Importance of Student Communication on a Worldwide Level

Entry #9

You all are probably tired of hearing me talk about Kathy Cassidy, but I wanted to say one more thing about her and then I will stop (well, I might stop)! When she made a comment on one of my posts, she helped me answer an important question I had that I am sure other teachers probably have as well. We already know social learning is an important component of today’s learner and that communicating with students from other schools, other states, and even other countries is important, but how do you find these other classes that may want to communicate with yours? For example, how did Mrs. Cassidy find that class in New Zealand that her students communicate with and learn so much from? Mrs. Cassidy provided me with a URL to a wiki that she has begun where teachers have left their class blog URLs for others to view. Mrs. Cassidy advice to me was as follows: “If you want to connect with other classes, the best way is to start commenting on blogs of classes that interest you. Leave your email address and/or the URL of your blog, and they may comment back to you. These relationships take some time to develop, but are so valuable”. Well, I explored this wiki and found some classes even younger than Mrs. Cassidy’s students that are blogging. They are so fun to read (especially the kindergartners)! There is also a link provided that takes you to a multitude of blogs done by students, classes, teachers, librarians, administrators, etc. You can go to this site and leave your class blog URL (if you decide to do one) and attempt to connect with one of these (or several of these) classes as well.

In Belgica’s post called Worldwide Kids she talks about the importance of global education, which reminds me of communicating with students from other countries. She refers to an article called “Putting the World into World-Class Education” by Sharon Lynn and Vivien Stewart. In this article, the authors write the following: “globalization is driving demand for an internationally competent work force. New security challenges require greater proficiency in world languages, and increasing diversity in our nation’s classrooms and workplaces necessitates a greater understanding of other cultures. It defines global education-international education as the knowledge of other world regions, cultures, and global/international issues. Furthermore, to have a global education includes having the skill of communicating in languages other than English, working in global environments, and using information from different sources around the world. Also important is placing value on, and showing respect and concern for other cultures and peoples.” Through communication with other classes in other countries through blogs, wikis, etc., we are enabling our students to learn so much about other cultures. This will, in effect, prepare them for their future jobs as our economy becomes more global. Belgica’s post reminded me of many of the important features we have been reading about in our textbook, Wikinomics. In chapter two (“The Perfect Storm), the authors say the following: “The future, therefore, lies in collaboration across borders, cultures, companies, and disciplines. Countries that focus narrowly on ‘national goals’ or turn inward will not succeed in the new era. Likewise, firms that fail to diversify their activities geographically and develop robust global innovation webs will find themselves unable to complete in a global world. Effectively, it’s globalize or die”. Mrs. Cassidy’s students have learned so much about the students in New Zealand - - what their lives are like, about the area in which they live, etc. They regard the students there as their friends. They are already one step ahead of many of the employees of businesses attempting to globalize.

Patti Weig has a wonderful website where she works closely with Kidlink – “A place for kids to collaborate and network with friends around the world”. It is well worth exploring her site if you are interested in having your students begin something like this. The students at Delmar Elementary have shared why they enjoy being a part of this project. One little girl named Tessa says the following: “I learn a lot of stuff from the different kids, like the sports played in their country, and some traditions, too. The reason I like doing it is probably because I enjoy learning about new people. Some of my penpals are Ortal, Ines, and Diana. Ortal is from Israel, Ines is from Portugal, and Diana is from Portugal, too. When Israel's prime minister was shot, I wrote Ortal a letter to comfort her.” These students are truly learning compassion for others, are probably more accepting of other cultures than any adult would ever be, and are probably more geographically literate than most educators!

As we have discussed what the workplace will be like for our students, I can’t help but thinking that communicating with other students from different countries should be a significant component of our curriculum in order to better prepare our students for this workplace. We have discussed the technology tools they will need and the personality traits they will need, but we have never really spoken about the understanding they will need to have of other cultures or the respect for other cultures and peoples that will be required. I can’t think of a better way to teach our students this than to have them communicate with students from other countries on a regular basis. I am hoping that through this blog you have realized the importance of allowing students to communicate with others not only so that they will learn about other countries, other cultures, and other people, but also so that they will be better prepared to fulfill their future job.

Issue: How do you find other classes in different countries who are willing to communicate with your students on a regular basis through blogs, wikis, email, etc.?

Solution: Share your classes’ blog URL on the wiki Mrs. Cassidy is starting or join Kidlink. Having your students communicate with students from other countries while they are young will make this natural for them as they grow older and will in effect prepare them for the workplace they will be a part of.

Addressing Important Parent Concerns

Entry #8

What would you say if a parent of one of your students complains to you about the following things?

