Chapter 8: Systemic Issues

Web 2.0 technology is a valuable tool in the classroom and beyond.  In addition to aiding collaboration and encouraging creativity and voice, these diverse tools can play an important role in making curriculum and activities more accessible and beneficial to students with disabilities and students learning English as a Second Language (ESL).  For students learning to speak, write, and comprehend English, Web 2.0 can provide a way to interact with other students, access audio versions of instructions, and repeat any information they may need to hear again (as often as necessary!).  Likewise, Web 2.0 can provide valuable tools for students with disabilities, giving them multiple ways to access information (visual, auditory, tactile, etc.).  The tools used to assist students with mild disabilities in the classroom are often tools that will benefit the entire class regardless of needs.  This is important to consider when planning lessons and organizing an inclusive classroom – universal design benefits all students, not just a select few.  In addition to the advantages listed above, Web 2.0 tools can be used for individualized and creative assessment strategies.  E-folios (online portfolios) allow students to compile their work and present what they have learned in an interactive and creative way.  Also, students can benefit from frequent online assessment to measure their learning throughout the unit or lesson.  With the move to more technology-centered schools, equal access among students becomes an issue.  Students may have access at school, but lack a home computer or internet.  This issue is being researched and addressed, with affordable laptops and accessible networks being considered.

While examining a study where CDs were used for vocabulary studies, Solomon and Schrum (2007) stated that the “use of multimedia apparently provided natural differentiation, a nonthreatening environment, and cooperative work opportunities” (pg. 161).  Could anything be more appealing in the classroom than “natural differentiation”?  Teachers struggle all the time trying to create individualized instruction for each learner.  Web 2.0 and various other types of multimedia tools provide this natural differentiation when used correctly.  Teachers should take this to heart and begin learning the ways of the multimedia classroom in order to take advantage of the great resources provided in today’s technological world. 

NETS Standards (Teachers)

III. Teaching, Learning, and the Curriculum

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.  Teachers:

1. Facilitate technology-enhanced experiences that address content standards and student technology standards.
2. Use technology to support learner-centered strategies that address the diverse needs of students.
3. Apply technology to develop students’ higher-order skills and creativity.
4. Manage student learning activities in a technology-enhanced environment. 

Reference

Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.

Picture retrieved from: http://eslarticle.com/pub/articles/e-learning-call/developmentally-appropriate-practices-teaching-with-technology-in-early-childhood-487.htm

Chapter 7: Online Safety and Security

 Online safety and security is of utmost importance, especially within the walls of a school. Allowing and encouraging more internet usage in the schools is a worthy and necessary cause, however, if done hastily and without regard for the safety of the students, teachers, and valuable information, this positive change can have negative consequences. Web 2.0 has many tools that can be used for student and teacher collaboration, creative expression, and content delivery. Because students are posting personal thoughts and information on blogs, wikis, Facebook, etc., they are vulnerable to online dangers such as cyberbullying, harassment, predators, etc. In addition, students need to be taught the importance of copyright and intellectual property and how to use others' material without overstepping the boundaries of the law or the author's rights. Teachers and administrators can protect students from online dangers by installing filters, providing instructions on safety, and purchasing special search engines. Instructing students on these safety topics and making sure they understand the ethical guidelines of internet usage can make all the difference. Schools should be prepared with acceptable use policies and ensure that those policies are enforced. Parents are an important part of the equation and should be informed on how to protect their children from internet dangers at home. They can be taught to set time limits, block certain sites, monitor online activities, etc. while encouraging their children to use the internet in positive ways.

Solomon and Schrum (2007) state, “While schools have tools to influence students' behavior, parents are often unaware of the problems and have few strategies to resolve them” (pg. 150). Often times parents feel “out of the loop” when it comes to their children – their interests, what happens and school, etc. This is also true of the use of internet at home. While the student may be under supervision on the internet at school, he or she might have free reign when home from school. I would assume that most parents don't monitor internet use at home because they don't know how. This is the perfect opportunity for the school to make contact with these parents and offer them training or tips on how to increase internet safety and security at home. 

