Web2 0 inClassroom

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03/05/08 Web2.0 & You! 1

Web2.0 Theory, Practice, and Application in

the Classroom


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Brought To You By:Brought To You By:

Victor BradleyVictor Bradley

Interdisciplinary StudiesInterdisciplinary Studies

77thth

GradeGrade

Sedro-Woolley, WASedro-Woolley, WA

veb2k5@ yahoo.com


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What Role Technology in Public Schools?

Schools and school districts across the nation are continually trying

to define the place of technology within education and the daunting

question of how to properly invest in technology to empower student

learning. Emerging technology like Web2.0 may lead the way with

its emphasis on open architecture, interactive applications, integrated

platforms, low cost, and low maintenanceeverything is online andincreasingly integrated and cross-functional. For the first time, the

prospects exist that even poor districts can invest in integrated

systems rooted on the web that do not demand consistent upgrades

and costly proprietary software, large investments in hardware, orcomplex user maintained networks to achieve powerful

collaboration, communication, and learning online.


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Collaborate, Communicate

Network, Create

Inquire, Connect!


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It is amazing to me how in all the hoopla and debate these days

about the decline of education in the US we ignore the most

fundamental of its causes. Our students have changed radically.

Todays students are no longer the peopleour educational system

was designed to teach. Todays students have not just changed

incrementally from those of the past, nor simply changed their slang,

clothes, body adornments, or styles, as has happened betweengenerations previously. A really big discontinuity has taken place.

One might even call it a singularity an event which changes

things so fundamentally that there is absolutely no going back. This

so-called singularity is the arrival and rapid dissemination ofdigital technology in the last decades of the 20th century.

(Prensky, 2001)


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Empowering Students to Find Their Own Way


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Prensky characterizes youth whose lives are defined by

technology as digital natives. Their comfort zone, their sense of

play, their ways of communicating and learning (even their

identities) are deeply entwined in technology. Their teachers

and professors lives, however, are frequently defined by

traditional ways of learning, low tech, and indifference totechnological change and digital learningwhat Prensky calls

digitalimmigrants. Digital immigrants are often well versed in

one technology application or another, but their lives and

passions are not defined by technology or change so common tothe digital natives, our young.


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As Educators, What is Our Mission?
http://cartoons.sev.com.au/archivepage.php?cartoonid=ss175


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What Digital Natives Have to Say About Technology in Their

Lives (At the Moment)

Project Tomorrows Snapshot of Selected National Findings from K-12 Students,hasprovided some fascinating perspectives on the use of technology by K12

students the last ten years. In their 2006 report only one fourth of the students found

online safety and privacy major concerns about using technology compared to 2/3

of their parents and teachers. Conversely, the top concerns for students were: 1)

spam, 2) digital access equity, and 3) online cheatingthe kids are all right! When

the students were asked what they would change about technology use and

implementation at school the top two requests were: 1) relax school rules about

email, instant messaging, cell phone, and online use, and 2) provide students with

laptops to use at school and home. (2006) The disparity of priorities and use

patterns grow even more disparate when considering the role of technology in the

classroom as perceived by students, and then their teachers. What really illustratesthis disparity most dramatically is the level, access, and sophistication of

technology used at home by many students compared to what is available and used

most often at school.


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The Widening Technology Gap Between Educators and Their

Students

The gaps between students and faculty members use of technology

have widened. The digital divide focused on access and socio-economics just ten years ago, but today we see a widening divide

between parent and child, teacher and learner, and employer and

employee. In the mid-1990s, most students did not own a personal

computer, they used single-function technologies (phones, cameras,

audio and video players), they had sporadic and limited access to the

Internet, they may have used a course management system in very

limited ways, and although they communicated with e-mail, neither

instant messaging (Iming) nor text-messaging was common. Today,

most students own a computer, use multifunction mobile technologies,have ubiquitous access to the Internet, regularly use course management

systems for coursework, and incessantly IM and text-message (e-mail is

pass). (McGee & Diaz, 2007)


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Does Our Lack of Vision

Imprison Our Students Future?


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What Kinds of Knowledge and Skills Do Digital Natives Need

Now and for the Future?