• you allow their child to use too much technology in school
• their child is doing more socializing than learning in your classroom
• you are making the students do your job since they are teaching themselves

Based on what we have learned from the many blogs and articles we have read as well as from Wikinomics, we would probably give ourselves a pat on the back for doing a great job! But seriously, what will our response be? Are you prepared to answer these questions? This will most definitely be an issue for each and every one of us in the future, because each of you have posted in either your blog or our discussion area or brought up in class something about using technology more, allowing students to socialize (through collaboration, global learning, etc.) more, and the importance of student-centered learning. For example, in Lynelle’s post Technology for a Diverse Generation, she says the following: “These diverse groups of students learn best through peer-to-peer, hands on, visual and kinesthetic learning opportunities. They want to be a part of creating projects and solutions too.” In Pamela's post Wikis in the Math Classroom, she says the following: "Throughout this course I have learned that wiki's are a great way to get students collaborating and communicating for the betterment of the entire class". She goes on to describe a way in which she would use wikis in her math classroom. She talks about dividing her students into groups and having them create a group wiki on a particular math chapter. "...having one students provide meaningful examples of concepts,, one student in charge of illustrations, another in charge of vocabulary, etc. However, the whole group is responsible for the entire chapter, so they will be motivated to check over each others work and add to it as necessary."

We can inform these hesitant parents, that the learning which we promote in our classrooms has been around for a long time. It is called constructivism. We have merely added technology to the constructivist learning theory. Some may call us “techno-constructivists”. In the article, Constructivism and Technology: On the Road to Student-Centered Learning, constructivism is described as being “all about inquiry, exploration, autonomy, and personal expressions of knowledge and creativity.” There several components of constructivism and they are as follows:

• “Learners bring unique prior knowledge and beliefs to a learning situation.
• Knowledge is constructed uniquely and individually, in multiple ways, through a variety of tools, resources, and contexts.
• Learning is both an active and reflective process.
• Learning is developmental. We make sense of our world by assimilating, accommodating, or rejecting new information.
• Social interaction introduces multiple perspectives on learning.
• Learning is internally controlled and mediated by the learner.”

In constructivist classrooms students use technology “to collect, organize and analyze data; to enhance presentations; to conduct simulations and to solve complex problems…technology seems almost invisible; it is the learning that is apparent.” Each constructivist classroom will look different because “teaching practices based on constructivism are varied and flexible”. You may see some similarities however. These are as follows:

• “Students who are engaged, active, and responsible for their own learning. They work collaboratively to solve authentic problems that have real meaning for them.
• Students reflect on their ideas through peer and teacher questioning, discussion, or journals.
• They use technology and other tools for inquiry, exploration, research, expression, and assessment. In short, in a constructivist classroom, learning is something a student does—not something that is done to the student.
• The teacher moves around the room, coaching students, providing feedback on their ideas, and managing the structure of the class. Most important, the teacher is a learner too!”

In an article called Are You a Techno-Constructivist, techno-constructivists are described as “the teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it.” They “have realized the full potential of technology to help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.” Although there is no one way to describe what these teachers look like, because they are all individual and thus vary, below are some examples of activities they may incorporate into their student learning.

• “They create collaborative online projects that involve students in long-term problem-solving and product-generating tasks that utilize Internet resources and a variety of digital communications. (See Creating Internet Projects for ideas and examples.)
• They implement lesson formats that are conducive to the utilization of both technology and constructivist methodologies, such as the Webquest. (See The Webquest Page for endless materials.)
• They take students on virtual field trips-- all by simply using their Internet connection and a projector. (See The Virtual Field Trips Site to learn more.)
• They provide virtual simulations of real-life experiences that can be easily integrated across the curriculum. (See The Exploratorium for great examples of what is possible.)
• They promote information literacy through online activities that require research and evaluation of digital information. (See Assignments and Activities That Promote Information Literacy.)”

Apparently we are not the only ones who feel as though the constructivist learning theory combined with technology is a win-win combination. In this blog, Karl Fisch describes how one school has received grants in order to purchase technology and create a staff development plan in order to “improve teacher and student use of technology to achieve curricular goals, to help transform our school to a more student-centered, constructivist approach, and to prepare our students to succeed in the 21st century”. The teachers have begun their own blogs where they can reflect on the things they are learning and on what they are doing differently in their classrooms as a result. They can also get feedback from one another on the activities they are doing in their classrooms. Woudn’t that be awesome?

I hope this information that I have provided will enable you to give parents a clear idea of exactly why you are promoting the constructivist learning theory combined with technology. Most parents would probably be more accepting and more convinced knowing that the learning theory you are reinforcing in your classroom is not some “new fangled” idea! I know I feel much better knowing that I have specific answers to questions they may have about their child’s education. There are some parents who are very interested in knowing your theory and approach to student learning and will respect us more as educators if we sit down and share this with them. I think a lot of parent resistance comes as a result of parents thinking teachers do not respect them or care about their input. If we are able to share our approach to student learning with each and every one of them at the beginning of the school year (whether that be face-to-face, through a podcast or posting on our blog, through an email, through a letter sent home, through a video we have created for their viewing at back to school night that they can watch while waiting to meet their child’s teacher, etc.) I think we will receive much more support and respect as a result. Perhaps we can also share this video called Pay Attention with them.

