At the end of 2006, Time magazine's Person of the Year was "You". On the cover of the magazine , underneath the title of the award, was a picture of a PC with a mirror in the place of the screen, reflecting not only the face of the reader, but also the general feeling that 2006 was the year of the Web- a new, improved, 'second version', 'user generated' Web.(Anderson, 2007). He further goes on to add collaboration, contribution and community are the order of the day and there is a sense, in which some think that a new social fabric is being constructed before our eyes. These ideas though, need technology in order to be realised into the functioning Web-based services and applications that we are using.
Our newest generation, currently in K-12- is demonstrating for us the impact of having developed under the digital wave. These youth have been completely normalised by digital technologies-it is a fully integrated aspect of their lives ( Green & Hannon, 2007). Children are establishing a relationship to knowledge gathering which is alien to their parents and teachers as exemplified by Green &Hannon (2007,p.38.)
Traditionally, education has been impeded by the security and other potential dangers of employing social networking technologies. These concerns should not be ignored as much as the tools due to these concerns. The advances happening in these technologies allow us to counter and manage the potential dangers.Technology can have a reciprocal relationship with teaching. As new technologies emerge, it pushes education to understand and leverage these technologies for use in the classrooms as well as the implementation of these technologies decides how they continue to shape up.
With these thoughts filled in my head, I started the analysis of the digital technologies selecting them on basis of their strengths and weaknesses keeping in mind how I could use them effectively to deliver the learning outcomes of my students.
My BLOG (WeBLOG) is a web site that contains dated entries in reverse chronological order (most recent first) about a particular topic. It was my tool of choice, as it engages people in knowledge sharing, reflection, and debate, as they often attract a large and dedicated readership.They will be used for reflection in my classes. As the RSS feeds make blog content accessible through the readers, it will allow my students to increase their sharing of information amongst the interested students. As blogs provide a forum for discussion that goes beyond coursework to include culture, politics and other areas of personal exploration, the students will learn as much from each other as from the teachers or their books. The blogs done by them will offer another mechanism for peer-to-peer sharing and acquisition. The table below gives a snapshot of the uses of blog in Education
I will, promote the idea of using blogs in the classroom as it promotes critical and analytical thinking, creative and intuitive thinking as well as analogical thinking (Huette, S.2006) but also keeping in mind that blogs are highly volatile and as bloggers can edit or delete posts it makes blogs difficult to archive or index.
The next digital tool I analysed was Podcast, originally called audio blog, they have their roots in effort to add audio streams to early blogs (Felix and Stolarz, 2006). I chose Podcast because it allows the education to become more portable( Educause, 2005). It cannot replace the classroom, but it provides teachers one more way to meet the students where they "live"- on the Internet and their audio players. It allows students to use their technology-based entertainment system(iPods, MP3 players) for educational experiences. The delivery of information is not one way traffic only but the students can also create their own podcast as a record of their activities, or a reflection on what they have learned. While it is the only tool after the entrance of internet that could completely eliminate the need of a classroom. There is a fear that podcasted material will cause the students to "skip lectures altogether, leaving professors with empty classrooms and undergraduates without the critical student -teacher dynamic(Knight, 2006). It also raises the philosophical question about intellectual property: Who owns classroom content? He further adds that Podcasts are time efficient for educators, reducing the need to repeatedly state the same material. Students no longer have to feverishly write down notes , expanding their role in class discussions and general participation(Rosenbaum, 2006). Other instructors have decided to supplement their existing material with recorded audio from classmate(s), allowing for a type of peer review( Gonzalez, 2006).
With the use of this tool to help deliver my lessons, if needed, I have to be aware of some of the drawbacks like not having sufficient bandwidth to download the podcast. There could be issue with the formatting and as this is an audio method I have to be mindful of the visual learners as well those with hearing impairments. It is mostly a one way traffic as it is not designed for two-way interaction.
The third tool I selected, was the old tried and tested PowerPoint as they are best used when students are expected to retain complex graphics, animation, and figures(Shock, 2009). By doing the SWOT I have explained the strengths that make PowerPoint a tool of choice. The ‘‘intelligent use”(when to use and when not to) of educational technologies can be defined with three components
- How do people learn (cognitive component)?
- How can the learning experience be facilitated (instruction component)?
- How can technology be used to improve instruction and learning (technology component)?
The last tool Mindmap (concept mapping) was the most interesting and intriguing as I not only went out of the two suggested examples searching for a mind map that looked different but it also took a lot of time and effort. A Mind Map is a form of an outline with ideas and pictures radiating out from a central theme. By presenting ideas in a radial, graphical, non-linear manner, mind maps encourage a brainstorming approach to planning and organizational tasks. It initiates higher order thinking(HOT) in the students as they plan for an activity or a project in smaller groups which allows students to voice their ideas, support their ideas with evidence, listen to other points of view, and gain confidence (Meyers & Jones, 1993). The creation of a Mind Map in a small group is an active and collaborative learning exercise. And because a Mind Map captures a specific topic in a nonlinear fashion and incorporates graphics and colors, this exercise can connect with learners whose style is not as well- served by traditional linear, text-based materials. Therefore, using Mind Maps as an in-class exercise is one more tool that we as teachers can add to our portfolio of active learning activities as we seek to move beyond “chalk and talk.”(Budd, 2003). Buzan & Buzan (1993) articulate how the nature of Mind Maps can facilitate richer and broader associations, and hence better learning. It is an exercise that I, as a teacher can use to add active and collaborative learning to my course. My students will be engaged in making their own mindmaps by coming up with their own ideas, associations and not just copying what I have put up. A collaborative relationship between the teacher and the students is thus developed with the teacher being a " guide on the side" and not as "sage on the stage"(Palloff & Pratt, 2001, 108). Mind mapping is a very collaborative learning rather that cooperative learning as there are no structured groups. As visual learners need more of visual aids and the tactile learners need to do things, mind maps fit ideally in their scheme of things.(Buzan & Buzan 1993).