Unfortunately, there is no consensus about what skills and types oflearning will serve students best in the new millennium or how best

to prepare them for the changing workplace. A good case can be

made, however, that the skills that students will find most useful

and adaptive in terms of further education and entering the

workplace will include significant competencies in problem

solving, higher level thinking skills, critical analysis of information,

flexible and discursive communication skills, and the ability to

collaborate effectively within groups. All these skills are provided

in dynamic ways by various Web2.0 applications that are readilyavailable and affordable, if not free. Ken Kay and Margaret Honey

provide a good overview of the kind of skills our youth really need

to master in the 21st Century:


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Communicate Effectively: Students must have a range of skills to express

themselves not only through paper and pencil, but also audio, video,

animation, design software as well as a host of other interactive environments

(e-mail, Web sites, message boards, blogs, podcasts, streaming media, etc.).

Analyze and Interpret Data: Students must have the ability to crunch,compare, and choose among the glut of data now available in Web-based and

other electronic formats.Understand Computational Modeling: Students must posses an understanding

of the power, limitations, and underlying assumptions of various data

representation systems, such as computational models and simulations, whichare increasingly driving a wide-range of disciplines.

Manage and Prioritize Tasks: Students must be able to mange the multi-tasking,

selection, and prioritizing across technology applications that allow them to

move fluidly among teams, assignments and communities of practice.Engage in Problem Solving: Students must have an understanding of how toapply what they know and can do to new situations.

Ensure Security and Safety: Students must know and use strategies to

acknowledge, identify, and negotiate 21st century risks. (2005)


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Case Study: Why One School District Resists Implementing Web2.0 Learning

The first thing we need to do with students and the power of online networking and collaboration

is trust their instincts to do the right thing. I had less trouble with porn, flaming, and sabotage

without filters where responsibility was actively taught then with filters. My colleague and I are

experimenting with in-house, server based wikis for two primary reasons: 1) we could effectivelycontrol the content and use patterns with active monitoring ourselves, and 2) we could quickly pull

the plug if something went drastically wrong with student use to minimize damage and protect our

backs. Our school had an especially Machiavellian eighth grade last year in terms of tech use, and

as a result, the school district looks at Web2.0 as nothing but headaches and security risks instead

of the powerful learning potential its tools present education. There are schools all over the nation,

including elementary schools, who use Web2.0 with both power and security. Ironically my

students this year in 7th and 8th grade are by nature responsible users of technology and the logical

first classes to introduce the successful use of Web2.0 to the entire school district. At the moment,

however, the network specialists and district leaders are stonewalling our efforts because they

think providing students with G-mail will subvert district security. Educating administrators,

showing the many schools that already successfully use Web2.0, and making security an ongoing

dialog and collaborative task between parents, students, teachers, administrators, and network

specialist who keep it running is the way to go to harness the potential of Web2.0. If we dontembrace this imperative, many experts think public education will become more and more

marginal in students lives and the way they learn in the 21st century.


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Does Sanitizing Our Technology at School Protect

Our Children or Create A Fortress of Ignorance?


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Why Web2.0 is the Digital Platform to Teach Digital Natives

Learning in almost any subject today means not only learning the

concepts within that area, but also how to use technologies intheendeavor Thus, the traditional lines between learningabout

technology and learningthrough technology are beginning to blur.

(Bruce and Levin, 1997)

[Ultimately, the value of Web2.0 style] learning is its link to the

concept of life-long learning. We are moving from formal, rigid

learning into an environment of informal, connection-based, network-

creating learningKnowing is no longer a destination. Knowing is a

process of walking in varying degrees of alignment with a dynamic

environment. Gone are the days of this is what it is (Siemens,

2005)


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How do we teach digital natives with learning at school that is

relevant and challenging? Learning that empowers their many

existing technological strengthswith Web2.0. Here integrated

applications consistently emphasize the four basic powers and uses

of interactive media where students learn the power of inquiry,

communicating, constructing, and self-expression. (Bruce and

Levin, 1997). Perhaps educators will finally have the interactive

tools to make classroom instruction truly student centered. In anarticle on technology integration, a curriculum technology

coordinator, Brenda Dyck articulates what she sees as the keys to

integrating technology successfully in the classroom:

1) information users need to become knowledge creators, 2)individual knowledge acquisition needs to tap into community,

regional, and global collaboration, 3) theres power in connecting

learning groups for mutual benefit and powerful learning.


