Transcript Read/Write Web Revolution: Technology and Changes in the

Read/Write Web Revolution:
Technology and Changes in the
Classroom
Application of Current and Emerging
Technologies in the Classroom
Dr. Steve Broskoske
Misericordia University
Outline
• Introduction and orientation to the course
• Read/Write Web revolution
– Paradigm change: Web 2.0 technologies and students
as contributors to the educational endeavor
– Changing technology and educational landscape
– Constructivism
• Technologies:
– Collaboration in Word and Google Docs
– Course Management Systems
Introductions
Meet the Instructor and Class
Dr. Steve Broskoske
Assoc. Professor of Education
Specialty: Educational Technology
PA Certification: K-12
• Educational Technology
• Education Seminar
• Music Methods
• Secondary Education classes
• Field and Student Teacher Supervision
• Graduate Program Instructor
Introduction and Orientation to
the Course
Logistics of the Course
• EDU 585 – Application of Current and
Emerging Technologies in the Classroom
• Scheduling:
– Meet 7 Monday nights, from 6:00-8:30.
– Other 7 meetings will be class, group, or individual
activity online or conducted independently.
• Each class meeting:
– Survey of research and hands-on experience.
Course Home Page
misericordia.edu/academics/education/drsteve
View the Course Home Page
We will also be using the following course
tools:
• My Courses in e-MU.
• BlackBoard.
• Wimba.
Logistics of the Course
• Many activities will be conducted online using
various synchronous and asynchronous
distance learning media.
• Students need to have:
– Access to PowerPoint (either 2003 or 2007).
– An online connection (ideally a broadband
connection).
– A headphone with a microphone.
Attendance and Participation
• “This is a hands-on course. Students are
expected to attend and actively participate in
all course meetings and activities. Because
this is a blended course, many activities will be
conducted online using various synchronous
and asynchronous distance learning media.”
Attendance and Participation
• Realize that some synchronous online
activities will involve meeting online in
addition to the in-person class meetings.
These times will be arranged with students as
a group, and every effort will be made to
accommodate everyone’s schedule.
Attendance and Participation
• Students who are absent must contact the
instructor by e-mail or voice mail.
• Students are responsible for course material
that was covered.
• Students are responsible for completing and
submitting any projects that were completed
at the time of their absence in a timely
fashion.
Snow Cancellation
• Due to the blended nature of this course, even
if the university cancels classes due to
inclement weather, the instructor may still
hold class online using synchronous and
asynchronous technologies.
Course Catalog Description
This course will investigate hardware , software, and
online tools that support teaching/learning and how
they can be applied in the classroom. Tools that
support a teacher’s administrative needs will also be
considered. Students will survey current pedagogical
research as well as explore application of these tools in
a hands-on fashion. Topics include Web 2.0 tools, Web
page design and functionality, online tools, Promethean
Board, and virtual learning environments. The course
will also examine some of the dangers that students
and teachers need to guard against when using these
technologies.
Focus of the Course
• We will explore the emerging revolution in
education due to the read/write Web and
other current and emerging technologies:
– What this means for our classroom into the
future.
– How these technologies can be used in our
classroom.
• The instructor will create a Constructivist and
Connectivist environment for learning.
Course Delivery
• 7 in-person class
meetings.
– Current and emerging
technology.
– Pedagogy.
– Changing roles of
teachers and students in
learning.
– How to support
Constructivist and
Connectivist learning.
• Remote activities and
assignments.
– My Courses on e-MU.
– BlackBoard.
– Wimba.
In-person Class Schedule
1. The Read/Write Web Revolution: Technology
and Changes in the Classroom
2. Using Web 2.0 Tools in Learning
3. Assimilating Social Learning into Your
Classroom
4. Student and Teacher Use of Multimedia in
Learning
In-person Class Schedule
5. Using the SmartBoard and Promethean
Board in the Classroom
6. Hardware and Software Tools to Support
Student Learning
7. Looking to the Future and Wrap-up
Remote Activities and Assignments
• Collaboratively create a usable Wiki to present
information about current and emerging
technologies to teachers.
• Research through RSS.
• Examine technology-related issues and topics.
• Hold synchronous and asynchronous online
discussions.
• Hold synchronous online meetings.
Course Project
• Who:
– Form a teaching team group (2 members).
• What:
– After choosing a topic to teach, prepare resources
to support Constructivist and Connectionist
learning in light of the read/write Web social
learning revolution.
Course Project
• Present:
– Present your learning resources to our class. As you
present the lesson, indicate the following:
• How would you implement the learning resources?
• How do you resources support Constructivist and
Connectivist learning?