The mindmapping exercise supports active learning, as the students are working on their own,smaller groups facilitate easier teacher and student contact and develops cooperation and understanding between them. As this exercise has drawings and graphics, it respects diverse talents and ways of learning.
There are a wide variety of online digital tools available but we have to be aware of the pitfalls associated with it.Students might access inappropriate content online. Even though some of these sites are blocked, how the student reacts needs to be taught to them as and when they are faced with the situation. As the students themselves are creating online content, inappropriate sharing is also a concern. Regardless of policies and filters in place at school, students will use the technologies outside of school, so they must be taught to do so responsibly, ethically, and safely. It is easy for students to post the very offensive material they are supposed to be protected from, and if students post threatening material online, this can lead to cyber-bullying and legal consequences. The ease of copying material online makes intellectual property issues a concern as well. Discussing the norms and values of academic honesty, copyright, and fair use are critical in helping students understand the law and their responsibilities.Students need to be introduced to alternative copyrights such as the creative commons at creative commons.org. The concerns are more serious when the students might be the victims of a crime. Some of the risks of inappropriate sharing are fraud and theft, including identity theft. Students need to understand that posting sensitive information about themselves, their family, or their friends can be risky behavior for everyone involved. The most grave concern regarding the use of the read/write web by students, and the most serious consequence of inappropriate sharing, is the fear of cyber stalkers or predators. For their own safety students must be taught not to post their names, addresses, phone numbers, personal information, or pictures, particularly sexually suggestive images. Students should never make plans to physically meet with someone they met online as it can be a potential life threatening issue.( Edtech, 2006)
Web 2.0 is a lot more than just a set of ‘cool’ and new technologies and services. There are a few challenges(Anderson, 2007) for education like the crowd and its power that will become important as the web facilitates new groups and communities; the growth in the self-generated content and a culture of DIY will challenge conventional thinking on who exactly does things, who has knowledge, what it means to have élites, status and hierarchy.The collaborative, communicative, interrelated nature of the Web makes it an especially ideal tool for supporting Social Constructivism in the classroom (McMahon, 1997).These technologies line up strongly with the constructivist and social constructivist theories of learning, and so will fit in well with the classrooms where these theories of learnings are practised.
There is no doubt that there will be a lot of challenges faced when the time comes to implement these technologies in classroom, as is the case with the most fundamental non-tech lessons.
And like anything that is new, there is a learning curve.
I am still learning.
Michelangelo
Michelangelo
References-
- Anderson, P.(2007) What is web2.0? Ideas, technologies and implications for education
- Boulos, K., Maramba, I.,Wheeler, S.(2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved on 9th April, 2011 //www.biomedcentral.com/1472-6920/6/41/?ref=nf
- Budd, J.(2003) MindMaps as Classroom Exercises
- Buzan, T., Buzan, B. (1993) Your brain’s untapped potential The Mind Map book: How to use radiant thinking to maximize.
- Edtechlife (2006) The Benefits and Concerns of Read/Write Web in Education retrieved on 7th April http://edtechlife.com/files/ReadWriteWeb1Page.pdf
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- Felix, L., Stolarz, D. (2006) Hands-On Guide to Video Blogging and Podcasting: Emerging Media Tools for Business Communication. Focal Press: Massachusetts, US
- Gonzalez, J. (2006). Students carry missed lectures around campus on iPods.Plain Dealer. Retrieved 5th April,2011 http://web.lexisnexis. com.lp.hscl.ufl.edu/universe/document?m=a355dfa2bf963a04f16daa01fffed6b9&_docnum=49&wchp=dGLbVzb-SkVA&_md5=4a79004207f8a2d1018ecf88c2bb51d8
- Green, H.& Hannon, C.(2007) Their Space: Education for a digital generation, online version, accessed April 8, 2011. http://www.demos.co.uk/files/Their%20space%20-%20web.pdf
- Huette, S.(2006) Blogs in Education
- Klopfer, E.,Osterweil, S., Groff, J., Haas, J.(2009) Using the technology of today, in the classroom today
- Knight, Rebecca (2006). Podcast pedagogy divides opinion at US universities .FT.com. Retrieved 8 April, 2011 http://news.ft.com/cms/s/904272e4-9997-11daa8c3-0000779e2340.html
- McMahon, M. (1997). Social constructivism and the World Wide Web - A paradigm for learning
- Meyers, C., Jones, T. (1993) Promoting active learning: Strategies for the college.
- Palloff, R., Pratt, K(2001) Lessons from the cyberspace classroom: The realities of online classroom teaching
- Rosenbaum, Todd (2006) A podcasting dilemma. The Cavalier Daily.Retrieved 7 April 2011,http://www.cavalierdaily.com/CVArticle.asp?ID=25653&pid=1387
- Shock, Dr.(2006) PowerPoint In Education retrieved on 9th April, 2011 http://www.shockmd.com/2009/03/05/powerpoint-in-education/
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