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Learning that Connects Technology to Students Lives and Capabilities

Learning using Web2.0 is afunction of creating connections, foraging for needed

knowledge, and plugging in to learning sources (Siemens, 2003), rather than

being taught by a sage on the stage, with static tools (textbooks and lectures)

where knowledge and learning is quantified by objective testing and literally

possessed. Finding information, making connections, integrating applications,

and discovery learning are paramount in Web2.0 learning. The focus of learning

using Web2.0 tools is the student and the learning process is constructing

knowledge that constantly changes, adapts, and re-defines itself. Students engage

Web2.0 in fluid platforms where change is a given, communicating is constant

and often occurring at many different levels, and multi-tasking is a given. Users

combine, blend, blog, wiki, podcast, edit, embed and ping seamlessly in ways

digital immigrants find inscrutable and not just a bit threatening. How canlearning be so much fun, and what is with all that noise about?


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The essential role and challenge for teachers is not thesage on the stage, but

to provide learners with the tools, opportunities, and levels of interaction

where students can define their own learning. Connecting learners andcreating dynamic networks is basic to Web2.0 applications where students are

connected to each other, their community, their parents, their world. This level

of interaction ensures high motivation and commitment to genuine learning.

George Siemens has developed what I consider the best model for theory to

practice when implementing Web2.0 within classroom instruction. He callsthis theory of using Web2.0 to teach students to learn, connectivism. Siemens

notes perceptively how Web2.0 learning changes the dynamic within the

classroom learning process and seriously redefines what the teacher sees as

learning and the nature of knowledge to be transmitted to students:


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Are we teaching students for their future or our past?

Learning and knowledge rests in diversity of opinions


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Learning and knowledge rests in diversity of opinions.Learning is a process of connecting specialized nodes or information

sources.Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currentlyknown. Know where replaces know what and know how.Nurturing and maintaining connections is needed to facilitate

continual learning.

Ability to see connections between fields, ideas, and concepts is acore skill.

Currency (accurate, up-to-date knowledge) is the intent of all

connectivist learning activities.Decision-making is itself a learning process. Choosing what to learn

and the meaning of incoming information is seen through the lens

of a shifting reality. While there is a right answer now, it may be

wrong tomorrow due to alterations in the information climate

affecting the decision.


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George Siemens asks another essential question for learning

in the 21st

Century, it seems to me:

If course-based learning is out of date for todays learner, what

is the alternative? The answer can be found in learning

ecologies and networks structures that emulate continual

learning. John Seely Brown (2002) defines a learning ecology

as an open, complex, adaptive system comprising elements

that are dynamic and interdependent.


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Learning Ecologies Possess Numerous Components:

Tool-rich - many opportunities for users to dialogue andconnect.

Consistency and time. New communities, projects and ideasstart with much hype and promotion, and then slowly fade. To

create a knowledge sharing ecology, participants need to see a

consistently evolving environment.


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Trust. High, social contact (face to face or online) is needed to foster a

sense of trust and comfort. Secure and safe environments are critical fortrust to develop.

Simplicity. Other characteristics need to be balanced with the need forsimplicity. Great ideas fail because of complexity. Simple, social

approaches work most effectively. The selection of tools and the creation

of the community structure should reflect this need for simplicity.

Decentralized, fostered, connected; as compared to centralized, managed,and isolated.

High tolerance for experimentation and failure

Learning Ecologies Part II


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Web 2.0 and Their Real World Applications in the Classroom


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The discussion up to this point has examined the theoryand application of emergent technologies in the

education of our young. Best practices emphasize

Web2.0 applications, constructivist practices, student

centered learning, interactive communication, and

collaborative networks embracing peers, community,and outreach to the world. The concluding part of this

essay shifts focus to analyze how Web2.0 provides an

amazing array of ever evolving tools and methods

addressing the challenges of teaching digital nativesinnovative technology applied to tasks both great and

small.


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How Do We Deal Effectively With Emerging Technologies?


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http://www.writeboard.com/
http://www.writeboard.com/http://www.writeboard.com/http://www.writeboard.com/http://www.writeboard.com/http://www.writeboard.com/


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Writeboardis a free collaborative web-based writing program that lets users

collaborate with other writers, saves different versions of documents which can

be easily accessed, and allows peer editing in powerful ways. I like the way

writers can compare different versions from rough drafts to peer edits to finaldrafts. The service is free but accessing the site as a useful tool means the

teacher needs to keep on top of filing and global organization and passwords.

