Web2.0 in the classroom…The Who, What, Where and the How
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A presentation that briefly introduces the need for technology in education and looks at why it is so important. It also briefly touches on digital design, digital literacies and some basic tools (of many out there) one can start with in order to kick one's classroom into the 21st century. This presentation serves as an introduction into the world of technology in education.
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Web2.0 in the classroom…The Who, What, Where and the How
- 1. Web2.0 in the classroom… The Who, Why, What, Where and the How http://www.flickr.com/photos/wakingtiger/3157623426 @weirdsister_ann
- 2. Is education 1.0 ready for Web2.0 students? – John Thompson http://m.ocdn.eu/_m/ba62c7c60cf62c4ea692bb217638ce7b,61,1.jpg
- 3. From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623
- 4. How is the context of learning changing? To what extent are you as teacher/school responding innovatively? Adaptively? Transformatively? What excites or concerns you about educational technology and its impact on learning design? From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623
- 5. What mode of communication shaped your life? • Innovations in communication technology cause cultural change • Changes in modes of communication shape human life • We shape our tools and they in turn shape us – Couros, 2003: 12 http://wwwdelivery.superstock.com/WI/223/1527/PreviewComp/SuperStock_1527R-1125489.jpg
- 6. Our students are no longer little versions of us… We need to look beyond or 20th century knowledge or training to guide them… http://www.flickr.com/photos/serenaconnelly/4578557276/in/faves-11607028@N08/
- 7. https://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/ We need a new learning space for our digital natives
- 8. The Who? http://www.flickr.com/photos/crimsonninjagirl/255685793/in/faves-11607028@N08/
- 9. Net Generation From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 10. Nexters From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 11. Generation Y From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 12. Generation Why From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 13. Generation Now From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 14. iGeneration From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 15. Google Generation From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 16. Nintendo Generation From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 17. Screenagers From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 18. Digital Natives From: Teaching with technologies, Myths and Realities by Barry Dahl Lake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- 19. Listening to the Natives is better than Waiting for the Barbarians. Digital Natives are native speakers of technology, fluent in the digital language of computers, video games and the internet. Digital Immigrants have adopted many aspects of technology, but we retain an ‘accent’ because we still have one foot in the past. http://www.flickr.com/photos/acroamatic/387726242/in/faves-11607028@N08/ – Marc Prensky (2005:8)
- 20. When we play games we rapidly solve abstract problems… while being continually assessed … and often working collaboratively. ~ Graham Brown-Martin
- 22. This is especially true for education. Once upon a time the book revolutionised education… now? … using technologies that have not been invented yet in order to solve problems we don’t even know are problems yet - Shift happens 2012 http://chriswondra.com/2007/12/17/paradigm-shift-ahead-learning-just-got-heroic/
- 23. Break out the comfort zone Into THE ZONE http://decidingedge.com/technology/digital-revolution/
- 24. http://www.flickr.com/photos/louish/5625592927/ We shouldn't expect "out of the box" thinking when we only employ "in the box" teaching. Tom Whitby From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 25. Todays' students are no longer the people our education system was designed to teach http://www.flickr.com/photos/mister-mac/7309103230/sizes/k/in/faves-11607028@N08/
- 26. We are family http://pro.corbis.com From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 27. Wii are family! http://wiifitnessdepot.com From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 28. We learn by teaching http://campussolutionsinc.com/tag/reach-college-students/ From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 29. In the times of rapid change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists…. Eric Hoffer http://www.flickr.com/photos/ogwrnsk/502008278..