Issue: Parent resistance to usage of technology, socialization, and student-centered learning in your classroom.

Solution: Explain to these parents the learning theory which you believe in and promote in your classroom and how technology plays an important role in supporting that theory.

Assistive Technology - Too Difficult!

Entry #7

Many students, especially special education students, need accommodations. General education teachers are responsible for providing those accommodations while the students are in their classrooms. What many teachers do not realize is that just because a student does not have an IEP (Individualized Education Plan) or a 504 Plan that does not mean they cannot receive accommodations. Have you ever had a student do poorly in your class? Oftentimes accommodations that teachers provide can help that child be more successful. Many teachers are probably familiar with assistive technology devices such as AlphaSmarts, FM receiver, Braille keyboards, etc. These devices are typically purchased for students who already have IEPs and who are not performing successfully in the class and therefore need assistive technology in order for them to do better academically. This process is not the simplest process because it must be proven that the student is not academically performing at a satisfactory level, then the assistive technology that would best suit the child has to be decided upon, then the IEP team has to meet and approve the device and put in the IEP (Monica correct me if I am wrong!). What if a teacher simply wants some type of assistive technology for any student in her class? Is there an easier process to go through than this one?

According to Diane Forte Barfield in her article Addressing the Special Needs Student through Technology, assistive technology is described as “something like makes life easier for persons with different abilities”. I love that definition. It isn’t something that makes life easier for persons with disabilities; it makes life easier for persons with different abilities! Assistive technology once “referred only to prosthetics and orthotics (but) now refers to anything from a modified pencil to a high-tech customized computer system”. My favorite part about this article is a section about general education students. Many teachers find it a hassle or find it unfair to accommodate students; however, “the amazing part of using technology to address the needs of students with other abilities is that the students who are considered ‘average’ or able to complete the class work without adaptations benefit as well”. The article then goes on to provide specific examples of how technology can benefit all students. Another important section of this article goes on to describe other important components of assistive technology. “Assistive technology, while designed to improve the lives of students and adults with disabilities or differing learning abilities, can go far beyond reaching just the students who have identified learning difficulties. It can reach all learners and learning styles. Teachers who investigate the options of assistive technology through professional development or individual study and make the effort to adapt for a few have found greater participation, involvement, and success for all of their students and a renewed feeling of power and possibilities for those who struggle.”

The Top 10 Classroom Technology Strategies are provided by the Florida Instructional Technology Training & Resource Unit. These technology strategies are as follows:

1. Digital text – digital textbooks, Auto Summarize in Microsoft WORD, enhancing the digital text, etc.
2. Text-to-speech utilities – anything that converts digital text to audio or spoken text
3. Word processors (talking word processors included) – word processors are great for editing text, copying and pasting tools, and ability to quickly format and reformat a passage of text; with talking word processors students can quickly catch their mistakes when writing
4. Word prediction software - word prediction software “provides support in word selection, construction, and spelling, helping students to concentrate on the overall writing process”
5. Cognitive organizers – enables students to make graphic representations of their thoughts or the content they are learning
6. Interactive learning environments – games and activities that are individualized at each students’ level
7. Effective reading software – can help students with phonemic awareness, phonics, fluency, vocabulary, and comprehension, auditory processing, etc.
8. Internet access – a multitude of amazing tools are here
9. Alternative keyboards – different types of keyboards are available according to student needs
10. Accommodations permitted on a Florida state achievement test (not applicable to us!)
    Now that we know what the top ten classroom technology strategies are, we can look for FREE technology to support this! Most of the examples under each of these strategies are items that must be purchased; however, I have found several websites where things can be downloaded for free or where interactive games and websites are listed!

Websites

• Session review: Free Web Tools to Enhance Access to the Curriculum
• Teaching Special Kids: Online Resources for Teachers (go to the section called “technology sites for students with disabilities”)
• Web Toolboxes: Free Tools
• Assistive Technology and Special Needs

After reading the title of this blog you may not have felt as though the content was really applicable for what you do, especially if you are a general education teacher who rarely has a special education student in your classroom. However, I hope if you have gotten to this point you now realize how important technology is for assisting ANY child and their learning! My first two years of teaching were spent as a special education teacher and any time a child could not keep up with the “norm” the teacher automatically referred them to the special education staff. While some of these students were correctly referred, others could have simply been provided with accommodations that would have made them more successful in the classroom. Just because a child is doing poorly in your class does not mean that they MUST have some type of learning difficulty. In order for a child to receive the same accommodations that they receive in class on important tests (state mandated, grade level benchmarks, etc.) they must have a 504 or an IEP, but it is important to remember that these tests are not everything. If a child is learning and making strides in your classroom even with the use of accommodations that may be provided with technology, then you have accomplished your goal! In her blog Technology for a Diverse Net Generation, Lynelle said the following: "As educators we struggle with reaching all students, closing the gap, effectively teaching diverse students and the way we're losing control over the content we used to own." Hopefully you now realize that assisitve technology is a simple measure we can use to overcome some of these struggles. I also hope you now realized that implementing technology into your classroom as an accommodation is not a hassle, a long drawn-out process, unfair, or even expensive. By providing you with these few “starter” websites, I hope that I have made the process a simpler one for you.

