Sunday, July 19, 2009
Using Web 2.0 Technologies in the Classroom
Before this class, I can honestly say I utilized absolutely no web 2.0 technologies – neither for personal reasons nor for educational purposes. Now, I am learning so much. Why is it, that we as teachers are not exposed to these new technologies? What I think… For one, as a public school teacher, at the end of the day, I am very tired. And I want to spend my evenings with my husband, visiting with family or reading a book. I certainly don’t want to spend time learning a new technology that I may or may not use;I have never seen the necessity of it before. And although professional development activities attempt to expose us as educators to these technologies, again, we are so busy that we focus on learning new technologies (i.e. Gradebook, Excel, PowerPoint…) that will make our lives in the classroom easier. And personally speaking, teaching from bell to bell left no time for “frivolous” exploration. Additionally, professional development is so often taught hurriedly by persons who have much knowledge about the technologies, and for me, just hanging in and performing the actions I am told to perform, leaves me no time to comprehend the information, much less reflect on it. Consequently, I am really glad I chose to take this class: Teaching and Learning with Technology. Initially, I had to get permission to over-ride the pre-requisite requirement. As I told Dr. An, I can do it; I have been teaching for 18 years, and I know computers plenty well-famous last words! But the truth is, I am doing it; it is not hard, and better yet, I am learning ways to apply it to my classroom (when I get back to teaching). And even better than that, I see the values using such technologies to grow stronger students. These technologies are even linked to psychological and instructional theory. I know new learning has to be anchored to something in a student’s mind in order for that student to retain the information. Well, YouTube, for example, can be used to anchor lots of topics. Wow, but I can really see some potential. Another technology I know I will use often in the classroom is blogging. Students need to interact; learn from one another; talk about their beliefs right or wrong. They need to develop their voice. This is part of growing as a student. In fact, as a student myself, I can hardly wait to start developing my voice on my personal BlogSpot. Once I get through with this class, and perhaps the next one, I intend to let it all hang out. I have much to say, but I hesitate to say it for fear of changing my mind, or because I may not have a full understanding of the situation, and then looking like an idiot. Consequently, I just hang on to it in my mind. But I need to talk to process. On my BlogSpot, I will say it, and I will develop my thinking better as a result. I know I will grow in confidence, and then I will contribute more in areas I typically shun for fear of reprisal. And this is what our students need to do too.
Saturday, July 18, 2009
A Case Study Using Blogs in Teaching and Learning
This case study was written up in the AustralasianJournal of Educational Technology in 2004. Although much progress has been made since that time by the way of blogging in educational communities, I still consider the article to be relevant, and it inspires me, an educator who is just now beginning to consider blogging and its merits in an educational setting.
The purpose of the paper was to critically comment regarding the use of blogs as learning spaces by students in higher education settings. The authors cited much academic literature reviews of educational blogging: one such article identifies with blogging as a way for students to develop their unique voices. According to Williams and Jacobs, the author of this particular articles explains “that in order to develop and sustain a clear and confident voice of one’s own, one has to carefully formulate and stand by one’s opinion. Writing a blog assists here because it forces students to confront their own opinions and contemplate how their view might be interpreted and reflected upon by others.”
The actual initiative occurred in 1999 when the Brisbane Graduate School of Business (BGSB) offered an MBA course designed to offer students more flexibility and choice. The intention was also to cater to a more diverse student population and offer a more student centered approach. A trial “MBA Blog” was instituted in part to help meet these objectives.
Although participation in the blog was optional, students were encouraged to contribute; five meaningful contributions would earn the students five marks (within the assessment system of the course). At the end of the course, a five question survey was administered to the students. The results were very optimistic. For example, some of the students who elected not to “participate” in the blog commented that although they didn’t “contribute,” they were still participants because they read others’ posts and received valuable information about the course. In response to the question “Do you think the MBA Blog assisted with your learning…” approximated two-thirds either agreed or strongly agreed. Many participants also posted revealing comments explaining the initial fear that had to be overcome, or the amount of time required to construct a thought provoking response, for example. The other survey questions regarded “ the level of meaningful intellectual exchange between students”; “knowing what you now know, would you participate in the future,” and “would you like to see blogging used more widely.” All in all, as this blog post is becoming too lengthy, the study shows that students favor the continued use of blogs for teaching and learning- and for learning purposes.