• What changes to your teaching approach and role as a
teacher must be embraced to effectively implement these
learning resources?
• What are the benefits, drawbacks, and challenges to using
these learning resources?
• Suggestions? Insights?
Topics
• Class 1: Read/Write Web Revolution: Technology
and Changes in the Classroom
– Paradigm change: Web 2.0 technologies and students
as contributors to the educational endeavor
– Trends and new literacies
– Constructivism
– Technologies:
• Google Docs vs. Word collaboration
• Course Management Systems: Wimba, Blackboard, and
Elluminate
Topics
• Class 2: Using Web 2.0 Tools in Learning
– Wiki: Collaborative web pages
– Blog: First and very versatile Web 2.0 tool
– RSS and Google Reader: Revolutionizing the way
you learn
Topics
• Class 3: Assimilating Social Learning into Your
Classroom
– Social bookmarking: We all help organize the Web
– Twitter: Staying connected with your network
– Digg
– Flickr: Sharing graphics
– Social networking for young children
Topics
• Class 4: Student and Teacher Use of
Multimedia in Learning
– Podcasting
– Digital storytelling
– Using Excel and Word to support Constructivist
learning
Topics
• Class 5: Using the SmartBoard and
Promethean Board in the Classroom
– Preparing PowerPoint for use with the SmartBoard
– Teaching with the Promethean Board
Topics
• Class 6: Hardware and Software Tools to
Support Student Learning
– e-Book reader
– Smart pens
– Smart phone applications
– Student response systems
– Software tools to support student learning
– Virtual tools for learning
Topics
• Class 7: Looking to the Future and Wrap-up
– Experiencing a Virtual Learning Environment:
Second Life
– Class presentations
– Evaluating current and emerging technologies
Read/Write Web Revolution
Read/Write Web Revolution
• Mid 1400’s: Printing
press.
• Currently: Read/write
Web technologies (aka
Web 2.0).
Read/Write Web Revolution
• Tools:
–
–
–
–
Blogs.
Wiki.
RSS feeds.
Social sites.
• Web 1.0
– Users consumer content.
• Web 2.0
– Users interact with and
contribute content, and
help organize the Web.
Read/Write Web Revolution
• Barnes and Noble
– Sell products.
Consumer behavior: Customers
go where other customers are.
• Amazon.com
– Sell products.
– Display popular items.
– Ask for input/feedback
from consumers.
– Provide customized
choices based on buying
habits.
Read/Write Web Revolution
• Users help construct knowledge (contribute)
vs. being passive absorbers.
• Content is constantly updated by everyone vs.
occasionally by experts.
• Based on premise that users add value.
• Folksonomy: Evolving organization of material
based on the way people (brain) use material
vs. predetermined rigid categories.
• Collaboration can motivate and excite.
Changes in Communication and News
•
•
•
•
Wikipedia
Twitter
Blogs
Flickr
Coupled
with RSS
• Traditional news media:
Public can submit
videos, pictures, other
data.
• CNN: Report info. From
Twitter, blogs, etc.
Changes in Communication and News
• How many people don’t trust Wikipedia as a
primary news/info. source?
Wikipedia (and the Web) is becoming the
sum of all human knowledge and experience.
APA and the New Media
• Two challenges:
– Validity, expertise, scholarly input.
– Content is scattered.
APA manual now respects
blogs, electronic mailing lists,
Wiki’s, and other
communications technologies
as valid sources of research.
Changes in Communication and News
Ubiquitous Communication 24/7
Constantly in Contact
Is this a trend that will fade, or a paradigm shift?
Changing Student
Millenials (born since 1982)
Positives:
• Ability to multitask.
• Prefer to learn from
multimedia vs. text.
• Prefer interactive and
networked activities vs.
working in isolation.
Negatives:
• Shorter attention spans.
• Lack of reflection.
• Relatively poor text
literacy.
• Unconcerned about the
quality of sources.
(Oblinger & Oblinger, 2005)
New Directions for Education
•
•
•
•
From linear to hypermedia learning.
From instruction to construction and discovery.
From teacher-centered to learner-centered.
From absorbing to learning how to navigate and
learn.
• From schooling to life-long learning.
• From 1-size-fits-all to customized learning.
• From teacher as transmitter to facilitator.
(Tapscott, 1998)
Changes Affecting Education
• Students are more adept at using new
technology than teachers.
• Suggested that students think differently:
parallel (hypertext) vs. sequential (Prensky, 2001).
• Teachers tend to take old assignments &
activities and apply to new technology.
The read/write Web threatens to make the
gap between teachers and students wider.
Changes Affecting Education
•
•
•
•
•
Many teachers.