- 32. Balance structure / http://www.flickr.com/photos/54636583@N07/5171536863/in/faves-11607028@N08 and learning autonomy Facilitate self-directed, personalised learning (Drexler, 2010: 370)
- 33. From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com
- 34. From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com
- 35. Instructivism Constructivism Connectivism Teacher-centred Facilitating Guiding self directed, and most talking learning through inquiry-based and thinking done active student learning through collaborative by teacher engagement learning Passive students Constructing environments & listening to knowledge and digital learning knowledge learning through media. Connected dissemination experience and networked learning & Social Constructivism knowledge building From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com
- 36. Source of SAMR model of technology integration: Dr Ruben Puentedura From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 http://www.hippasus.com/rrpweblog/
- 37. Learning best occurs when multi- modal contexts are enabled. We cannot justify pigeon holing students into single mode learning. I hear, I know Steve Wheeler, Plymouth University, 2011 Cognition Deeper Auditory Learning Visual Kinaesthetic I see, I remember I do, I understand Memory Meta Cognition http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world
- 38. From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 http://education-2020.wikispaces.com/21st+Century+Learning
- 39. Source Tony Gurr: http://allthingslearning.wordpress.com/2011/12/10/will-the-real-4cs-please-stand-up-again/
- 40. New tools of the trade From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 41. If the only tool you have is a hammer, you tend to see every problem as a nail. Abraham Maslow From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 42. We must educate the students we have, not the student we used to have, nor the student we wished we had. We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world. They are hyper-communicators and must "power down" just to go to school. http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx
- 43. From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 44. From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548 Source: http://tiny.cc/dfu38
- 45. In a hunting culture, kids play with bows and arrows. In an information society, they play with information. ~Henry Jenkins http://www.flickr.com/photos/umpcportal/4581962986
- 47. http://www.slideshare.net/courosa/why-social-networks-matter Learning is changing From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 48. From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 http://www.onlineuniversities.com/blog/2012/06/flipping-expanding-blooms-taxonomy/ http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/
- 49. Unpacking the Tools From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 50. Interactive whiteboards: Customizing your classroom http://www.flickr.com/photos/pablog61/5496531432/
- 51. Collaboration – facilitating active learning instead of passively absorbing information http://www.flickr.com/photos/pablog61/5496530738/sizes/l/in/photostream/ Information sharing
- 52. BYOD: Mobile Phones should be banned? http://www.e-forwards.com/2011/09/back-to-school-best-quotes-about-education-and-school-days/teaching-today-amazing-7-3/
- 53. Mobile phones are forcing children to become more literate. Without the ability to txt, they cannot fully participate in their culture of communication ~Peter Veomans hhttp://www.flickr.com/photos/courosa/5536535796/
- 54. Objections from Educators Mobile phones are banned in most schools because... ...they are distracting and disruptive. The phone becomes the focus of attention, inappropriate images/videos can be taken and sent, leading to invasion of privacy and loss of teacher control! http://i.dailymail.co.uk From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 55. BYOD - Personal technologies When we ban young people from using their mobile devices, we prevent them from communicating and learning in ways that are meaningful to them. From: Learning in a digital Age: Myth and Reality by Steve Wheeler http://farm1.static.flickr.com/117/291379959_594fa8ef70.jpg Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality
- 57. Cell phone Myths and Potentials • Too solitary • Leverage device and collaborative culture • Irresponsible / • Teachers digital inappropriate use citizenship • Theft • Keep on person • Knowledge with the • Willingness to learn teacher from the students • Loss of control • Use to maintain control Tolll: www.slideshare.net/tolll/byod-14682745 http://www.flickr.com/photos/pkmousie/4379574834/
- 58. http://maps.playingwithmedia.com/ From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623 www.shutterstock.com
- 59. http://www.edmodo.com/ http://www.slideshare.net/seyfert6/20-ways-to-use-edmodo http://www.schooltube.com/channel/edmodo/
- 61. When you “Google” something, your search findings are NOT necessarily TRUE CREDIBLE YOURS FREE From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623
