Week 9 - Post 1 - Final Thoughts

            Before taking Teaching and Learning in a Networked Classroom, I knew enough about technology to get by from day to day. I knew how to email, research using Google, Skype, and interact with friends using social media such as Facebook. I didn’t realize that I was mostly using Web 1.0 until I learned about Web 2.0 in the course. I understood that the new way of using technology was for interacting with others and even creating information through blogs and wikipedia. I didn’t realize how much more is possible.

            I learned about many new technology tools in the course. Mostly though, I gained a lot of confidence using various tools and feel that I can introduce them to my students. I realized how easy and free many Web 2.0 tools are to use. I greatly enjoyed creating a blog and I hope to maintain it or create another one. I have wanted to write more for years. Blogging is a comfortable way to share my thoughts and receive feedback from others. I learned how to create a podcast using Audioboo which was extremely easy. Our class wiki and use of Google docs really showed me how Web 2.0 works. I was able to interact with my classmates and teachers with these tools in a very clear and organized way. Finally, I now have a Diigo and Google Reader account to track and follow websites. These are tools that I have needed for a while because I’ve often wondered how to keep an organized list of websites that I like.

            I know that I’ll be able to apply a lot of what I’ve learned to my classroom teaching. Today was the second day of school and I already had my first, second, and third grade students typing their “About Me” stories into Wordle. This would have felt daunting in the past because I would have questioned if the technology would work or if the students were too young. Everyone was excited which gave me even more inspiration to try new tools. I’m looking forward to teaching students how to create podcasts for their book reviews. I would also like to establish an online pen pal relationship with another Montessori school. Another idea I have is for students to teach lessons to other classrooms or their parents through Skype and videos. Not only will I be able to use what I’ve learned in my classroom, but I’m looking forward to using Google Reader and Diigo to share websites with colleagues as well as connect with some online learning communities based on similar interests as mine.

Week 8 - Post 2 - PLNs

            Personal / Professional Learning Networks allow us to share information with a group that has common interests as us. We can use a PLN to connect learning to our own personal perspectives as well as to gain new insights and valuable information. Miguel Guhlin writes that it is important to remember when you are publishing your ideas that you are less of an expert and more of a learner just like everyone else. Learning should be viewed as an experience that occurs when we connect with others.

            Throughout the weeks of our Teaching and Learning in a Networked Classroom course, I have created a professional learning network and used many new Web 2.0 tools. I have been participating in social bookmarking through my Diigo account. Any time I find a website that I like, I bookmark it so I can explore it again. I have taken website suggestions from classmates that I have linked to my account. Building a website and a blog have been the most gratifying for me. I enjoy writing but usually keep my work to myself. Blogging has allowed me to put my thoughts out there and receive positive support through comments. It feels good to have others read my work and to read the blogs of my classmates. I love the idea that blogging allows us to publish all parts of our writing process. We don’t have to wait until we have a final draft but can share brainstorming and other stages. It also feels liberating to know that just because I am publishing my ideas, I am not expected to be an expert. We need to think critically about what we are reading and learn from each other. Our class wiki and use of Google docs have been an organized way to communicate and build a learning community. Finally, I have enjoyed the opportunity to participate in a webinar, podcast creation, and Skype.

            I would like to use a PLN for my personal interests since at this point I have only been using one for professional purposes. I really like the following quote from Mark Wagner cited on Wesley Fryer’s blog: “He who learns from one who is learning, drinks from a flowing river.” That is so powerful and true. If we as teachers are always learning from each other, we will never run out of inspirations to share with our students. I would also like to start interacting and sharing more with the communities that I have just started to build. I am interested in exploring EDuStream throughout this school year to learn about various topics that I might find interesting. Overall, I feel like I have some great tools established that I can continue to use. However, I know that I have only just started and there is a lot more to explore. I’m looking forward to seeing what is out there and maintaining what I already have.