Issue: How can teachers make it simple to use technology to make learning easier for students with different abilities?

Solution: There are a multitude of free resources available through the Internet that can be used as a means of assistive technology.

Effective Use of Technology in School

Entry #6

Most educators realize that technology is an important component of student learning. My observations of technology used for student learning have mostly been teachers using technology in their lessons (power points, e-beams, United Streaming videos, etc.) or students using computers in the computer lab to play games that reinforce what they are learning in class or to take Accelerated Reader quizzes or Progress Pro assessments. There are a few teachers that allow the students to use the computer to go on virtual field trips, treasure hunts, and webquests. Some of them do awesome things with students using Palms and some allow interaction with e-beams. These teachers, however, seem to be the minority. Since the majority of the teachers use technology mostly to enhance their instruction or for the students to complete skill-and-drill practice, the issue I am concerned about is whether this usage of technology is truly effective for student learning.

In the article Critical Factors in the Effective Use of Technology , Dowling and Harland believe that technology can play a role in enhance learning outcomes if “the curricular goals of schools progress from specific, low-level thinking to more open-ended, broad-based knowledge areas. There are two ways that research has determined will contribute to raising the student learning outcomes: engaged, meaningful learning and collaboration involving challenging and real-life tasks and technology as a tool for learning, communication, and collaboration.” One of the ways in which technology can enhance student learning is allowing students to use the Internet. Through the Internet, students learning is able to be individualized and unique. Their projects become more meaningful and students can collaborate with people from all over the world. “Web sites that reinforce the text material in such a way as to engage the learner in an active way can greatly enhance learning outcome of the student.” Another way in which technology can enhance student learning is through the use of computer programs that “provide the structure or backbone material from which the students work to create their learning experience. In order to accomplish this, computer programs should be open in structure. The students supply all the material. These types of programs are called mind tools.” The students are not able to use these programs without critically thinking. Although this article provided a lot more information, especially about teacher’s resistance to the use of technology and the importance of professional development, I feel as though what I summarized is the section that applies to the issue I am attempting to find a solution for.

“Evidence is mounting to support technology advocates’ claims that 21st-century information and communication tools as well as more traditional computer-assisted instructional applications can positively influence student learning processes and outcomes.” This quote comes from an article by several authors called How Does Technology Influence Student Learning? When there is alignment between learning standards and technology, test scores significantly increase. In several studies, the use of technology was proven to increase test scores and academic achievement. In one study, students who participated in technology-integrated school reform efforts scored an average of 94 points higher on SAT I than those students who participated in a traditional school setting. These students had access to portable computers with Internet access. In another study, there was an increase in test scores when instructional software was integrated into “curriculum objectives for basic skills development in reading and mathematics. In another study technology was used for “constructing artifacts and electronic information and communication resources support the development of higher-order thinking skills. The findings hold true when students are taught to apply the processes of problem solving and then are allowed opportunities to apply technology tools to develop solutions.” In yet another study, students across nine states used interactive video programs as a critical component for mathematics instruction and were compared to students who did not. The students who used the video programs were “better able to complete complex problem-solving tasks.” In another study, students used intelligent-tutor software programs. “On average, the 470 students in the experimental classes using the software outperformed students in comparison classes by 15% on standardized tests and 100% on tests targeting the curriculum-focused objectives.” In an eighth grade study computers were used for “simulations and applications to enhance higher-order thinking skills. These students performed better on the NAEP than did students whose teachers used the technology for drill and practice.” Another study involved fourth and sixth grade students participating in a civil rights curriculum using online communication and the Internet. They were compared to a group who did not use the online resources. Students who did use the online resources produced better projects than students without online access. “Research and evaluation shows that technology can enable the development of critical thinking skills when students use technology presentation and communication tools to present, publish, and share results of projects. When students use the Internet to research topics, share information, and complete a final project within the context of a semi-structured lesson, they became independent, critical thinkers.”

Based on these articles, my conclusion is that technology is most effective when used to promote higher-order thinking skills. Based on the information above, research has shown that technology is most beneficial when students’ learning is meaningful and they are able to collaborate using challenging and real-life tasks. This is not what I typically see in classrooms. Using the Internet for research, collaboration, and engaging the students in an active way is not typically the every day use of the Internet that I have observed. In all of the studies the students who were able to use technology as a component of their learning outperformed those students who did not use technology; however, all of the technology used was used in order to promote higher-level thinking skills. Using the skill-and-drill websites that are typically used in most classrooms (especially for math) do not promote higher-level thinking skills. My experience has been that I learn more when I am actively involved in my learning and when I am able to construct my own learning. Constructing your own learning requires higher-order thinking skills. I believe this is why professional development for teachers is so important. Not only can the professional development assist with teacher resistant to implementing technology in their classrooms, but also it should inform the teachers about the best way to implement technology. I truly believe that teachers have good intentions when they use technology for enhancing their lessons or for allowing students to practice content skill-and-drill style. I don’t think teachers realize the most effective way to use technology. They are told that our system has purchased these technology materials so we must use them; therefore, the teachers make attempts. I don’t think there is anything wrong with the way in which the teachers use technology, however, if they always use the technology in this way and never use it to promote higher-level thinking skills then there is a problem.

