In this final module, we are asked to consider all the Web 2.0 tools we have learned about during this online course. We are to think of them in the context of Bloom's revised digital taxonomy as well as our own diocese contemporary learning model, in terms of pedagogy, curriculum planning, student learning and educational leadership.
I have found this course to be quite involved, requiring a deeper level of thinking about the potential uses for various web2.0 tools in education. I feel that my appreciation for the use of some of these tools has grown (say using Picasa to curate events, or wikis/GoogleSites to collaborate), whilst for others it has diminished (I see minimal effective use of Facebook or Twitter in the classroom, despite Twitter being useful in maintaining a PLN).
If I consider the iLE@RN model:
It shows a continuum that is focused on collaboration, creative thinking, reflection, critical-thinking, mathematical and literacy and questioning skills. It sees learners as knowledge creators and managers, who thrive in creative learning spaces. I feel that this constructivist approach where students are involved in the knowledge creation process, will allow for a deeper level of learning than some traditional methods will. Where students are involved in the teaching/learning process in this way, there is a deeper level of commitment/buy in to the process.
Through the use of web2.0 tools, students are able to become involved in this fashion with the learning process. They are able to design and manipulate knowledge and ways of knowing and thus have more ownership over their own learning.
I remember watching an academic at the John Monash Science School observing students conducting experiments during one of my placement's as a pre-service teacher. He was struck by how involved in the process they were, intently focused on what they were doing. This contrasted with how students often perceive the science laboratory. I mentioned simply that the students had ownership over the experiments, as they had designed and chosen them. This begins in the web2.0 classroom as well - and I have witnessed it during this term at my school when my classes were writing to their blogs and had a deep level of focus.
I think this can be developed further through collaboration between classes at a school, or between different schools. Educators need to become more au fait with web2.0 tools and use the strengths of such options - creativity and collaboration and critical-thinking. Web2.0 tools cover the whole gamut of Bloom's Digital Taxonomy, from creating as the highest-order skills, down to remembering. When I reflect on how my students benefited from their blogging experience, in some cases it was the lower-level remembering and understanding, and in other cases it was being able to create content and knowledge and evaluate others' understanding. I would like to further develop how I teach using this, to focus on developing student's ability to critique and question.
Our school is beginning to become more familiar with different web2.0 tools and their use in the classroom, and I think that is an area where we needed to continue to focus, to develop clear goalposts in terms of what we are trying to achieve. Having a student blog for the sake of having a blog might not achieve our educational aims; yet knowing that we can develop student interest and engagement through one, and use it to develop skills of evaluation and collaboration through one might. Being clear about how this is built into the curriculum is also important, as it becomes part of the regular planning/teaching/evaluating process. I would like to think I can help lead my school into effective use of some of these tools as part of our pedagogical model (we have recently develop new non-negotiables in terms of teaching - more to follow!) in the upcoming year, as part of my new role as Curriculum Leader.
I have found this course to be quite involved, requiring a deeper level of thinking about the potential uses for various web2.0 tools in education. I feel that my appreciation for the use of some of these tools has grown (say using Picasa to curate events, or wikis/GoogleSites to collaborate), whilst for others it has diminished (I see minimal effective use of Facebook or Twitter in the classroom, despite Twitter being useful in maintaining a PLN).
If I consider the iLE@RN model:
It shows a continuum that is focused on collaboration, creative thinking, reflection, critical-thinking, mathematical and literacy and questioning skills. It sees learners as knowledge creators and managers, who thrive in creative learning spaces. I feel that this constructivist approach where students are involved in the knowledge creation process, will allow for a deeper level of learning than some traditional methods will. Where students are involved in the teaching/learning process in this way, there is a deeper level of commitment/buy in to the process.
Through the use of web2.0 tools, students are able to become involved in this fashion with the learning process. They are able to design and manipulate knowledge and ways of knowing and thus have more ownership over their own learning.
I remember watching an academic at the John Monash Science School observing students conducting experiments during one of my placement's as a pre-service teacher. He was struck by how involved in the process they were, intently focused on what they were doing. This contrasted with how students often perceive the science laboratory. I mentioned simply that the students had ownership over the experiments, as they had designed and chosen them. This begins in the web2.0 classroom as well - and I have witnessed it during this term at my school when my classes were writing to their blogs and had a deep level of focus.
I think this can be developed further through collaboration between classes at a school, or between different schools. Educators need to become more au fait with web2.0 tools and use the strengths of such options - creativity and collaboration and critical-thinking. Web2.0 tools cover the whole gamut of Bloom's Digital Taxonomy, from creating as the highest-order skills, down to remembering. When I reflect on how my students benefited from their blogging experience, in some cases it was the lower-level remembering and understanding, and in other cases it was being able to create content and knowledge and evaluate others' understanding. I would like to further develop how I teach using this, to focus on developing student's ability to critique and question.
Our school is beginning to become more familiar with different web2.0 tools and their use in the classroom, and I think that is an area where we needed to continue to focus, to develop clear goalposts in terms of what we are trying to achieve. Having a student blog for the sake of having a blog might not achieve our educational aims; yet knowing that we can develop student interest and engagement through one, and use it to develop skills of evaluation and collaboration through one might. Being clear about how this is built into the curriculum is also important, as it becomes part of the regular planning/teaching/evaluating process. I would like to think I can help lead my school into effective use of some of these tools as part of our pedagogical model (we have recently develop new non-negotiables in terms of teaching - more to follow!) in the upcoming year, as part of my new role as Curriculum Leader.
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