My Critique of the Case Study:
I am sold on the authenticity and value of the study. I know it was conducted a long time ago in terms of technological time, however, the concepts are timeless. For example, according to a perceptive statement by the authors of the study, “students have long learned as much from each other as they have from an instructor or a textbook-it’s just a question of finding an appropriate vehicle for facilitating this learning.” Blogs provide an additional avenue for such learning, perhaps in a more accountable fashion.
How I Might use Blogs in Similar AND Different Situations:
I can see using a blog with freshmen biology students or in college success orientation courses. In both cases, one course being content driven, as in the study, the other being process driven, students will be the authors. Perhaps one student (or a pair) will choose to be the conversation starter each week by posting a thought provoking question or a reflective posts on the site. Students will be required, as in the study, to respond with appropriate feedback a minimum number of times during the semester. Conversely, compared to the study, I will give more definite instructions at the beginning of the course, and participation will be required of all students.
References:
Williams, J.B., Jacobs, J. (2004). Exploring the use of blogs and learning spaces in the higher education sector. Australasian Journal of Educational Technology. 20(2), 232-247. Accessed 18 July, 2008 from: http://eprints.qut.edu.au/13066/1/13066.pdf
The purpose of the paper was to critically comment regarding the use of blogs as learning spaces by students in higher education settings. The authors cited much academic literature reviews of educational blogging: one such article identifies with blogging as a way for students to develop their unique voices. According to Williams and Jacobs, the author of this particular articles explains “that in order to develop and sustain a clear and confident voice of one’s own, one has to carefully formulate and stand by one’s opinion. Writing a blog assists here because it forces students to confront their own opinions and contemplate how their view might be interpreted and reflected upon by others.”
The actual initiative occurred in 1999 when the Brisbane Graduate School of Business (BGSB) offered an MBA course designed to offer students more flexibility and choice. The intention was also to cater to a more diverse student population and offer a more student centered approach. A trial “MBA Blog” was instituted in part to help meet these objectives.
Although participation in the blog was optional, students were encouraged to contribute; five meaningful contributions would earn the students five marks (within the assessment system of the course). At the end of the course, a five question survey was administered to the students. The results were very optimistic. For example, some of the students who elected not to “participate” in the blog commented that although they didn’t “contribute,” they were still participants because they read others’ posts and received valuable information about the course. In response to the question “Do you think the MBA Blog assisted with your learning…” approximated two-thirds either agreed or strongly agreed. Many participants also posted revealing comments explaining the initial fear that had to be overcome, or the amount of time required to construct a thought provoking response, for example. The other survey questions regarded “ the level of meaningful intellectual exchange between students”; “knowing what you now know, would you participate in the future,” and “would you like to see blogging used more widely.” All in all, as this blog post is becoming too lengthy, the study shows that students favor the continued use of blogs for teaching and learning- and for learning purposes.
My Critique of the Case Study:
I am sold on the authenticity and value of the study. I know it was conducted a long time ago in terms of technological time, however, the concepts are timeless. For example, according to a perceptive statement by the authors of the study, “students have long learned as much from each other as they have from an instructor or a textbook-it’s just a question of finding an appropriate vehicle for facilitating this learning.” Blogs provide an additional avenue for such learning, perhaps in a more accountable fashion.
How I Might use Blogs in Similar AND Different Situations:
I can see using a blog with freshmen biology students or in college success orientation courses. In both cases, one course being content driven, as in the study, the other being process driven, students will be the authors. Perhaps one student (or a pair) will choose to be the conversation starter each week by posting a thought provoking question or a reflective posts on the site. Students will be required, as in the study, to respond with appropriate feedback a minimum number of times during the semester. Conversely, compared to the study, I will give more definite instructions at the beginning of the course, and participation will be required of all students.
References:
Williams, J.B., Jacobs, J. (2004). Exploring the use of blogs and learning spaces in the higher education sector. Australasian Journal of Educational Technology. 20(2), 232-247. Accessed 18 July, 2008 from: http://eprints.qut.edu.au/13066/1/13066.pdf
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