Issue: In what ways should technology be used to enhance student learning?

Solution: Technology should be used in alignment with content standards and should promote higher order thinking skills.

Administrators and Resistance to Technology

Entry #5

One of the issues we discussed as one of our top ten was that administrators can be resistant to student use of technology. My experience has been that they love observing teachers using technology in their lessons or the students using computers to look up information or to practice skills they have learned and often encourage teachers to use technology in this way. However, if they walk through your classroom or come to observe and notice students commenting on someone else’s blog, they may not feel as though that is truly “educational”. Much of this resistance is because there are no principals from the net generation (yet!) and therefore they don’t understand why the socialization aspect of learning through the use of technology is important.

In my July 10 blog, I summarized a blog by a teacher from a school called Trinity. In this blog, the author points out the following: “systemic change won't happen if it doesn't begin with educators using web tools in their every day lives. In other words, if an educator doesn't know how these tools can impact their own learning and the tools' place in society as whole, then they won't be able to successfully implement it in the classroom.” I feel that this is also true for administrators.

I found an article called Principals Who Can’t Live Without Technology. In this article, several principals are reporting about their use of technology. The first principal is carrying her Palm to a classroom so she can record her classroom observations. She keeps her cell phone with her (along with her Bluetooth wireless earpiece) so that she can keep in touch with the office. Of course if she doesn’t want to disturb the class to make a call to the office, she can always text message. After her observations, she can download her observation notes from her handheld to her office computer. What a time-saving tool her Palm is for her! Another principal purchased a Blackberry and his comments about how it helps him are as follows: “Before I purchased my Blackberry, if I was away from the office for a day it would take a couple hours the next day to return email that had accumulated. Now I am free to answer and send emails throughout the day. When I return to the office the next day I am free to start my day (instead of answering yesterday’s emails).” This principal even takes his Blackberry on vacation with him. Wouldn’t it be amazing to have a principal walking around the school ready and available if need be rather than being cooped up in his or her office all the time because they have had several meetings in a row and are backed up on their work? Another principal uses her iPAQ on a daily basis. She says the following: “I have my iPAQ with me at all times. I make notes and write down tasks as they come to mind, even when I am in our classrooms. And this year we were trained to conduct walk-throughs and classroom observations on our iPAQs.” This principal downloads her observation notes onto her schools district-wide Web-based appraisal program. Teachers are then able to view the evaluators’ observation notes on their own computers. As a teacher, how awesome would instant feedback from your administrator’s observation notes be? I know I am always anxious to hear what my principal or vice-principal has to say after an observation! This particular principal also uses the calendar feature of her iPAQ’s Outlook email system to schedule all her appointments. Her secretary also has access to this and is able to input all the different school events. The principal and assistant principal “beam” each other their daily schedules so they know where to find one another throughout the course of the day. Databases with all of the student’s information are a favorite tool of many principals. These databases contain EVERY imaginable piece of information about each student! Some of these databases are wonderful in that they become a communication tool between the school and parents. Teachers are able to “track parent contacts, and any parent can sign up to have Web access to his or her child's grades. When a parent clicks on a grade, a list of all assignments and scores earned pops up. There is also a link a parent can use to e-mail a teacher for further information.” I think this is also a time-saver for principals because instead of having to deal with upset parents around report card time, the administrator can be available for other important responsibilities.

Although I knew there were technology standards for teachers, I did not realize there were technology standards for administrators. I found some valuable information from exploring this website. I think the following two quotes taken direction from this website say a lot about school administrators and technology:

• “The Collaborative for Technology Standards for School Administrators (TSSA Collaborative) believes that comprehensive implementation of technology is, in itself, large-scale systemic reform. Leadership plays a key role in successful school reform. The Collaborative’s standards, therefore, focus on the role of leadership in enhancing learning and school operations through the use of technology.”
• “Administrators who recognize the potential of technology understand that leadership has a responsibility to ensure digital equity. They must also know that technology can unlock tremendous potential in learners and staff with special and diverse needs. Administrators are responsible for incorporating assistive technologies that enable a school system to more comprehensively serve its constituents.”
  