What they really want the user to do is to buy their organizing tool Backpacking

software that will do this for you. Writeboardhas the potential to be a powerful

platform in which English teachers could instruct editing and revision in real

world ways. Having multiple audiences and multiple vehicles for feedback justreinforce the fundamental principles that writing can always be improved, and

the more audiences and feedback a writer gets the better the writing will be. I

have not used the application enough to know if it is more user friendly than

blogging. I do like the fact its focus is on writing, sharing, revising, and

comparingthe fundamentals of writing. Having no distractions like RSS feeds,

links to wikis, podcasts, and websites, appeals to this writing teacher. The realquestion here, which remains unanswered so far, is this tool manageable with a

class of 25 writers?


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Storage is a perpetual problem when teaching tech on a shoestring. Wikis

and blogs give you plenty of space, but the interface is often clumsy,

hyperactive, and not well organized. Here is a slick resource that gives you

tons of free or cheap storage which can be organized in flexible ways. Withthe teacher as the moderator and manager, this author thinks this may be

the solution to the archival and storage needs that interactive media

entails with the possible exception of the mega files of videos. According

to reviews the service is fast, reliable, secure and cheephow can you beat

those qualities.

http://www.amazon.com/gp/browse.html?node=16427261

http://jungledisk.com/
http://www.amazon.com/gp/browse.html?node=16427261http://jungledisk.com/http://jungledisk.com/http://jungledisk.com/http://jungledisk.com/http://jungledisk.com/http://jungledisk.com/http://jungledisk.com/http://www.amazon.com/gp/browse.html?node=16427261http://www.amazon.com/gp/browse.html?node=16427261http://www.amazon.com/gp/browse.html?node=16427261http://www.amazon.com/gp/browse.html?node=16427261http://www.amazon.com/gp/browse.html?node=16427261


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Creative Data

Storage!
http://www.sxc.hu/


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If we want students to be creators of data and meaningful content as a

cornerstone of their learning, we need to teach them about the ethics of

using information and data. A great place to start is with images. Flikr

and Wikimedia Creative Commons both teach students how intellectual

and proprietary content are shared online and within scholarship in a

variety of ways. Flikr provides ten ways images can be shared online via

Creative Commons protocols. Students need to learn both the issues and

the protocols for using someone elses content responsibly and with

integrity. The best online source for stock images isstock.xchng vi,

http://www.sxc.hu/. Of course with that URL our school filter blocks

access to the site preventing a closer look about how useful it might be

for both sources of images and the teaching of responsible use with

other peoples media. I would check out all three sources for image

resources and their utility for teaching responsible use.
http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/http://www.sxc.hu/


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Web 2.0 is How Digital Natives Learn


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I really dislike the interface and the lack of user friendly

organizational features in most blogs. Most veteran bloggers thinkthis is just fretting over incidentals; that the content is what really

counts while useability and ease of navigation are only problems

with newbies. Most bloggers value what capabilities and other

applications are within the blogger tool and the quality of thecontent. Well that said, I was glad to see wordpress.com emerge

because I think its interface is user friendly, its structure well

organized, and the style aesthetically pleasing. It may not have all

the gizmos and special features the hardcores want but I really

enjoy the clean interface. This is where my professional blog will

be.

Blogs With Style


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http://www.c4lpt.co.uk/recommended/index.html

If you are looking to find the best applications of emerging technology and

Web2.0, The Centre for Learning and Performance Technologies is a great

resource. Each year the center asks for user submitted lists of the top ten

tools in practitioners lives. The lists include brief annotations of the bestapplications for the year and how they work in the real world from a diverse

cross section of disciplines, grade levels, and expertise. When I want to

check out what the latest tools are, or find a specific application to fit a

specific instructional need I come here. My favorite guru for tech

applications in the real world is an ELL teacher from Texas, Larry Ferlazzo

a great source for language arts teachers:

http://www.c4lpt.co.uk/recommended/larryferlazzo.html

Finding Perspective and the Best of Web2.0
http://www.c4lpt.co.uk/recommended/index.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/larryferlazzo.htmlhttp://www.c4lpt.co.uk/recommended/index.htmlhttp://www.c4lpt.co.uk/recommended/index.htmlhttp://www.c4lpt.co.uk/recommended/index.html


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Tech In Too Many Schools

Is Like Watching

Black & White TV


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Helen Barrett has done seminal work on how to integrate digital portfolios

in the classroom and daily instruction. Below is her workup on how anintegrated system of Web2.0 style learning would work within the

universe of Google Applications. This provides one possible and

provocative answer to yet another essential question about Web2.0

learning.How does a teacher provide an adaptable, student friendly,

effective, reliable integration of Web2.0 tools? One that would empowerstudent learning in the four basic areas of multimedia instruction: self

expression, the creation of content, communication, and collaboration?

