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.

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

What to do... (Does this count as a blog entry?)

Man, I gotta blog! (Now isn't this exciting since I have only been doing this for less than a couple of weeks- I think.) Anyway, as I am researching blogs for the purpose of completing the blogging assignment, I have come to realize I am a mess in my head (ADD as previously mentioned- I suppose). Well, I don't know what I want to do with my life, or perhaps I should say there are too many things grabbing for my attention. The good thing is that I am in a job that I love because I get to build relationships with students (one-on-one, almost all day long), and I feel like I am making a difference for them. I tutor them as diligently as they want to be tutored; I teach college success strategies; I visit with students in the hallways; I advise them in terms of academic classes to take... (Anyway you get the point.) Now back to the point... I don't see myself doing this for very long.(It's too easy, and I am not sure I have freedom to grow; perhaps, however, this is only in my mind.) But I get to work on my master's degree w/o stressing out too much because of job conflicts. But what next? I have taught high school biology for 18 years; I've worked at a community college in my current position for three years; I'm about to complete my master's degree. What next? I am considering, just considering, continuing on with post graduate studies. (After all, I've been taking classes ever since I started in the first grade. Why should I stop now?) Now how does all of this relate to the assignment? Well, all this time spent looking for blogs to reflect on has dis-settled (is that a word?) me. I can't seem to get a focus. I had a difficult time settling on a blog to reflect on, much less two blogs. Anyway, I have seen and read some really cool things since I started this assignment. It has caused me, once again, to ask myself questions: Who am I? What do I want to do with my life? What are my priorities? I know I am an educator; this I am passionate about. But what do I educate people about: biology, learning, self-development, spiritual growth, environmental stewardship??? I've read so many blogs about all of these that I am inspired and discontent at the same time. (This seems to be the story of my life.) But I am 45 years old-almost. Is this a mid-life crises? Should I be scared? Or am I taking this blogging assignment to seriously? And that is another issue with me: I take every graduate course I take as if it is my life. I think about it a lot; I imagine ways of incorporating it into my life and the lives of those around me; I want to talk about it with others. And I don't even care if I get an A or not, I just want to learn something. I love to learn, and I have a great work ethic; I just don't know how to balance the two with the rest of my life. O.K. I don't know if I should be apologizing or not because I don't know about blogging etiquette, but I am sorry for those of you on my ITED team who have to read my ramblings. Hopefully, some of you will have ramblings too, and I can pay penitence by reading through yours. :-)

Entry #1 Educational Blogs

http://crowdedheadcozybed.wordpress.com/2009/01/21/teaching-college-science-blogs-and-beyond/
“Teaching College Science: Blogs and Beyond,” is a great blog to read if you are a high school or college level science teacher. The author, Brian FCD (an appellate), is currently a biology student intending to be a science teacher. Because I am a secondary level science teacher, I am interested in learning to use blogs as a way to increase the interest level of my students, as a way to get them to spend a few minutes reflecting on their learning, and as a way to get the quiet students to become more involved. From reading this post, I learned there are issues regarding blogging (remember I have never blogged until this class). Some concerns that need to be addressed include the following: privacy is an issue; blogging takes time; student motivation may be a big hindrance to the process, and what should a teacher do with the blog after the course is over. (Hmmmm, that sounds like the same issues involved with any project –like a group project involving a poster for example, or a science fair project…). I certainly enjoyed reading the blog.

http://www.nucleuslearning.com/content/tutoring-gps
The blogspot is Nucleus Learning, and one can post anything related to learning. The website promotes educational games and products and services. I’m still trying to figure out if it is a commercial or an individual site or maybe both, most likely the latter.
The blog of interest is titled “Tutoring is like a GPS.” The author, Bogusia Gierus, and the audience is anyone interested in helping students make better grades. Probably, however, the audience is primarily parents. Being that I currently am serving as a professional tutor in the nationally known TriO program, Student Support Services, I was drawn to the blog because I have an interest in being a better tutor; I too want my students to benefit from my services -as shown by their improved grades. I am a veteran teacher, yet there is always so much room for improvement. As did the author, I too tend to correct students’ careless mistakes as they make them. I mean, what is the big deal, if a student is doing a complex college algebra problem correctly, why should I wait until they get to the end to fix a silly error? After all, we don’t have that much time together. Well, my new response… because they tend to continue making such mistakes on tests, and I won’t be there to help them. It seems that by correcting their mistakes early, the pain is not great enough for them to become diligent in their writing down the problem correctly, or distributing the negative sign, or making sure they don’t lose a negative and etc. Perhaps, as a result of my reading this blog, some of my students will improve their grades simply because they learn a little more about paying closer attention to detail (something I am not to good at myself).
I thoroughly enjoyed reading the blog; and even better, I gained some practical insights that will improve my tutoring.

Living with ADD

My mind works so problematicly for me sometimes. Before I left work Thursday, I printed off the ITED 511 assignment. Even after looking at it twice, I couldn't believe I had only until Sunday to complete the blogging assignment. None-the-less, due to constant out of town company (including 5 children under the age of six) since even before I got home from work Thursday, I am just now getting to my computer. Well, low and behold, the assignment is due July 19th. Why couldn't I have read this on Thursday (rather than reading it inproperly)? I sure would have enjoyed my company more. Anyway, my point is that I incorrectly read the due date. I am an educated 44 year old teacher, mind you! I think when I saw the 19th, I was in such shock that I missed the message. My mind even converted the date I saw to the 21st rather than the 19th, thus giving me an additional two days to complete the assignment- I guess my brain knew it would be impossible for me to do it otherwise. Up until one hour ago, I was planning to spend the night up here on my computer working until the assignment was finished. I am soooo glad I get to go to bed. And I am so glad my assignment is not late.

I know I have ADD. And I know my brain seems as if it short circuits sometime. How many students have I given zeros to for not turning in their assignments at the proper time? How many of them have let life get in their way of an assignment (as I did with my family and out of town guests) , and instead of my listening to them, I very well probably said, "no, the rules are the rules." My heart is sad.

Scenarios, similar to the above story, happen to me a lot. And I know they happen to students too. Coping with ADD is a life long process.

My First Blog...

This is my absolutely first time ever to blog, or for that matter to even read a blog online. Yea, I did it!!!