I am hoping that with these two articles/websites that I have discovered, it is more apparent what administrators can do in order to become more accepting, rather than resistant, in encouraging teachers to incorporate technology (especially the socialization aspect) into student learning. If they themselves are using technology in their daily lives and see the importance of it, surely they will realize the importance of it in the lives of their students. If they find themselves unable to live without technology, surely they will understand how these Net Gens who have never even been without technology must feel! I believe if more administrators were using technology it would cause a “school reform” as a trickle down effect. More teachers would begin using technology and as a result of that more students would be permitted to use technology in school as crucial component of their education. In her blog entitled “What the Presidential Candidates Should be Promising”, Jeanell brought up a good point about presidents. She wrote the following: “Imagine that, a president that understands the importance of technology even way down in the education system. This is when I think we will start to see changes happening.” This is also a trickle down effect theory. If the president understands the importance of technology then he will pass that down to the rest of the country who will then begin to understand the value of technology who will then pass that on. I am attempting to bring up the same point with administrators as she is with the president!

Issue: How can administrators be more encouraging rather than resistant when it comes to implementing technology in students’ daily learning?

Solution: If administrators use technology as a part of their daily lives, it will cause them to realize the value and importance of technology and they will in effect encourage its use as a crucial component in student learning.

Using Web 2.0 Tools with Younger Students

Entry #4

You all know how I feel about technology and younger students! I always say they seem too little to use it. I had mentioned before that I felt like Mrs. Cassidy slapped me in the face after viewing her students’ blogs and videos! Apparently it is possible and even successful. I went exploring again because I want to know exactly how I can use Web 2.0 tools with younger students.

Apparently others have stumbled across Mrs. Kathy Cassidy’s site and were quite impressed because she has done conferences. I found a short video (8 minutes to be exact) called Telling the New Story of Mrs. Cassidy explaining what she does with Web 2.0 tools in her classroom. Believe it or not, she was not a technology expert when she began. In fact, she hardly ever used technology even at home! I think that speaks volumes to those teachers who say they can’t use Web 2.0 tools because they aren’t very technology literate. Neither was Mrs. Cassidy and look at her students! In this video Mrs. Cassidy explains that her students use technology for things that other teachers would have their students use paper and pencil for. The kids are excited about their blogs especially, because they have such a wide (global) audience and people are always commenting on their work. They are connected globally with a class in New Zealand and they love to read one another’s blogs. A parent was on the video explaining how he enjoyed the blogs from the classroom because he knows what his child is doing each and every day. He spoke about how amazing his son’s writing improvement has been over the course of the year. He can check on this himself by viewing his child’s blog. Mrs. Cassidy warns viewers that it is not easy to implement all of the Web 2.0 components she has into your classroom, but she encourages teachers to do so because it is exciting, motivating, and rewarding for the students. She encourages teachers to take little steps. Start small and as you feel comfortable with what you have done, advance!

I also found another video where Mrs. Cassidy is doing what appears to be a workshop. This is called Web 2.0 Tools in the Grade 1 Classroom. When you go to this link, click on “presentation” to view this video. She also has provided all of the links to the different Web 2.0 tools she refers to in the presentation. Mrs. Cassidy uses class blogmeister. This seems really simple and I am eager to begin using it in my own classroom! You can simply click on “email David” to get set up. What I found that I thought was terrific is that no one can update a blog or comment on a blog unless Mrs. Cassidy approves. An email is sent to her and she can approve the changes in that way. The students each have a personal blog and they have blogging buddies in New Zealand. They have learned so much about that area from their buddies that live there. Mrs. Cassidy uses Flickr to add photographs to the blogs and Kid Pix to add the students’ drawings to the blogs. She uses Audacity to create podcasts. This is a recording program that you can download for free from the Internet. She also uses Bubble Share to create slide shows that tell a story and Wikis are used to write cooperative books. In this video Mrs. Cassidy explains how to use all of these cool tools. It is like a tutorial! Mrs. Cassidy states that nothing has inspired her students to learn like using Web 2.0 tools!

I have always known that technology is exciting and motivating for students, especially when they themselves are permitted to use it. My issue has been how can I use technology with younger students? I wasn’t even sure where to start. I have Treasure Hunts that my students can learn from and they play games on the Internet, but I haven’t done anything where my students have ever interacted on the Web or where their learning has been social. I haven’t even been sure of how to implement this into our daily routine. Mrs. Cassidy has made these issues a little clearer for me! She gives her students time to work on their blogs or on class books using a Wiki during center time. While I work with each of my reading groups, I struggle to find interesting activities for the rest of my students to do that they are able to do independently. Mrs. Cassidy has given me several ideas! I always give my students journal entries to complete while I work with small groups so that they can practice their writing. It would be more motivating for my students if they could complete these within their blogs for a global audience to view and comment on. Sometimes I ask my students to respond to something we have done together in reading. They can respond within their blog! Oftentimes I ask my students to reflect about a field trip we have taken. They can do this within their blog! Many of our stories take place in another country. Why not find some “blogging buddies” that live in that country that can share with our class? One of our writing assignments is to write a silly story. Wouldn’t the story be really silly if the students wrote it together using a Wiki? These are just some of the many ideas rummaging around in my head. I wonder if authors have sites where they ask about ideas for books from students. I am going to have to do some research!

