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Educators Guide to Read/Write Web..A Weekly Reading Review

This weeks reading is all about the phenomenon known as Web 2.0. For those who aren't very familiar with it, here is a Youtube video that interestingly explains Web 2.0 in under 5 minutes.





So basically Web 2.0 involves the revolution of the internet, from an online source of information that people use to browse to a platform of information that an individual can contribute to, edit and modify. 


"The Internet is no longer simply a place where digital learners consume information. It is now also a forum through which users can publish and broadcast their own writing."


This relatively new technology has risen with popularity within the context of education, and modern teachers are utilizing web 2.0 to their advantage. Another name coined for web 2.0 products is called read/write web technology, where sites that provide blogging, photo/video sharing, wikis, social network and feeds (RSS), and podcasting are all cast in the read/write web category.
There are so many advantages for teachers to use this new-age learning resource. Blogs can be used for establishing an online community of assignment research guidance for students, or students can make their own blog where they can reflect, review and share their knowledge to a broad audience.
Wikis are similar to blogs but have a better collaboration feature. If you haven't heard or seen what a wiki is, look no further then the biggest wiki on the internet - WIKIPEDIA.COM. Very much the same as blogs in terms of how teachers and students can use it, Wiki's allow users to collate ideas and information onto the site with ease, various people can edit wikis, which makes it significantly useful for students doing group assignments, or teachers putting together a combined curriculum. Podcasting and Feeds go together hand in hand. Podcasting as I have explained in my previous blog provide a voice and imagery for creative minds, and feeds such as RSS provide the listener to be up to date with new podcasts from a creator they've subscribed to. This technology has proven to be so successful in the world of education that iTunes and various educational institutions have collaborated to make podcasts available for their students and teachers.




There was one factor mentioned in the reading that I thought was very interesting:



"Instead of just collecting student work to be graded and discarded at the end of the year, teachers could urge students to publish their work online so that others can learn from that work and interact with students about the ideas it contains".

I think this is an excellent idea and utilization of technology integrating into the classroom. It’s important to note that children need to understand and know that their work should be celebrated by presenting to a world wide audience. This way children are able to fully appreciate and take in what they have learnt.


Sites such as these are examples of what Web 2.0 is all about:

Reference:
Richardson . W. (2006). The educator's guide to the read/write web. Educational Leadership, 1, 24-27


Images courtesy of Flickr:
http://farm4.static.flickr.com/3178/2954783299_c12617b65b.jpg
http://farm4.static.flickr.com/3451/3862101829_52c6792e88.jpg
Image with statistics was taken from the Richardson reading (pg 26)

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Podcasts in Education

Hey all
So I have decided to review my weekly readings with a twist. This week I will review the reading, ‘Podcasting in Education: Let Their Voices Be Heard’ by Debra Sprague and Cynthia Pixley. Since the reading is about podcasting, I thought why not PODCAST my reading!

The podcast is set as a radio show interviewing a primary school teacher who uses podcasting in his classroom, the information used will be taken from the reading. J

Characters:
Radio host Dash: Derick Thai
Ms Trinh: ME aka Lyly

Written by: Lyly Trinh



Thanks for listening and I hope you enjoy the podcast!!


Sites to check out:




Reading Reference:
Sprague, D. & Pixley, C. (2008) Podcasts in Education: Let their voices be heard. Computers in the Schools. 25(3-4), 226-234

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A Vision of K-12 Students Today


I was watching this video on Youtube today, and let me tell you, it is quite an eye-opener. The video presented statistics and emphasis on how student's of the 21st century learn and use technology. I found it very interesting that the video suggests the importance of teaches incorporating learning technology into their classrooms, and not just allow students to experience technology outside the classroom. Today's students are surrounded by technology, just about everywhere they go, which means adding technology into lessons proves to be such an amazing motivational and encouraging source for students attentiveness and meaningful learning. When students are exposed to computers, educational software, interactive whiteboards, podcasts, the world wide WWW ('whatever, whenever, wherever'), they are given the opportunity to grasp learning in a fun and hands on environment. Technology can and should be collaborative, it is an excellent communication platform, where student's learn from one another, learn from teachers and learn from technology they use.


I definitely suggest giving this video a good watch, and maybe it will inspire you to engage students learning with digital learning.


Bye for now, but not forever

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The computer IS my paintbrush, a weekly reading review!