Week 8 - Post 1 - Reflections on Chapter 5

            Chapter 5 in Web 2.0 New Tools, New Schools, describes the increased pressures placed on teachers to use technology in the classroom. Even though money has been spent on technology trainings and seminars, the amount of technology integrated into the classroom has not changed. The text supports the idea that the common workshops offered through schools as teacher professional development are not effective. Some reasons for the ineffectiveness of workshops is the time of day offered, typically after school for several hours, and the lack of support available once the workshop is completed. Workshops do not always give the tools necessary for teachers to bring new skills back to the classroom. Many efforts are being made to change the way we offer education to teachers. The Department of Education’s Preparing Tomorrow’s Teachers to use Technology grant program is one example that examined challenges related to technology integration. Studies show that difficulty with technology integration comes from lack of alignment with the curriculum, lack of peer support, and teacher discomfort and resistance. The text offers several suggestions to help with these issues.

            One suggestion offered is to incorporate communities of practice into teachers’ daily routines. Teachers are often taught technology concepts abstractly without having the opportunity to engage with the actual tools. We know that learning occurs through interaction with others, participation with materials, and the ability to relate concepts to daily life. Communities of practice or professional learning communities allow individuals to follow their own interests while interacting with others. Another suggestion for facilitating teacher development is to use social networking and Web 2.0 tools such as blogs, podcasts, and wikis, in the trainings so teachers can see first hand how they work, discuss ways to integrate them into the classroom, and start to become comfortable using them.

            I agree that teachers are expected and should be expected to integrate technology into their classrooms. I was also happy to read that instead of blaming teachers for resistance to change, efforts are being made to reexamine the way professional development trainings are offered. I have found that short workshops or all school staff trainings are not effective ways to inspire teachers to integrate what they have learned. Often, only a few teachers bring the ideas back to their classrooms and don’t feel supported by the rest of the staff. Some teachers might try to use what they’ve learned but once the workshop expert has left, there isn’t anyone to ask. Just as we teach our students by example, administrators who are requesting teachers to use technology should organize staff meetings using different technologies. One meeting could be very brief with the expectation that teachers would blog about a specific topic throughout the week and come back to discuss at the next meeting. Wikis could be used to organize all school events and teacher responsibilities. Podcasts could provide staff trainings on basic tasks such as school cleaning and recycling rules. If teachers are taught using these tools, I think they would be more inclined to recreate them for their students. Chapter 5 gave me several new perspectives on how to show other teachers the benefits of the Web 2.0 tools we have learned about.

           

Week 7 - Post 2 - Project-based Learning

            I had heard about project-based learning but wasn’t entirely sure what it entailed until I watched the Google Project-based Learning video. In the example school, every student has his or her own work area in a room called an advisory. Teachers are called advisors because instead of using lectures to teach, they communicate with each student on an individual basis. The advisor-student relationship, which is built on respect and trust, is seen as the key to success in project-based learning. The projects students choose can be on any topic they are interested in from photography, to sewing, to mummification. The school year is divided into blocks that are five to seven weeks long. Students design projects throughout the blocks and need to earn 10 credits per year. The first step to completing a project is to fill out a project proposal form. Students have to answer questions related to the importance and value of their study as well as develop an outline of tasks and a timeline. Having good time management skills is vital to being successful in a project-based learning program. Students also need to share what resources they plan to use ensuring that their primary resource is a living person. They also have to determine how many credits they think their work will be worth and which state standards will guide their project. Students then go through the approval process by sharing their ideas with parents and meeting with a project planning team. The project planning team usually consists of two advisors and the student or group of students working on the project. The team will either sign off on the project or ask for more clarification before the project is approved. Once a student begins a project, he or she must document time spent and learning daily. The final step after project completion and reflection on the process is to meet with the project planning team for final approval. Students learn how to enjoy learning with this process. In contrast to failing, students might be asked to follow team suggestions and try again. In this way the process offers opportunities for growth and collaboration.

            I thought this video was very informative and well done. I have a new understanding of how project-based learning takes place. I was thrilled to see how much project-based learning relates to Montessori education. Some goals of Montessori education are for children to develop independence, time management, and a passion for learning. Students in my classroom use a weekly work plan. The work plan lists all assignments and students must organize their week to complete each task. Students are able to choose when they will work on each activity. As a teacher my role is to provide guidance and the right amount of structure for each student. I teach each student individually and meet with them about their work to give feedback, not grades. Every year students complete passion projects in which they choose a topic to research. It is always amazing and enlightening to discover student interests. Students fill out a project proposal form similar to the one discussed in the video (but at a grade 1-3 level). I love seeing the final projects and the concrete learning that takes place through this process.