Because of these two videos, I went from knowing that allowing my students to use Web 2.0 tools to interact and create social learning was important, motivating, and successful but not knowing how to begin to having lots of ideas for reading alone! I am sure I could come up with lots more for math. Hmmm, I might have to check out some of those math blogs Pamela found!

Issue: How do I use Web 2.0 tools with younger students?
Solution: Begin with small steps such as using Class Blogmeister and have the students create blogs on their own I work with small groups. As I become more comfortable with managing all of this, I can try adding photos and podcasts (that the students have created) to their blogs!

Another Issue: How do you find other classes across the country or even in another country altogether that are willing to interact with your class?

Educating the Net Generation

Entry #3

I don’t know if anyone else is worried about educating the Net Generation, but I am! They are in fact, already in our schools. I feel as though my only saving grace thus far has been that my students are not as savvy with technology because of their age, however, I think that may be changing. I want to know the best way to educate these students! Is it all about incorporating technology and cool Web tools or is there more to it than this?

I found a video from Educause in which Diana G. Oblinger is training a group of college professors about Educating the Net Generation. Although this conference is from 2004, I think she brings up some important information about the Net Generation. The first point Oblinger brought up is that access to technology is higher than it used to be and is no longer based on race or income. I have heard many teachers claim that they do not want to use technology in school because many students do not have access to technology outside of school; therefore every component of projects, etc. has to be completed in school. Apparently this is not as true as it once was. She then spoke about the Net Gens learning preferences. These include teamwork and peer-to-peer learning. They don’t want teachers to educate them by telling them everything. They want to discover things on their own. They love engagement and experience and are not passive learners. They are visual and kinesthetic learners and love doing things that matter. They would love to do a project that helps the community or create something that may in return help someone else. They also are informal learners. Many of them learn on their own by exploring the Internet.

In his article The Net Generation and the School, Don Tapscott feels as though the Net Generation is savvy with technology and this is making these kids the “most demanding and challenging students in history”. They are not content to sit back and watch television because they do not want to just observe; they want to “participate, inquire, discuss, argue, play, shop, critique, investigate, ridicule, fantasize, seek, and inform.” They are critical thinkers and must use their judgment whenever they are on the Web because of all of the information provided there. The Net Generation loves to argue and debate. They know all about “peer relationships, about teamwork, about being critical, about how to have fun online, about friendships across geographies, about standing up for what they think, and about how to effectively communicate their ideas.” In order to effectively teach these students, we must change the way our students learn so that it is learner-centered rather than teacher centered and so that learning is a social activity.

My thinking has always been, how can I use technology to enhance “my” instruction? Apparently this is the wrong way to think! I should be creating student-centered social learning activities and then allowing the students to use technology within these activities in order to maximize “student learning”. I have always thought that if my instruction improves, the students will learn more. I think we are all led to believe this by our supervisors and administrators as well. According to Oblinger and Tapscott this is not true with the Net Generation. They don’t want us to improve our instruction but then still “tell” them everything. They want to teach themselves while we facilitate their learning. I typically do not allow my students to do this because I always see them as too little. I know, I know – I use this as an excuse for everything! In our discussion from chapter 5 of Wikinomics someone said, and many of us agreed, that we have already learned more in the current graduate class we are taking than in any other graduate classes we have ever taken. We have said that the reason for this is because we are exploring the Internet, we are finding our own articles, and learning on our own. Our professor has allowed us to teach ourselves. We are also interacting with others through discussions and reading one another’s blogs. We are therefore learning from one another and are becoming social learners. It is interesting that many of us like the format of this class so much but are any of us doing implementing anything similar to this in our own classrooms?

I think Pamela summarized perfectly how teachers need to change in order to effectively instruct the Net Gens. In her July 15 blog, she stated the following: “It is time for educators to realize that knowledge is growing exponentially and that we should be tapping into the knowledge of others. We shouldn't see ourselves as the class expert that some teachers once were, and we can't be intimidated by students finding out additional information on the Internet. I know this is asking a great deal because it is such a change in many teachers’ mindsets, however, we can't be expected to know it all, so let's stop pretending too.”

Issue: What is the best way to educate the Net Generation?
Solution: Create student-centered social learning activities where the students use the Web as well as other technology to teach themselves.

Solving Issues

Entry #2

When we created our top ten issues together in class on Monday, all of us pointed out that school districts don’t have the money to buy the newest and latest technology and that teachers don’t have the time to incorporate technology into their already completely packed lessons. The more articles I read, the more I wonder if those two issues are really excuses that we are making to justify why we ourselves don’t incorporate technology or social web tools (or don’t use them enough) in our daily teaching?