NETS Standards (Teachers)

1. Social, Ethical, Legal, and Human Issues
   Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PL-12 schools and apply that understanding in practice. Teachers:
   A. model and teach legal and ethical practice related to technology use.
   B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
   C. identify and use technology resources that affirm diversity.
   D. promote sage and healthy use of technology resources.
   E. facilitate equitable access to technology resources for all students

 

 Reference

Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.

Chapter 6: Leadership and New Tools

 Administrators play an important role in the effort to incorporate new tools and technologies into education. Although not functioning directly in the classroom, administrators guide classroom activities and “set the tone for Internet use at school” (Solomon & Schrum, 2007, pg. 119). According to Solomon & Schrum, school leaders must have a vision for success, must be able to see the big picture, and must be able to incorporate new ideas in order to encourage a positive and forward-moving environment. Blogs are a way for teachers and administrators alike to share their thoughts with colleagues and the community, and receive feedback from interested parties. Sharing news and events, progress monitoring, status alerts, marketing, public relations, community building, customer relations branding, creating “customer evangelists”, thought leadership, advocacy, and replacing the school website are all very valid reasons for an administrator to utilize the diverse features of blogging. In addition to blogging, administrators can use collective documents during professional development sessions in oder to create a running collection of meeting notes. Administrators and those in leadership positions can support the use of Web 2.0 in education by modeling different tools and creating an environment that encourages the exploration and use of these tools. Financial matters become an issue when implementing a new technology on a wide scale. Even though Web 2.0 tools are generally free to use, the maintenance, hardware and software updates, and personnel costs can be somewhat of a burden if not budgeted and managed wisely.

Solomon and Schrum (2007) write, “Policies and actions at the top make it clear where a school or district is headed” (pg. 118). I say this in every one of my blog posts, but the message of this quote is applicable in any field, not just education. Administrators, supervisors, CEOs, Presidents, etc. are a model for the company/school/country. They demonstrate products, provide support, propose change, and relay new findings and ideas to those who support their “company” in the field. For this reason, it is so important that the person(s) in this position are prepared to lead the way in innovation, creativity, and productivity. I would imagine employees are much more likely to happily follow the leader if the leader is actively moving forward and showing interest in the success of the group as a whole.

NETS Standard (Administrators)

1. Leadership and Vision – Educational leaders inspire a shared vision for comprehensive integration of technology and foster and environment and culture conducive to the realization of that vision. Educational leaders:
   A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision.
   B. maintain and inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision.
   C. foster and nurture a culture of responsible risk taking and advocate policies promoting continuous innovation with technology.
   D. use data in making leadership decisions.
   E. advocate for research-based effective practices in use of technology.
   F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan.

Reference

Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.

Photo retrieved from www.coursehero.com

Chapter 5: Professional Development

Professional development is an importance aspect of technology education in schools, as teachers are now required to incorporate technology in their classrooms for educational purposes. The National Educational Technology Plan recommends seven major steps including strengthening leadership, considering innovative budgeting, improving teacher training, supporting e-learning and virtual schools, encouraging broadband access, moving toward digital content, and integrating data systems in order to assist with the implementation of technology in schools. Instead of traditional professional development, Web 2.0 can be used to provide collaboration opportunities while introducing teachers to new and valuable tools for the classroom. The use of Professional Learning Communities (PLNs) can familiarize teachers with the available Web 2.0 tools while helping them to feel comfortable using new approaches in the classroom. For PLNs to be successful, all participants must commit to this type of collaboration and actively participate and share in the community growth. Some of the most common types of Web 2.0 tools to be used for professional development are Blogs, Podcasting, and Wikis. Blogging allows teachers to share their experiences, ask questions, and exchange advice in one common space. Podcasting is a helpful tool for sharing instructional videos, lectures, and professional development training to be accessed by each person on their own schedule. Solomon and Schrum (2007) introduce Wikis as “one of the most exciting opportunities for professional development”, explaining that it allows “members of a community to participate in the creation of a goal, plan, or direction or to simply discuss the way a new activity is working” (pg. 114).