- 62. Inquiry based Learning Encourage students to create their own content, present it to their peers and defend it against criticism – develops critical thinking. ~ Steve Wheeler
- 63. http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623
- 64. http://www.fluency21.com/ From: Digital Learning Design by Anne Whaits Available athttp://www.slideshare.net/awhaits/digital-learning-design-14444623
- 65. From: Joquetta Johnson, Library Media Specialist Milford Mill Academy Available at http://www.slideshare.net/accordin2jo/whats-in-your-technology-toolbox-5438548
- 66. “..we can drown in our technology. The fog of information can drive out knowledge.” - Daniel J. Boorstin From: Learning in a digital Age: Myth and Reality by Steve Wheeler Available at http://www.slideshare.net/timbuckteeth/learning-in-a-digital-age-myth-and-reality http://gcaptain.com/drowning?10981
- 67. Don’t limit a child to your own learning, for he was born in another time http://hannah321.edublogs.org/ ~Rabindranath Tagore
Hinweis der Redaktion
- The history of technology in education: http://www.youtube.com/watch?v=UFwWWsz_X9s&feature=related
- McLuhan states that “our collective culture is moulded primarily by communication technologies and by the technologies that are embraced. To elaborate, McLuhan constructed three simple points: First, inventions in communication technology cause cultural change. Secondly, changes in modes of communication shape human life. Thirdly, as McLuhan once stated prophetically, ‘we shape our tools and they in turn shape us’” (Couros, 2003: 12). Think about it, what mode of communication shaped you? I can honestly say that I was not shaped by the internet, facebook or the mobile phone, those were merely devices that made my life simpler and easier, when they eventually appeared. Remember when we were thought radical when we used television or video in the classroom? Before that the book was considered revolutionary, now we are moving towards Web2.0 and it is ripping us from our comfort zones and confronting us with the mode of communication that is shaping the lives of our students
- Our students are called by many different names, “Net generation Digital Natives or Millenials” (Jones, Ramanau, Cross & Healing, 2010: 723), I call them the Web2.0 students, but in the end it does not matter, they are merely ourstudents and we need to reach (teach) them. This paper aims to explore the need for a new learning space for our “digital natives” (Prensky, 2001: 1) which is suited to the 21st century and the technology our students interacts with daily. From experience, I have seen that many educators, me included, embrace an older, more traditional style of teaching because it works. The question this paper asks is; does it work for us, as lecturers, or does it work for them, as students? John Thompson frames the question in a similar fashion: “Is Education 1.0 ready for Web2.0 students?” (Jones et al, 2010: 722).
- From: Teaching with technologies, Myths and Realities by Barry DahlLake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- From: Teaching with technologies, Myths and Realities by Barry DahlLake Superior College (http://www.slideshare.net/barrydahl/teaching-wtechnology-myths-elgincc-2009)
- Education 1.0 is generally associated with the “digital immigrant” and Web2.0 students are characterized as “digital natives”. These labels were coined by Marc Prensy who states that the digital natives “are native speakers of technology, fluent in the digital language of computers, video games, and the internet. [He] refers to us who were not born into the digital world as digital immigrants. We have adopted many aspects of the technology, but just like those who learn another language later in life; we retain an ‘accent’ because we still have one foot in the past” (2005: 8). In an attempt to incorporate technology in my classroom I often shied away from the notion because I was not comfortable with it or I was afraid to look like an armature when I am supposed to be the expert in the class room. I had to realise that when it comes to technology I am not the expert and that I should “listen to the natives”. The consequence is a classroom where Education1.0 and Web2.0 seems to coexist peacefully, for now. Enter blended learning, the “combination of face-to-face and online learning” (Wheeler, 2008:7).
- My 7year old son is playing LOL (League of Legends) online and complaining about lag, when I download YouTube videos. At the same time my toddler is playing Ninja Jump on the tablet, and I still cannot beat his score. Michael gets a glimpse into what his world would be like, he plays in a virtual team, develops an understanding of acceptable online behaviour and then there is creative problem solving.
- The phrase “shift happens” is synonymous with Did You Know? a presentation licenced to Karl Fisch, Scott McLeod and XPLANE under Creative Commons Attribution and Non-Commercial Share-Alike Licence (shifthappends, 2012). This presentation has its roots as a PowerPoint presentation shown at a faculty meeting and (expectantly) went viral. It focuses on the power of technology and how social media and networking has revolutionised the way we communicate and interact with the world around us.