            The article, Put to the Test: Confronting Concerns about Project Learning, addresses many issues parents and educators might question about this unfamiliar style of learning. Some of the issues addressed include concerns about standards, time, and losing control of the classroom. I can understand these concerns as most of us have a difficult time understanding an education that is different from our experience and schema of what education should be. I always tell people who comment that it must be so hard to teach first, second, and third grade students in the same classroom that they just have to come in to observe to truly understand. The classroom is set-up to provide the necessary materials and structure for independent, active learning. Many times people are very amazed by what they see because it is in such contrast to their previous understanding. Students in the project-based learning YouTube video used words and phrases such as comfort, trust, collaboration, respect, reflection, appreciation, and learning by mistakes to describe the benefits about project-based learning. Who wouldn’t want that for their students and children?

Week 7 - Post 1 - Brian Crosby

            Brian Crosby teaches fourth, fifth, and sixth grade students at Agnes Risley Elementary School. His presentation entitled Back to the Future was very inspiring. It is powerful to see an elementary school teacher who is extremely passionate about his work and who makes changes to his teaching based on student needs. Crosby discovered a huge disconnect of some basic information for his students. Many of his students did not know their addresses and phone numbers or the city, state, and country where they live. Crosby realized that students weren’t connecting this and other information to their mental schemas. He developed a classroom based on active learning which empowers students to become learners. His lessons allow students to connect to the world and collaborate with each other as well as with different communities.

            Every student in Crosby’s class has a computer and a blog. The class has a wiki page and a Flickr account. After interactive lessons on air pressure, students embedded videos that they made of the demonstration and posted reflections on their blog. This led to creative writing in which students wrote stories from a balloon’s perspective, using facts they learned in their science lesson. Students felt motivated and published by posts to their blogs from other students all over the world. A project in which students set goals or high hopes for their school, community, and the world, led to a larger network as students from other places started posting their high hopes. By blogging and skyping students in Crosby’s class discovered their place in the world and learned about world events through other students’ comments. Crosby’s students taught the air pressure lesson by skyping with a classroom in New Zealand. This allowed them to review what they had learned, practice speaking skills, and develop confidence. What a better way to develop a frame of reference!

            Crosby shared several very inspiring insights. He said that we can’t keep racing kids through school and that we need to build schools that honor all kids. Crosby’s teaching style is called project-based learning also known as challenge-based learning or passion-based learning. Project-based learning takes a lot of time, planning, and passion. However, it leads to memorable learning experiences that create active learners. Crosby notes that this type of learning should be available to all students everywhere, not just reserved for gifted and talented classrooms. I will definitely be adding Brian Crosby’s blog, Learning is Messy, to my Diigo account!

Week 6 - Post 1 - Lexia Webinar

     Today I participated in my first webinar. I was sure that when I went to log in, I wouldn’t be able to connect. However, the process couldn’t have been easier or gone more smoothly. I registered a week ago and when I logged on to the site today I could hear and see the information without any problems. I chose to participate in the Lexia webinar for an overview on their reading program. Lexia is a technology based approach to teaching reading skills that I use for students who need extra reading support in the classroom. The program uses differentiated practice, assessment without testing, and targeted instruction. It is very motivational to students because it is colorful, interactive, and engaging. Even though I am already familiar with the program, I learned a few new skills as well as how to participate in a webinar.
     Before the Lexia representative named Dawn began, the 11 participants were asked to answer a few poll questions that would help direct the webinar. We were asked if we had used Lexia before and which tutorials we were interested in viewing. We were also instructed how to use the question and answer box which was very similar to instant messaging. Finally, before the talk began, we were asked to download a summary sheet on Lexia version 8 enhancements to share with school staff. Dawn spoke about different Lexia features as she took us through various screens of the program. I learned that the program provides a detailed assessment of each student’s progress. It recommends weekly time needed with Lexia as well as which skills need additional teacher instruction. The newest version can be used with interactive whiteboards and iPhones. Now I feel that I can be more involved with the program by using it to tailor instruction for each student.
     I didn’t have any questions to ask during the webinar but a few participants did. The questions only appeared on Dawn’s screen but she would repeat and answer the question for everyone’s benefit. I felt that the webinar combined the best features of online learning and the traditional classroom. I could sit in the comfort of my own home while having immediate access to an expert and I could participate as much or as little as I wanted. The next time I have an opportunity to attend a webinar, I will definitely take advantage of it now that I know how easy it can be.