Solomon and Schrum (2007) state that, “Using these new tools as models and methods to teach about them accomplishes two goals. It first provides practice and comfort with the tools, and second, offers the opportunity to experience firsthand the use of the technology for meaningful and authentic activities” (pg. 116). This assertion is quite accurate, as I find that building a PLN in EDTC614 is helping me feel more comfortable with new tools while encouraging me to think of creative and productive uses for these tools across many environments. Approaching these tools may have been something I desired to do in the past, but because of the time commitment involved in learning them, I never moved forward. It's just like going to the gym...I am much more motivated to go if I know there will be others I know there suffering with me! When a group of people with common interests gather together to explore these new tools, it is much easier to learn new things and feel motivated.

NETS Standars (Teachers)

5. Productivity and Professional Practice

Teachers use technology resources to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. apply technology to increase productivity.
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Reference

Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.

Chapter 4: New Tools in Schools

The emergence of new Web 2.0 tools has brought on an abundance of creativity by teachers around the world who are looking to motivate their students with new and exciting learning opportunities. Elementary, Middle, and High Schools alike are finding ways to utilize these new tools to maximize student communication, participation, and excitement. Schools such as Napa New Tech High School and the Lemon Grove School District in California have set the bar for technology-rich educational models. Although technology is heavily utilized in these schools, Solomon and Schrum (2007) point out that the “use of collaborative and project-based learning was the first priority, and they looked at technology to support the pedagogy and philosophy second” (pg. 79). Classroom applications of Web 2.0 tools are growing as teachers in all subjects are creating ways for students to collaborate with one another on the internet. Students are using blogs to brainstorm, organize, and write, while their peers have an opportunity to provide feedback and open a collaborative dialogue. Similarly, Wikis are a way for students to work together on a project in a group space. Podcasting allows students to record their thoughts and listen to them at a later time. Digital Storytelling is a way to merge “writing, photographs, music, and voice to create a personal multimedia story” (pg. 83). This tool can be used by students to present information in a way that is interesting to them and their peers. Although the chapter only covers applications used in the English and Literature, Media Literacy, Social Studies, Journalism, Math, Geography, ESL/ELL, and Science classrooms, the usefulness of these resources is not limited in scope. Teachers in all fields are constantly discovering and creating new and creative ways to use these tools with their students in the classroom.

While describing applications for the Geography classroom, Solomon and Schrum (2007) state, “Given the nature of our world today, it is important to understand and appreciate other countries and other cultures” (pg. 94). This statement is completely valid can be applied toward any situation, any profession, anyone at any age, etc. I am always amazed when I encounter someone who knows very little about people and places outside of where they grew up and have lived their entire lives. I feel like I was one of those people until working on cruise ships, where I live in close quarters with people from over 70 nationalities. When I was in middle school, the ability to communicate, collaborate, and learn from people in other countries was a longer process. Students today have the fantastic opportunity to take advantage of these new and fast lines of communication with people across the world, and I would hope that teachers are making this a priority in the classroom.

NETS (students)

1. Creativity and Innovation
   Students demonstrate creative thinking, construct knowledge, and develop innocative products and processes using technology. Students:
   a. apply existing knowledge to generate new ideas, products, or processes.
   b. create original works as a means of personal or group expression.
   c. use models and simulations to explore complex systems and issues.
   d. identify trends and forecast possibilities. 
   
   
   
   
   References
   
   Solomon, G., & Schrum, L. (2007).  Web 2.0: New tools, new schools.  Eugene, OR: International   Society for Technology in Education.
   