Take a good look at the schematic and notice how many options there are

to communicate, create content, and to collaborate. And of course the

applications are all free and powered by the Google Juggernautwhich

means they will probably be regularly upgraded and be around for a good

long time for use by all those poor rural school districts like mine.


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http://electronicportfolios.org/google/index.html
http://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.htmlhttp://electronicportfolios.org/google/index.html


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Ms. Barret has gone to the extraordinary lengths of creating example portfolios in

many of the most popular and most useful application in the Web2.0 universe. Iwas amazed how comprehensive and instructive this resource turned out to be for

a teacher who really believes in the powers of portfolios and the desire to embed

portfolios with Web2.0 applications. If youre interested in the power of

portfolios, Helen Barrett is the place to start.

http://electronicportfolios

.org/web20portfolios.html
http://electronicportfolios.org/web20portfolios.htmlhttp://electronicportfolios.org/web20portfolios.htmlhttp://electronicportfolios.org/web20portfolios.htmlhttp://electronicportfolios.org/web20portfolios.htmlhttp://electronicportfolios.org/web20portfolios.html


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http://electronicportfolios.org/
http://electronicportfolios.org/http://electronicportfolios.org/http://electronicportfolios.org/http://electronicportfolios.org/


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In conclusion, these are but a few of the whole universe of Web2.0

applications that stand to revolutionize both teaching and learning.The intention is not to be inclusive here but to provide a provocative

glimpse of constructivist, student centered learning using Web2.0

platforms and applications. There are ways to harness the power of

Web2.0; the future of our students demand that we digital

immigrants embrace this potential and run with it. The future is not

for us, but for our studentsso lets get to work.


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Consuming culture is never as rewardingas producing it.

Mihalyi Czikszentmihalyi, Creativity (1996)

[email protected]


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eferences

rown, J. S., (n.d.). Learning in the digital age. Retrieved on January 30, 2008 from

johnseelybrown.com/learning_in_digital_age-aspen.pdf

yck, B. (2004). Four principles for true technology integration.

etrieved February 1, 2008, from

mspx

ay, K. & Honey, M. (n.d.). Beyond technology competency:

vision of ICT literacy to prepare students for the 21st century,

he Institute for the Advancement of Emerging Technologies in Education.

harleston, W.V.: Evantia

cgee, P. & Diaz, V. (2007, September/October). Wikis and podcasts and blogs!
http://www.johnseelybrown.com/learning_in_digital_age-aspen.pdfhttp://www.microsoft.com/education/fourprinciples.mspxhttp://www.microsoft.com/education/fourprinciples.mspxhttp://www.johnseelybrown.com/learning_in_digital_age-aspen.pdfhttp://www.johnseelybrown.com/learning_in_digital_age-aspen.pdfhttp://www.johnseelybrown.com/learning_in_digital_age-aspen.pdf


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Project Tomorrow, (2006). Speak up 2006: Snapshot of selected

national findings from K-12. Retrieved February 1, 2008, from

http://www.tomorrow.org/docs/Speak%20Up%202006%20Nationa

Siemens, G. (2003, October 17). Re: Learning ecology,communities, and networks: Extending the classroom. Message

posted to

http://www.elearnspace.org/Articles/learning_communities.htm

Siemens, G. (2005, July 12). Re Learning development cycle:

Bridging learning design and modern knowledge needs. Messageposted to http://www.elearnspace.org/Articles/ldc.htm

Siemens, G. (2005, Nov). Connectivism: Learning as network-

creation. ASCD: Learning Circuits. Retrieved January 30, 2008,

from http://www.learningcircuits.org/2005/nov2005/seimens.htm
http://www.tomorrow.org/docs/Speak%20Up%202006%20National%20Snapshot_K-12%20Students.pdfhttp://www.elearnspace.org/Articles/learning_communities.htmhttp://www.elearnspace.org/Articles/ldc.htmhttp://www.learningcircuits.org/2005/nov2005/seimens.htmhttp://www.learningcircuits.org/2005/nov2005/seimens.htmhttp://www.elearnspace.org/Articles/ldc.htmhttp://www.elearnspace.org/Articles/learning_communities.htmhttp://www.tomorrow.org/docs/Speak%20Up%202006%20National%20Snapshot_K-12%20Students.pdf

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