Laura's Book Review Podcast

Week 5 - Post 2 - State Standards and Technology

            The article, Its Not About the Tool: Why Online Student Collaboration Should Focus on State Standards by Sean Capelle, argues that classroom use of wikis and blogs should be based on state standards. He makes the point that instead of focusing on the specific tool, educators should focus on the outcome of using the tool. The author makes some valid points about the effectiveness of using Web 2.0 tools for learning and the importance of recognizing potential security issues. To an experienced educator, some of the author’s comments might seem redundant and obvious. Yet, as we become excited to use new technology, it is important to keep in mind the outcomes we are trying to achieve through its use. Technology after all is just another tool for learning.

            Since aligning lessons with state standards is nothing new for any educator, it shouldn’t be any different when introducing technology. But, does technology drive the project or the standard? If there were no such thing as state standards than the answer would clearly be the project. There are many exciting and fun projects that can be done using wikis and blogs to support classroom lessons. If classroom lessons are following state standards, then the use of technological tools will also coincide with standards. In reality, just like with any tool, projects and standards go hand in hand. The main objective is to come up with valuable outcomes that support learning goals in order to make the experience worthwhile.

            I did agree with the author that it is not enough to say, “My class made a wiki or my class created a blog”. We don’t want to use tools just for the sake of using them as buzz words to show parents we are up with modern technology. As discussed in previous blogs and readings, it is our job as educators to show students how to use technology to build skills. They might already have experiences making wikis or blogs and can explore more on their own once given lessons. We can show students interesting new ways to collaborate and create most likely exceeding state standards.

Week 5 - Post 1 - Dr. Mazur Video

            Dr. Eric Mazur is a professor of physics at Harvard University. Even though he received positive end of the term student evaluations throughout his early teaching career, he realized that students were not necessarily assimilating information, but just memorizing facts. After reflecting on his own teaching practices he discovered that he should focus less on what he should teach and more on how to teach it. He also realized that traditional lectures merely transfer information but do not help students learn. In an effort to find ways to improve science education, he developed the peer instruction model. This model gives students more responsibility for gathering information. Using peer instruction students are asked a question, given time to think and answer on their own, discuss with peers, answer again, and are then given an explanation. This seems to be a much more effective and active way of processing information. I can remember trying to study by looking back at college lecture notes and I could barely remember taking the notes even though less than a month went by. I think this is because I didn’t connect the information to any prior knowledge or personal experience but wrote it down in the hopes of making sense of it later. This connects to what Dr. Mazur noticed from his own educational experiences.

Week 4 – Post 2 – Diigo and Google Reader

           Recently I had my first experiences using the social bookmarking tool Diigo. I was surprised at how straightforward and easy the set-up process was. I can see that using Diigo will be helpful for many reasons. I’ve always had trouble keeping track of interesting websites that I discover. Now I not only have a quick place to save websites, but I can easily share them with coworkers and friends. Instead of having recommendations from others lost in old emails, I can save new information to my account and view it at a later time. I’m excited to use Diigo for educational websites and blogs. Now when I’m searching for ideas, my time is not wasted by losing information. I can keep collecting to use later. I’d like to also use Diigo for personal interests other than education. I’m very interested in sewing and I’d like to see what other people are creating. I can see how joining with others will create a nice community of people with similar interests. At this point I only have about thirteen sites in my library. I’d like to save websites as I find them interesting instead of adding random sites just to have material. I think this will make Diigo more usable and accessible.