   Retrieved picture from  http://monacain.wikispaces.com

   
   

   
   
    

Chapter 3: New Tools

 

Web 2.0 is comprised of a large variety of tools in an open source environment. People can create, edit, and share information and ideas on a wide range of mediums from blogs to podcasts and social media to photo sharing sites. These tools allow people to communicate and collaborate with others at any time, in any location. Solomon and Schrum (2007) illustrate this idea, stating, “Companies can run their businesses online, which means that workers can be anywhere and communicate, collaborate, and be as productive as if they were located in one physical location” (pg. 49). Students can benefit from this as well with the ability to contribute to projects on their own schedule – they are no longer confined to the classroom during school hours for collaboration. With Web 2.0, time is saved and tasks such as searching for your favorite recipes or finding information on your upcoming trip to Spain are made easier with the use of tagging, syndication, and aggregators. Although the desktop versions of Microsoft Office and similar programs continue to offer a larger range of options, Web 2.0 has options that are comparable and boast the capabilities necessary for simultaneous editing. With all of the tools available (for free!), learning and work environments are now able to be more adventurous with ideas and more creative, combining the work of many in order to advance.  Websites such as Think.com provide teachers with a secure online learning environment for students to collaborate projects and encourage this creativity among peers. 

Solomon and Schrum (2007) state, “If we believe that innovation and ideas will come from the brightest minds no matter where they are, open source could provide robust, complex solutions that are improved continually” (pg. 71). This quote reminds me that the “brightest minds” are not necessarily institutionally educated individuals with sky-rocketing careers and book smarts. The “brightest mind” may be a middle school student who develops a rough idea for a revolutionary kind of skateboard for all we know. With the tools that are already available and the new tools of the future, brilliant ideas can be developed and communicated to millions of people in a very short amount of time, making the discovery of the “brightest” minds much easier than in the past. 

NETS Standard (Teachers)

II.  Planning and Designing Learning Environments and Experiences

Teachers plan and design effective learning environments and experiences supported by technology.  Teachers:

       A.  design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

       B.  apply current research on teaching and learning with technology when planning learning environments and experiences.

       C.  identify and locate technology resources and evaluate them for accuracy and suitability.

       D.  plan for the management of technology resources within the context of the learning activities.

       E.  plan strategies to manage student learning in a technology-enhanced environment. 

Reference

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.

Chapter 2: Students and Learning

Students in the 21^st Century are evolving in the way they learn, communicate, and express themselves, in large part due to new technological advances and tools at their fingertips. They are learning how to use technology at a younger age, and in most cases they are passing teachers in technological knowledge and skills. Companies such as Vtech Holdings are adapting products in order to target children as young as 9 months (Schrum & Solomon, 2007). Life is centered around technology for many students, and understandably, they are looking for more technology in school and more opportunities to use their skills to enhance their learning experience – they want their experience to be tailored to their needs and interests in and out of the classroom. In reference to the revised Bloom's taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating), Schrum & Solomon (2007) state that, “To help students acquire these skills and become synthesizers means not just providing access to technological tools but also employing the pedagogical tools that are more powerful when combined with technology” (pg. 37). As teachers, we are responsible for teaching a wide variety of learners with different needs and learning styles. Technology can assist with this when used correctly, and can be a very valuable tool for reaching students at their level.

According to Schrum and Solomon (2007), “When they are adults, today's students will change jobs more often than their parents did and each new job may be unrelated to the last. This means that the skills they will need will be less job-specific; rather, they will be skills that enable people to think, adapt, and continue learning” (pg. 42). I think anyone can benefit from learning practical skills, whether they will be searching for a job in the near future, or whether they are in a long-term career already. As a graduate student without a full-time job/career, I am constantly focused on making sure that my educational choices are based on practical and adaptable skills/knowledge. By keeping a broad focus, I am preparing myself for any job that comes my way.

NETS (Teachers)

3. Teaching, Learning, and the Curriculum
   Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
   A. facilitate technoloy-enhanced experiences that address content standards and student technology standards.
   B. use technology to support learner-centered strategies that address the diverse needs of students.
   C. apply technology to develop students' higher-order skills and creativity.
   D. manage student learning activities in a technology-enhanced environment.

References

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.

Photo from http://edudemic.com/wp-content/uploads/2012/09/tech-chalkboard.jpg