I found a blog by a teacher (I am assuming) from a school called Trinity. This teacher is writing this particular blog in response to Will Richardson and Rob Mancabelli’s Social Technologies Podcast called Using Social Technologies to Redefine Schooling. While this podcast is almost 55 minutes, the teacher from Trinity did a wonderful job of summarizing the most important points. Richardson and Mancabelli find the following important for changing schools so that they use social web tools in instruction:

• Leadership: School leaders have to know, learn, and use social tools like blogs, wikis, and podcasts.
• Professional Development: Teachers and educators need formal instruction in how to use the tools and best practices.
• Reflection: Any sort of "major change" like the kind that social tools introduce needs post-implementation reflection.
• Support: Teachers need support once they walk into the classroom and begin using the tools with teachers.
• Access: This isn't the biggest challenge because of the availability of equipment and tools. Teachers can do cool things with 2 computers and an Internet connection.

Although most of us probably already realize most of these points, I really think the “access” point is quite important. Teachers, including myself, always complain that we don’t have enough computers or that it is too difficult to get the computer lab whenever we need it and therefore that is why we don’t incorporate technology on a daily basis. The truth of the matter is two computers can actually be enough! I found that statement to be eye-opening. The author of this blog also pointed out the following: “systemic change won't happen if it doesn't begin with educators using web tools in their every day lives. In other words, if an educator doesn't know how these tools can impact their own learning and the tools' place in society as whole, then they won't be able to successfully implement it in the classroom.” To me this seems like a solution to a few issues we have discussed – teacher resistance and teachers having the time to think of creative ways to incorporate technology into their already packed lessons. If a teacher truly begins using technology in the way the digital natives do, they will realize its importance and have a greater desire to implement that technology into their lessons. I think teachers will find ways to naturally fit many of the cool tools we have discussed into their daily lessons if they use it as a daily part of their lives. It will no longer feel time consuming for them to think of ways to incorporate technology.

The author then created another entry to discuss what teachers can do with wikis (which is really what I was looking for before I became interested in the first entry they had written). This entry is worth reading because it gives examples of educational wikis at the end. I have already bookmarked this blog in my del.icio.us!

This blog was short, but I think it said a lot. It also links to a blog written by Will Richardson entitled Moving Schools Forward – A School 2.0 Project. In this blog Richardson is describing his intentions to take a “typical school that is currently steeped in a 20th Century model of teaching and successfully move it forward in a systemic way toward a more relevant 21st Century, or, if you will, School 2.0 model that fully takes advantage of a more connected, collaborative, creative world”. It doesn’t appear as though this school has a lot of money; however, they have something much more important than money. The whole community wants to be involved in the process and there is so much willingness on the part of the entire staff to completely change everything they do if that means becoming a 21st Century school. The school leadership team “recognizes what’s coming and wants to be proactive in helping teachers and students practice real 21st Century education, understanding that there is no set definition of what that is.” Could you imagine a school leadership team without a definite plan? Wow! I am thinking that perhaps our group should have made our number one issue “resistance” or “willingness to change”. Apparently if this one issue is resolved, schools can dramatically change for the better in becoming successful at training their students to survive in their ever-changing world.

I know I can be long-winded, but in summary what I found are two solutions to some of the issues we were discussing in class. One is that it doesn’t take a lot of money to use social web tools in everyday instruction. And number two, if teachers begin using web tools in their every day lives it will become natural for them to begin incorporating into their lessons and won’t be so time-consuming.

Blogging is History

Entry #1

Since we are blogging in our graduate class and many of us have discovered for the first time that it is a "cool tool", I decided to try to find an article on why blogging is beneficial to use with students. I also wanted to find some information that would explain how blogging can be used in classrooms especially with elementary aged students. I can across an article in Edutopia by Helena Echlin called Blogging is History.

In this article, the author gives an example where blogging is used with a group of students to discuss a book. The students were able to talk back and forth with the author of the book through the "book blog" as well! How exciting is that for students? The students saw the author as a real person and were able to ask her questions as well as share their personal comments about her book. When students see authors as real people, I feel as though it gives them more confidence in their own writing. Even though the teacher only required his students to do one posting to the book blog, "the students found the blog so stimulating that they exceeded the minimum requirement"! Because the teens were able to post anonymously, the shyer teens were "bolder about plunging in". The students were required to turn in a final project and the best projects were to be put on the blog. This motivated the students to work extrememly hard knowing that so many people would be able to view their project if it was deemed the best.

I discovered through this article that blogging is very motivating for students and that when used with students participation in otherwise "boring content" increases dramatically. Technology is always motivating to students. Even teaching second grade, the students ask almost every day if we are going down to the computer lab (the only time they get a computer all to themselves). I also learned a new way to use blogging when teaching reading! I am sure the students in the example above learned so much more about the book they were reading than if they had merely had a classroom discussion.

I also found a blog site called Mrs. Cassidy's Classroom Blog. First and second grade students who are learning to read and write blog on this site. On the left hand side of the page you will find student entries. When I think of using blogging in education, I automatically think of middle schoolers and high schooler because in my mind it is impossible for students so young to blog. Mrs. Cassidy however, has first and second graders using blogging! I guess it is possible after all!