            Michele Drechsler, who manages a district of 260 teachers, was interviewed on the benefits of social bookmarking. She sees social bookmarking as a way to get ideas for classes and resources to create her own materials. She also sees it as an essential tool to share good teaching practices with other educators. She uses information from websites to add innovation to classroom lessons. You Tube videos, Audacity for recordings, Voki, Wordle, and live web pages help her illustrate ideas in multiple ways. Drechsler made the point that resources need be tailored to the needs of our students. She does not always use tools for their original design purpose due to time constraints, blocked sites, and access to computers. It is a reassuring message to know that other experienced educators are exploring and taking changes with technology.

            Google Reader has been helpful keeping up with blog posts for Teaching and Learning in a Networked Classroom. It’s great that updates come right into my account so I don’t have to look through each classmate’s blog to find new posts. I also like that I can create folders for different groups. This allows me to single out class posts without being overwhelmed by all the new information coming in. I am a little overwhelmed by all the other information from the 200 subscriptions I now have. I’m not sure when I will have time to look at it all. I have some of the websites from my Google Reader in Diigo so I can still explore the websites even if I can’t keep up with them daily. So far, I have found both Diigo and Google Reader to be easy to use and I can see how they will be beneficial in the classroom. I’m looking forward to adding new sites to my accounts and organizing information so I can make the best use out of it.

           

           

Week 4 – Post 1 – 21st Century Learners

          The PBS video, New Learners of the 21st Century, gave many great examples of how technology is being used in school environments across the country. The five schools shown seemed to be either alternative or charter programs. The teachers were implementing technologies such as cell phones and social media for constructive classroom use. Some interesting points presented in the video were that teachers should not be driven by fear but should embrace changing technologies. The video also expanded on the traditional definition of literacy to include technology and the ability to think critically about information from various sources. I’m finding that as I explore opinions on the benefits of using technology in the classroom, most sources support one another and share very similar perspectives.

            The Qwest to Learn School for Digital Kids, helps students see things in new ways. They use game design to teach trial and error and other complex problem solving skills. Teachers emphasize the power and importance of play. “Tinkering” and exploring to see what happens brings thought and action together creating life long learning opportunities. Other tools used at the Qwest school include turning fables into computer games, creating graphic card decks based on learning topics, making digital comics, and using laptops, flip cams, and video podcasts to support learning. Parents have occasionally expressed concerns about competition and game addiction in regards to this model of learning. The school sees it as a positive that students are driven to get better.

            At the Digital Youth Network, emphasis is placed on using tools for inspiration. The idea that having a passion for something teaches us how to be learners greatly supports the Montessori philosophy of education. It’s exciting to see value placed on collaboration, learning from each other, and following personal interests in many discussions on technology in the classroom. It makes me feel even more confident that there is a place for technology in the Montessori environment. At the Digital Youth Network, media work builds on traditional literacy concepts. Many reading and writing assignments start off with pencil and paper but are eventually transformed into movies and other digital representations. Senior students at the school have the opportunity to teach the seventh and eighth grade after school program thereby solidifying their own skills and giving back to the community.

            There were many other ideas presented through the Smithsonian Institute, Middleton, and Science Leadership Academy. Using mobile media such as cell phones for classroom use, allows students to take technology with them after school hours. This transforms the idea that school is over once the text book is closed into open ended learning. Technology at the Science Leadership Academy is described as ubiquitous, necessary, and invisible. It is everywhere and simply just part of what is done on a daily basis. Using technology in the classroom also supports learning styles. A student that is very verbal might choose to create a podcast while a kinesthetic learner could scan art work for an assignment. The focus is on a nonlinear learning process in which students begin to understand that there is so much information out there, we can’t learn it all. However, with the right tools, we can navigate and explore it.  Finally, I appreciated that the video ended with reassurance to teachers that we have to understand things will go wrong and we won’t have all the answers. Technology is equivalent to chalk, maps, and books. It’s another resource.