Learning 24/7.
Collaboration vs. working in isolation.
Teaching is conversation, not lecture.
Finding information is more important than
memorizing it (from info. scarcity days).
Changes Affecting Education
•
•
•
•
Readers edit content: must evaluate sources.
Readers interpret material.
“Writing” has expanded: audio, video, photos.
New assessment: product vs. test. Eportfolios.
• Contribute to knowledge vs. complete
assignments.
Changes Affecting Education
•
•
•
•
•
•
Challenging the curriculum.
Content is scattered at a variety of sources.
Prompting new literacy skills.
Prompting new pedagogy to use new tools.
Switch from memorizing facts to evaluating.
Switch from focus on test to product.
Changes Affecting Education
•
•
•
•
Collaborate with wide audience vs. narrow.
Work after school hours.
Knowledge is built through a social process.
Ideas presented are a starting point, not the
ending point.
New Literacies
•
•
•
•
Evaluating and editing content.
Use of publishing outlets.
Management of information.
Collaboration skills.
New Teacher
Deliverer of
Content
Facilitator
Partner, as students
generate content &
construct their own
knowledge
(Beldarrain, 2006)
New Teacher
Teacher is like a gardener creating a
learnscape (applies tools, prepares soil,
plants seeds, and makes most out of the
natural features of the land).
(Cross, 2007)
4 Perspectives on Education
1. Associate: Learning is acquiring competence.
2. Constructive: Learning involves individual
construction of knowledge.
3. Social Constructive: Learning involves social
collaboration.
4. Situative: Learning is a social practice
developed through participation in
communities.
Changing Environment
Information scarcity:
• Memorizing of facts is
important.
• Controlling access to
scarce resources gives
power.
• Teaching involves
exposing students to
information and info.
sources.
Information abundance:
• Memorizing of facts is
unimportant.
• Ability to locate and
evaluate info. is
important.
• People make decisions
without primary
knowledge.
• Ability to recognize
patterns and make
connections is important.
Behaviorism vs. Constructivism
Behaviorism
• Learning deals with changes
in overt behavior.
• Tie response to stimulus.
Constructivism is
supported by current
brain research.
Constructivism
• Learning entails
construction (and
reshaping) of mental
schemata.
• Emphasize teaching how to
think.
• Focus on concept
formation, problem solving,
decision making, lifelong
learning.
Constructivism
• Constructivism involves:
– Active processing of knowledge.
– Unique to each learner.
– Instruction involves supporting individual learners
in constructing their own understanding.
Connectivism
• Connectivism (suggested by Siemens, 2004)
– Aim of learning is to gain the most current
knowledge.
– Knowledge lies in diversity of opinions.
– Choosing what to learn is an important skill.
– Capacity to know is more important that what is
currently known.
– Learning involves connecting information sources.
Establishing and maintaining connections
is critical to continual learning.
Connectivism
• Learning is no longer a personal activity
performed in isolation within an information
scarce environment.
• Connectivism reflects this fact and the
understanding that certain skills and tools will
be required.
Collaboration in Word and
Google Documents
Word Collaboration Tools
• Word provides a number of tools to support
collaboration:
– Comments.
– Changes.
Let’s explore these tools in Word…
Google and Cloud Computing
• Cloud computing refers to a new way of how
to work with PC applications.
• Instead of a user purchasing an application
and storing it on a PC, the application resides
on a company’s server and users log in to use
the application.
Google and
Cloud Computing
• Benefits:
– Don’t have to purchase software. May just
purchase a subscription to use (unless it is offered
for free).
– Don’t have to maintain software.
– Don’t have to upgrade software: constant
incremental upgrades.
Google Docs
Google Docs
ASSIGNMENTS
1. Sign up for a Gmail account at Google (if you
don’t already have one).
2. Word collaboration Tools vs. Google Docs
– Half the class will create a document in Word, using
collaboration tools. Half the class will create a shared
document using Google Docs.
– When completed, post your group's document on
our course Web page in the My Courses tab in e-MU.
– Let's hold a discussion using technologies selected in
class as to the collaborative experience and the
medium you used.
Exploring Course Management
Systems
Exploring Course Management
Systems
• Course Management Systems (formerly
known as virtual learning environments
•
•
•
•
My Courses (in e-MU)
Blackboard
Wimba
Elluminate (Used in many virtual schools.)
Let’s Explore
• Let’s explore the tools we will use in our
course:
– My Courses
– BlackBoard
– Wimba
Next Week
• Wiki: Collaborative web pages.
• Blog: First and very versatile Web 2.0 tool.
• RSS and Google Reader: Revolutionizing the
way you learn.