Web 2.0 is an ever-growing array of tools that people use to aggregate and interact with information in ways that are useful to them (p 23)."
This idea of a shared platform, ripe for consumption by any and all is outlined in the "We Think" video file by Charles Leadbeater (2008) in which he suggests that Web 2.0 is creating a relationship between users, ideas and conversations that leads to innovation and community. Web 1.0 allowed a user to interact with content in a singular manner. While it began to change the way the world operated, the onset of Web 2.0 tools has breathed life into the solitary and created the multitude. It is time for our educational system to embrace the tools of the trade and provide the kind of support necessary to effectively and efficiently integrate technology into our classrooms if our students are to be poised to compete locally and globally in the 21st century. As noted by Bill Ferriter in his article, Taking the Plunge, Educational Leadership (2009) he summarizes the key to becoming an effective 21st century instructor is to become an efficient 21st century learner. When high-quality teaching is paired with meaningful understanding of today's tools for networked learning, we will be prepared to support tomorrow's networked kid.
From the readings this week in both course books, video files provided and content found via the internet, Web 2.0 for me is Web 1.0 with oxygen. It appears from multiple sources; specifically in web 2.0 new tools, new schools, Solomon and Schrum (2007) that "Web 2.0 is an ever-growing array of tools that people use to aggregate and interact with information in ways that are useful to them (p 23)."
This idea of a shared platform, ripe for consumption by any and all is outlined in the "We Think" video file by Charles Leadbeater (2008) in which he suggests that Web 2.0 is creating a relationship between users, ideas and conversations that leads to innovation and community. Web 1.0 allowed a user to interact with content in a singular manner. While it began to change the way the world operated, the onset of Web 2.0 tools has breathed life into the solitary and created the multitude. It is time for our educational system to embrace the tools of the trade and provide the kind of support necessary to effectively and efficiently integrate technology into our classrooms if our students are to be poised to compete locally and globally in the 21st century. As noted by Bill Ferriter in his article, Taking the Plunge, Educational Leadership (2009) he summarizes the key to becoming an effective 21st century instructor is to become an efficient 21st century learner. When high-quality teaching is paired with meaningful understanding of today's tools for networked learning, we will be prepared to support tomorrow's networked kid.
Tools are Tools
It strikes me as a very interesting situation in education that technology remains a separate part of the curriculum used generally in place of encyclopedia sets and typewriters of days gone by. Why is there not much integration of content and tools yet in our schools? As referenced in web 2.0 - new tools, new schools (2007) we must transform our educational systems to support teaching and learning that reflects the world we are currently living in and beyond in order to compete globally.
So how do the tools of technology get embraced and then supported in a meaningful way that supports teaching and learning?
So how do the tools of technology get embraced and then supported in a meaningful way that supports teaching and learning?
Monday, September 7, 2009
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