Week 3 - Post 3 - Virtual Learning Communities

            My first several attempts to download the e-book Virtual Learning Communities by Richard Schwier were unsuccessful. I started to feel the panic and frustration that students might feel who are unable to complete their work due to inability to access the correct technology. I was eventually able to download the book once I asked a few questions and put myself into the mindset that I am in fact capable of figuring out a glitch with technology. This experience made me think of the importance of teaching students how to handle similar situations. While at first we might be patient and understanding of students’ difficulty with technology, as teachers we will also need to see that students are using tools to help themselves. This is a large part of setting up a successful virtual learning community structure. Students could brainstorm as a group what do to if they run into difficulties. Some ideas generated might include: contact a friend for support, email the teacher, research instructions on Google, and not waiting until the night before an assignment is due. I think it is important to also share these tips with parents to ensure they are supportive of these critical thinking skills.

            In chapter one, ‘Learning Communities? Metaphors and Myths of Learning Networks”, Schwier explores the idea of “community” and how it applies to online learning. He defines a community as “collections of people who are bound together for some reason, and that reason defines the boundary of the community”. He defines a learning community as “a group of individuals gathered with the intention of learning”. Schwier makes the point that it can be easy to idealize both terrestrial and virtual communities and that we have to recognize communication technologies will influence how groups learn together. I agree that not every community can be successful. The physical or virtual environment first needs to be created appropriately and members of the community have to be willing and active participants. Students will need instruction on how to be positive members of the learning community as this will not be intuitive to everyone. I think this falls under the category of digital citizenship which I believe is one of the most important concepts that should be taught early on.

            In chapter two, “Common Features of Online Learning Communities: What is so Special Here?”, Schwier discovers learning communities are everywhere. His belief is “in order to be successful an educator needs to exude a profound respect for and trust in learners to collectively make good decisions for themselves about their learning”. This quote really resonates with me. I think the teacher needs to feel confident in his/her students’ capabilities to take ownership over their learning for education to be successful. Schwier makes another valid point that many learning environments do not require a community of learners. I think this is also important to remember as we become excited to use technology in our classrooms. It is one model for instruction but it should not become the only model. Schwier also believes that creating a community “is not a matter of laying out a set of rules and providing structure; it is an act of supporting the natural development of relationships”. Working in a Montessori classroom, I see the benefit of this everyday. By supporting a child’s natural development, we are ultimately providing them with what they need, when they need it. This can be extended to all levels of learning and seems to make sense for a virtual learning community.

Week 3 - Post 2 - Technology in the Montessori Classroom

            I teach first, second, and third year students in a Montessori classroom. I am interested to know how other Montessori classroom use technology. I did some research using videos and research papers from a Google search to find some answers. Dottie Feldman uses the Maria Montessori quote, “Go forward” to describe how Montessori most likely would have felt about integrating technology with her methods. Feldman proposes using computers to assist teachers with observation as a good way to utilize technology in the classroom. I’m sure there are many more opinions on how to use technology, but I feel that what I have read is at least a start that will help me plan for my own classroom.

            An article by Davina Armstrong titled Integration of Computers into the Montessori Curriculum, advocates for using technology in the Montessori classroom. Having students use the Internet allows them to form and answer questions on their own. Students also have the ability to communicate with people all over the world through video conferencing. The source also provides a few criticisms of using technology in the Montessori classroom. One criticism is that the Internet gives too much data without a providing a framework for it. In Montessori the phrase “follow the child” is used to suggest that children will show adults their needs and interests through their actions. Many parents and teachers allow the child to follow their interests on the computer without providing necessary parameters for safety and instruction.