- This is indicative of why it is necessary to embrace a new learning environment where we, as educators, are welcoming technology enhanced teaching and learning devices in the classroom, students multi-tasking (BBMing and texting while we lecture), Web2.0 applications and the challenges these pose. Many people are asking, “But why?” Once again, I turn to Prensky for an answer “Today’s students are no longer the people our education system was designed to teach” (Prensky, 2001: 1). We need to adapt and change with our environment and create a system where we can reach our students.
- We do not have to bombard students with technology in the classroom, blended learning is the combination of traditional and technology, so start with allowing the students to play/work in their comfort zone while we play/work in ours – at some point we will drag each other in and over. Students that are involved and engaged are focussed on their learning and educators that are engaging and willing to learn from their students are too. I have found that students are more willing to ‘sit up and pay attention’ to Education 1.0 (the comfort zone many lecturers still find themselves in) if we incorporate technology, either as homework or, as an element in the classroom.
- She explains that the secret is finding “an appropriate balance between structure and learning autonomy in order to facilitate self-directed, personalised learning” (Drexler, 2010: 370). Student-generated content can be useful in finding this balance, as it addresses the technology divide, and it assists with peer teaching and reinforces the learning from the classroom. An example includes a student that used his cell phone to record a presentation, instead of presenting it in front of the entire class. This was a massive time saver as I was able to watch it in the comfort of my own home, my students were happy because they could present the work from the comfort of their own home and I was able to rewind and re-watch anything I missed. Watching the recoding of a presentation (based on content covered in class) I was able to see how well the student understood the work and I am able to show this video to other student as an alternative demonstration of the work, in a language they will understand. I will definitely be using this method again in the future, as the students took pride in what they did, a notion which is substantiated by Steve Wheeler (2008: 987). He states that there is “evidence that user-crated content software in particular encourages deeper engagement with learning through the act of authoring, simply because the awareness of an audience, no matter how virtual or tentative”. Using applications like Glogster.edu, Sliderocket and blogger one can encourage students to engage with content in fun way and they are able to generate their own content, showing what they understand and they can share this with other students in the classroom and online.
- Our students are technologically aware, but not always in the way we would like them to be or in the way we are. A magazine is an ipad that doesn'
- Unfortunately the shift is not only toward technology but also from “content consuming” to “content producers” (Senar, 2007: 2), a notion John Senar elaborates on, stating that contemporary education at all levels tends to cast students in the role of content consumers; they are presented material which has to be developed by others and are expected to demonstrate that they have absorbed the content in some way. Student- generated content has also long been an integral art of the educational process with the limited purpose of demonstrating that students have absorbed content (Senar, 2007: 1). The importance is not that there is a shift or how it is going to impact on our lives, but rather that the shift is happening and that the difficulty in managing and adapting to it is not insurmountable, albeit with a little creativity. As someone driving technology on the Varsity College Port Elizabeth campus, I have seen and experienced many of the challenges and I think it is worth sharing some of the solutions and rewards. And here I would like to point out that these challenges are posed both from the digital immigrants and the digital natives. This highlights a need for creative classroom management and student (and lecturer) buy in, which can be achieved through activities that encourage student-generated content.
- A good place to start experimenting with technology.
- I realised one has to walk a fine line when distinguishing between students losing interest as a consequence of technology and ineffective classroom management and student engagement. I asked my students what their expectations are of me (starting the second semester) and they asked that I not be boring, that I entertain and not to give up if they do not understand something. In return they offered me cooperation, participation and respect. I find if I incorporate technology in the classroom the work becomes less boring, the students are entertained and they are more motivated to keep discovering new methods to encourage understanding.
- Not every student may have a laptop, ipad or notebook, but they all have a cell phone, the digital device of the future, and lately a cell phone can accomplish almost as much as a computer. I know of students that have typed entire assignments using the document application on their Blackberry, which doubles as a gaming console, a research tool, a flash drive, social networking tool and finally a phone
- Not every student may have a laptop, ipad or notebook, but they all have a cell phone, the digital device of the future, and lately a cell phone can accomplish almost as much as a computer. I know of students that have typed entire assignments using the document application on their Blackberry, which doubles as a gaming console, a research tool, a flash drive, social networking tool and finally a phone.