Uniblog

This article by Seely Brown & Adler deals with the social nature of the Web 2.0 phenomenon. Described as “open participatory learning ecosystems” they include blogs, wikis and a host of  other ‘content sharing’-type sites. They cite ‘compelling evidence’ that one of the “strongest determinants of students’ success … was their ability to form or participate in small groups”, and that they “learned more than students who worked on their own”. They develop the idea, which I came across whilst studying motivational psychology, that people are “motivated to learn the values and practices of their community” (Lave and Wenger, 1991). Through my own experience, here at uni, I believe this to be true. With the collegiate approach adopted to many of the required tasks, I feel I have been able to achieve much more (and learn much more) than if I had been working alone. The new technologies allow yet another means of group work which enables students (particularly those who would not normally be comfortable in face-to-face ie. in-class groups) to contribute in meaningful ways.  

I just read Paul’s posting. What a great resource. Tons of good info. which doesn’t seem to appear in text books. Being able to access this info with a couple of keyboard clicks is amazing. I can’t believe that so much has been put up at no cost to the consumer. This is the type of stuff I can really use.

Karl Fisch’s award winning post is well worth the read. I am not proud of the relatively low level of my immersion in the digital world, but I am not in denial about its efficacy. I am actually  a little embarrassed about it. I really do believe that we ought to embrace the changing educational landscape. As I have said in an earlier blog, I don’t have the same inclination to explore all the technology options as many people do. I want to be shown. But I get a real boost when I pick up extra skills (like successful hyperlinking for example). You can’t deny that there are many effective and successful teachers operating today contributing in very positive ways to the development of young people. Technology is certainly not the “end all and be all” in terms of pedagogy and I don’t think that many people really believe it is anyway. I agree that teachers need to rise to the challenge, but as students in this case, many will need a lot of support.   

You’re spot on Danny. I particularly liked the bit about having only a half load for the first year out ! (but would we still get the same pay?) The technology in evidence at our prac, schools (one of them that is – the other had virtually nothing) was merely a different means of delivering direct instruction. “Lean on the text book” was a quote I remember. I’ve seen lots of maths classes where I’m a teacher’s aid – not a constructivist lesson within cooee!

I read the chapter by Resnick ( Rethinking Learning in the Digital Age ) from the online readings. He makes the point that as computers come down in price, access to digital technologies becomes less of an issue. What comes into focus is the level of ‘Digital Fluency’. He talks about clubhouses where ‘members’ design and create their own software. Like anything else in life, if you dedicate time and energy into any given pursuit then the results will reflect that effort. So, in the context of the school classroom, if the goal is to produce young adults suitably equipped to prosper in an increasingly ‘digital’ world then fluency is something that should be encouraged and directly supported. It seems to me that the thrust of most literature in this area suggests that the youth are more and more inclined to have an affinity with digital media. We, as teachers, really ought to take advantage of this. Indeed, it would be a tragedy to stifle the opportunities presented by the new technologies. My own fluency will likely never be as good as my student’s, but hopefully as a facilitator, I can satisfy the two objectives of student learning (ie. formal content) and continued  gains in digital fluency. Finding out how to do it is my challenge.     

I been looking at other peoples blogs. Wow. I wish I had been more engaged in this topic than I have been. It’s all so impressive. I wish I had learnt some of the things that other people have. The thing is, I don’t spend too much time sitting in front of a keyboard and when I do it takes me forever to do some pretty simple stuff. When I think about it, it comes down to how I learn. I like to be shown. I’m one of the guys who likes to be shown a demonstration, practice a couple of times and then I’m away. In other words, I’m not so inclined to the constructivist  style of learning. Is that a generational thing? Are all  of today’s students craving opportunities to learn constructively? Surely things haven’t changed so much. (Of course, the problem for me is that if today’s students do want demonstrations, then I’d better bone up on this stuff if I am to be their teacher.

I read this article by Marc Prensky in Edutopia. He qoutes somebody as saying “The disconnect between what students want and what they’re receiving is significant”. He suggests the source of the problem is that today’s kids hate being talked at. They hate when teaching is simply telling. They …. tune out. He recommends entering discussion with students, asking them directly;  what is it they want ?   

This is fine. I believe that students do have rights and should have a voice. My view is that regardless of the extent to which ‘technology’ is incorporated in the classroom, lessons ought to be interesting. Variety is the key. Bored teachers give boring lessons. If technology promotes learning, then it should be used. Teachers may need to ‘let go’ a little and see what happens. Its easy to go back to the ‘old way’ if you have to.   

I an reacting to Rainie’s “Digital Natives”

found cool wiki site for maths

This is my first attempt at blogging.