          Computer uses in the Montessori classroom include practical life activities, drills, phonetics, research games, word processing, simulation of Montessori materials, and educational research. These are similar to the ways technology is used in more traditional settings with the exception of the Montessori materials. One criticism is the use of math drill games such as Math Blaster in which the goal is to destroy alien ships. Since Montessori believed in world peace through education, games that with violence are not appropriate for the classroom. The article suggests that Montessori materials be made into wireless devices that communicate with computers to keep track of a child’s work with the materials. The author feels this would provide advantages in the classroom as a child might behave differently when the teacher is observing, the teacher cannot observe all children at the same time, and parents can see direct evidence of a child’s progress. Obstacles of this idea include technology limitations, expense, and teacher support.
            IntegratingTechnology into a Montessori Classroom by Love and Sikorski provides good suggestions for choosing developmentally appropriate software for the Montessori classroom. Software materials should have a sequence or order that engages the child, maintains interest, and does not overwhelm or only entertain the child. The materials should be peaceful with meaningful, useful, and age appropriate content. Software should also promote exploration and learning without focusing on achievement or failure. Similar to Montessori materials, computer software should contain good control of error that allows children to self-correct at their own pace. Finally, software should have multiple levels of difficulty and should compliment what is being taught in the classroom. While many of these suggestions seem obvious, I think it’s important to choose technology programs for the classroom that are in line with the methods and values of the school program. I think my students would enjoy giving lessons with Montessori materials to their parents by creating videos that could be posted on the classroom website. I think this would be a really great parent education tool, lesson for the students, and a demonstration of the technology that is being used in the classroom.

Week 3 - Post 1 - Portal to Media Literacy

            The video, A Portal to Media Literacy by Dr. Michael Wesch, inspired by the video The Machine is Using Us, demonstrates how one teacher is using technology to enhance his teaching methods for a college level course. Dr. Wesch compares the traditional classroom to the modern classroom. He refers to the traditional classroom as an “information dump” in which information is scarce and hard to find, learning means acquiring information, and only authority can be trusted for good information. The use of Wifi greatly changed the traditional classroom and Dr. Wesch decided to utilize the power of students’ cell phone and computer usage within his classroom thereby changing the definition of learning. In the modern classroom to learn is to create meaningful connections and significance in students’ lives. Students need to think critically about informational sources, work collaboratively with others, and participate by providing new information. One of my favorite parts of the video is the quote by Kevin Kelly, “Nobody is as smart as everybody”. I think this is a good reminder of the power that exists in sharing information and resources.             
           I think the video sends a message that teachers need to be aware, open, and comfortable changing with the times. This is an interesting time because teachers can use technology to be creative and exploratory with their lessons. Technology can be used in a lot of different ways to achieve similar goals within different learning environments. I appreciate that the video mentioned that no one is a native to technology. Students may know how to use social media but they don’t necessarily know how to use technology to think critically, search for information, or collaborate. That’s the teaching component. The current technology debate reminds me of the educational debate from the time of John Dewey. When a more progressive form of education was introduced during Dewey’s time, many thought it was better than the traditional form and abandoned one for the other. I think it is never a good idea to give up on what we have been doing in exchange for the newest methods. What we should do is develop our teaching with current research, using what works to update our methods. Using technology in the classroom is clearly one way to improve a child’s education as long as it is introduced appropriately.

           The video focuses on a college level course but I can still take away some ideas for the first, second, and third grade students that I teach. The greatest need I see at this level is to introduce the students to the relevance of technology in their lives and to show them how to use technology respectfully. I’d like students to use media tools instead of the media tools using them as Dr. Wesch said. Since I teach in a multi-age classroom, I can see a student who is interested in creating something on the computer sharing his work to teach others. I know this would create a chain reaction within the classroom that could lead to more interest. In the Montessori classroom, we do not emphasize a final grade, but rather the joy and process of learning. Teaching the students how to create a podcast, classroom webpage, and videos to share with penpals could greatly enhance activities that are already taking place.

Week 2 - Post 2 - Reflections on the Course

            It is only week 2 of Teaching and Learning in a Networked Classroom but I have already learned a lot. Most importantly, I am developing an understanding of how critical it is to teach students how to use technology. I have sometimes felt that students must know more about technology than I do since they have grown up with it and they play around on it more. However, I am discovering that exposure is not enough to say that one is literate in technology. Students should be instructed on how to appropriately and respectfully use technology to develop new skills.  In his article Blogs are Not the Enemy, Jeff Utecht makes the point that it is important for students and teachers to discuss and reflect on work completed through blogging. He compares blog work without reflection to papers passed back from teacher to student without discussion. Blogging actually reminds me of all the online coursework I have been doing to earn a master’s degree. Discussions with professors and classmates give new insights into readings and comments help me think more critically about my own ideas. It can be the same for our young students if we give them the right tools. The You Tube video Did You Know sheds even more light on the importance of becoming technologically literate. The video points out that we are currently preparing students for jobs and technologies that don’t even exist yet.