As I was reading through week 1's reading "Computer as Paintbrush: Technology, Play, and Creative Society" (Singer. D, Golikoff. R, and Hirsh-Pasek. K, 2006), a light bulb started blinking on the top  of my headEmbraced+by+Words. Singer et al. (2006) emphasised on the fact that computers should be seen as a mechanism of creative expression, and a place where all of us can be inspired and motivated to, if you will, LEARN. This perspective was exactly the opposite to what I had formally seen the light of the use of computers. Partly due to the fact that I consistently use it for social networking and games when I have nothing better to do. But to think of the computer as an object to foster my learning and the learning of others, i.e primary classroom students!!!!!!
From my student teacher experience from practicum last year, I have learnt that children are really motivated to learn when they are faced with something that highly interests them. This idea is also mentioned in the reading with the example of "Alexandra's Marble Machine" (p1, 2006), where an 11 year old girl who doesn not like school that much, but loved going to her local computer clubhouse. There she was able to explore her interests, yet at the same time learn mathematical and scientific skills.
The reading also pinpointed the usefulness of marketed educational tools available for children nowadays, or as the reading puts it "edutainment" (p3 2006). I agree with the reading that these products are made to be sold, and I mean a heavly emphasis on , as I have been exposed to these as a child and my younger brother  using them. What I found interesting about the reading was that it highlighted the fact that edutainment is a facade of education. I think coining this type of label onto an educational facility that does not even facilitate learning is absolutely spot on. However the reading also brought up the term "playful learning" (p4 2006) which is described when children are discovering and inventing their learning through interesting stimuli. When I discovered these words while reading this week's reading, I began to think about what my teaching philosophy would include, and playful learning would definitly be my goal. In the light of technologies and this reading, I have a new appreciation for computers and what it can do for a young mind.
Until next time folks
Bye for now, but not forever

Credits to Flickr CC for images:

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What is Meaningful Learning? A weekly reading review!

Jonassen. D, et al. 2008. Meaningful Learning with Technology. 3rd Edition. Pearson Education. Upper Saddle River, New Jersey, pp1-12

The reading "What is meaningful learning?" argues the factors that contribute to how technologies support learning, rather than technologies replacing the teacher role.The concept of meaningful learning is the main focus here, how do students gain meaningful learning? Well Jonassen et al suggests that meaningful learning is achieved when students are experiencing tasks which they are eager to participate and concentrate in, "the task students pursue should engage active, constructive, intentional, authentic, and cooperative activities" (2008 pg 2 - See Figure 1.1)



























Active (Manipulative/Observant):
Learning can be achieved when student's are actively engaged towards a particular task. Knowledge and understanding occurs through conventional and informal practice of 'play and work'. The learner is given the opportunity to manipulate the object or task, and then engage in observing the effects of what they have created or done.

Constructive (Articulate/Reflective):
Closely linked to active, or as Jonassen et al. puts it 'active and constructive...are sumbiotic', meaning in order for constructive to happen, active engagement must be accomplished. The learner must be able to say and write about what they have just learnt for meaning making to occur. By reflecting on such new experiences or knowledge, students can connect the new information to what they already know.

Intentional (Goal - Directed/Regulatory):
Meaningful learning can be establish with the learner understanding that what they are learning is goal-directed, as in if they wanted to successfully pass an assignment or exam, they must first understand the material, process it and reflect upon it. Students need to be reminded that what they learn is important, is relevant to them, and most noteworthy NECESSARY for their future.

Authentic (Complex/Contextual):
Teachers should teach in a way that's authentic to students. It's easy to just teach something to learners, but to teach in a way that they can process into reality is better equip for the achievement of meaningful learning. When students can adapt what they have learnt, let's say in Physics, to the explanations of daily tasks such as walking, running or jumping; then meaningful learning has occurred. Or when teachers create lessons that are hands-on and deal with real-life situations, that is when learners can process meaningful learning.

Cooperative (Collaborative/Conversational):
Collaborative work by students is an excellent way to gain meaningful learning into them. When students are in groups, they are able to share knowledge, compare opinions and come up with a 'common understanding' of a particular task. One way collaborative learning can be practice amongst students, is the use of technology. Technology will allows learners especially young learners to acknowledge various views of the world. 

TECHNOLOGY AND THE STUDENT
Although significant these factors may be, the Jonassen et al. reading aims to highlight the use of technology as a tool to use along side student's learning. The notion that "student's learn with technology, not from (it)", is frequently highlighted to accentuate the fact that technology should not be a facility that teaches children, or where learners obtain information. This role should only be given to teachers, who are the vessels of guidance and information. Instead technology should be used in the classroom for the purpose of presenting what children already know into media, and dispersing  this knowledge for others to compare their knowledge. 


Its important to note that technology gives students a creative platform and better understanding to what they are learning at school, and is facilitator for fostering learning through thinking about what they are doing and thinking about what others are thinking about.                                                                                                          

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