            The You Tube video Digital Dossier describes a digital dossier as all the digital tracks you leave behind. The tracks start with a sonogram before we are even born. Hospital bracelets with barcodes, photos spread through Flicker and Facebook, credit card purchases on Amazon, a GPS in our cell phones, and film footage from security cameras make up our footprint. We would have to try incredibly hard to live off the grid at this point in time. While I don’t have anything to hide, it feels a little uncomfortable to know that there is basically a record of my every move since birth. I think this is another reason why it is so important to teach our students about the responsibility and caution that is needed when using the Internet. My own digital dossier is probably much bigger than I even realize although I have tried to be diligent about my Facebook settings and other information that I want to be private.

            One question posed this week was, “What is there online that identifies you?” Until this course, I feel like I haven’t contributed very much to the Web. I use it to check my Facebook, although I never post anything. I read and send emails, shop, and research online. Now my blog, various email accounts, Skype, and a few other new tools make me feel more connected. I really enjoy using Etsy, looking at crafting websites, and researching topics of interest. I would like to create more of an online identity by keeping track of the websites that I find interesting so I can revisit them and share them with others. I know the basics of using Web tools such as email, social media, research, and Skype. After week 1 of this course, I know how to create a blog with links and videos and how to use a wiki. I would like to learn how to create a Podcast and use Google Reader. Right now I’m using technology to write word documents, research on Google, Skype with family, and connect with friends on Facebook. I’m sure that after this course I will have another set of tools to draw from and introduce to my students.

Week 2 - Post 1 - The New World

     What is Web 2.0? For many people the answer is probably obvious, yet I wasn't sure what the difference was between Web 1.0 and Web 2.0 until I read chapter 1 in Web 2.0 New Tools, New Schools by Gwen Soloman and Lynne Schrum. Chapter 1 describes the old web as application based, isolated, offline, and licensed or purchased with a single creator and copyrighted content. The new web is described as web based, collaborative, online, and free with multiple collaborators and shared content. With Web 2.0, we can not only search for information but we can create it for and with others. It is exciting to read that Web 2.0 is about building relationships and learning as a community in contrast to the more inflexible programs of the past.
     We are not always ready to accept change right away. Many of us have just gotten comfortable with the old way of using technology. According to Malcolm Gladwell, author of The Tipping Point, the three factors necessary for change to take place are: people who create change by their own habits, memorable qualities of ideas that cause others to act, and the skillful use of groups and communities. Educators can be the leaders that teach through example, excite others with new ideas, and create change within their local communities.    
     The following quote from page 10 in Web 2.0 New Tools, New Schools really resonated with me as a teacher: "In the future, how we educate our children may prove to be more important than how much we educate them". When I first starting teaching using the Montessori philosophy, I had to adjust my thinking from, "I am the teacher, I should know the answers" to "I'm not sure but I can show you where to find that information". In my opinion, the new Web supports students taking responsibility for their own learning. Teachers can use new technology to guide students to be reflective, critical, and analytical thinkers. The new Web is another tool that will support teachers in creating problem solvers who think along multiple paths not just linearly.
     I appreciate that chapter one addresses how students respond to technology and what schools should do to keep up with current trends. I agree that using technology is second nature for children. Although constantly changing, it has been around longer than the young students we teach. Students are excited and eager to use technology. However, it is important that as teachers we show students how to use technology to build new skills. It is not sufficient for students to only play around on the computer. Web 2.0 provides a variety of tools for students to demonstrate their learning. It supports various learning styles and affinities.
     To quote from chapter 1 page 20, "To be literate today involves acquiring new skills, including those of using technology, understanding science, having global awareness, and most important, having the ability to keep learning". Emphasizing only reading, writing, and arithmetic will not prepare students for living and working in the 21st century. I think these are exciting times for schools and our education system. I see Web 2.0 as a tool that supports what educators have always been working towards. We all want valuable learning experiences for our students that help them develop global citizenship, cooperation, and flexibility. Web 2.0 can help us achieve that.