I have definitely learned a lot about the web tools out there through reading this book. Until reading this chapter, however, I had trouble really seeing the bigger picture. I understood how all of these web tools could theoretically better meet the needs and interest of our students, how they might make collecting information and collaborating easier. I lost sight, however, of the fact that these are the skills that our students will actually need in order to be functioning members of society as adults.
Richardson points out that our methods of teaching from textbooks, turning in papers, and returning those assignments to students who throw them away, don't really have as much value in the real world as we would hope. We should be asking students to use writing as a starting point to a conversation, and to read information critically knowing that it may not be from the most reliable source. Having students publish their work online gives it a real purpose beyond earning a grade, they will be putting it out there for others to learn from. This gives real validation to the effort they put into it, their work, their ideas.
Richardson makes a great point when he says that it is no longer imperative that we know every answer. Asking students to memorize facts is losing its importance. We now need to focus on teaching them where to find the answers. Most profoundly, we can let our students know that we don't have all the answers. We must show them that we are learning from others together, as part of a global community. We must only teach them "the skills of the Read/Write Web and motivate them to seek their own truths and their own learning". This is the best service we can provide to our students in order for them to be prepared for what they will have to do in the adult world.
Saturday, October 15, 2011
Chapter 9: Social Networks-Facebook, Ning, Connections, and Communities
Finally, something I'm quite comfortable with. I've been using Facebook since it opened up to college students in its early stages. I was also a member of MySpace for a few years in college as well. I definitely understand the "friendship-based" ways to use social networking. I check Facebook several times a day, and use it as a way too keep in touch with my many acquaintances around the country and the globe.
I'm a bit old-school in that it took me a while to see why my students need Facebook. Almost everyone they're friends with goes to their school. Over the past few years, however, I've begun to realize that it is a way for them to express thoughts and opinions that they might not share aloud. They want to be able to connect with friends when they're not together, to share photos, jokes, and memories. I get that. This is also why I'm recently on board with the people of my parents' generation who now have Facebook, although it took me a very long time to accept their friend requests.
The part I was unfamiliar with was the "interest-based" ways that social networking can be used. I'm sure my students are quite unfamiliar with this concept as well. As Richardson is well aware, it would be a nightmare trying to use Facebook for educational purposes at this point. I think Ning would provide a good alternative that parents and administrators might be more open to. Ning would make it easier to limit the topic of discussion and who can access the content. Through using a social networking site, we could tap into students' interests and abilities. I could have a place for them to discuss material, and post links and photos in a way that's meaningful to them. I do think that many of the quieter students in class would be able to express their ideas more freely in a digital space. I really value the potential for creating a stronger classroom community through the site.
I'm a bit old-school in that it took me a while to see why my students need Facebook. Almost everyone they're friends with goes to their school. Over the past few years, however, I've begun to realize that it is a way for them to express thoughts and opinions that they might not share aloud. They want to be able to connect with friends when they're not together, to share photos, jokes, and memories. I get that. This is also why I'm recently on board with the people of my parents' generation who now have Facebook, although it took me a very long time to accept their friend requests.
The part I was unfamiliar with was the "interest-based" ways that social networking can be used. I'm sure my students are quite unfamiliar with this concept as well. As Richardson is well aware, it would be a nightmare trying to use Facebook for educational purposes at this point. I think Ning would provide a good alternative that parents and administrators might be more open to. Ning would make it easier to limit the topic of discussion and who can access the content. Through using a social networking site, we could tap into students' interests and abilities. I could have a place for them to discuss material, and post links and photos in a way that's meaningful to them. I do think that many of the quieter students in class would be able to express their ideas more freely in a digital space. I really value the potential for creating a stronger classroom community through the site.
Chapter 8: Podcasting, Video and Screencasting, and Live Streaming-Multimedia Publishing for the Masses
Podcasts are another tool I had only a vague understanding of. I now see the advantages of listening and subscribing to podcasts that interest me, and would be helpful in teaching my students. As someone who doesn't have a long commute to work, I don't think that daily updates to my iPod would be that helpful. I do think that I would give listening to podcasts a try, though. I would begin by visiting the Education Podcast Network to get some ideas for classroom use for my content area and grade level.
Creating podcasts is a whole new adventure. I do see the benefits of recording a class lecture for students who are absent, or need to hear the information more than once. I could also record pronunciation practice we do in class, or verb conjugation practice. I think some students would enjoy being able to listen again and practice in private, and also to have an archive of past lessons. The idea of having native speakers narrate a story that students then have to respond to in the target language is great. It would be a great way to assess their aural comprehension and to give them practice listening to real native speakers.
I have given my students the option of creating videos in the past. I like the idea of getting a mic extension cord so they aren't limited by proximity to the camera. I think students would love creating and editing videos. At this point, though, I don't think I'm ready to buy an expensive camera for student use.
I had no idea what screen casting was. This seems like another great tool to supplement instruction. It would be great if students could view them at home. Or, after they've created projects using all of these web tools, they could create screencasts displaying and explaining their work.
Live streaming is still scary for me. I might be able to get on board with podcasting, but streaming live would be hard. If I were to use it, a feature that I like is the chat that allows the presenter to respond to comments received as text on screen through voice. At this point, I don't see a use for me with live streaming that couldn't be met by podcasting. I think I need the ability to edit, pause, and clean up what I'm putting out there for everyone.
Creating podcasts is a whole new adventure. I do see the benefits of recording a class lecture for students who are absent, or need to hear the information more than once. I could also record pronunciation practice we do in class, or verb conjugation practice. I think some students would enjoy being able to listen again and practice in private, and also to have an archive of past lessons. The idea of having native speakers narrate a story that students then have to respond to in the target language is great. It would be a great way to assess their aural comprehension and to give them practice listening to real native speakers.
I have given my students the option of creating videos in the past. I like the idea of getting a mic extension cord so they aren't limited by proximity to the camera. I think students would love creating and editing videos. At this point, though, I don't think I'm ready to buy an expensive camera for student use.
I had no idea what screen casting was. This seems like another great tool to supplement instruction. It would be great if students could view them at home. Or, after they've created projects using all of these web tools, they could create screencasts displaying and explaining their work.
Live streaming is still scary for me. I might be able to get on board with podcasting, but streaming live would be hard. If I were to use it, a feature that I like is the chat that allows the presenter to respond to comments received as text on screen through voice. At this point, I don't see a use for me with live streaming that couldn't be met by podcasting. I think I need the ability to edit, pause, and clean up what I'm putting out there for everyone.
Chapter 7: Fun with Flickr-Creating, Publishing, and Using Images Online
Until reading this chapter, I didn't really know what Flickr was, let alone what it can offer in terms of teaching and learning. I knew it was a website where you could upload photos and share them, but I didn't see the use for it since I do that through Facebook. The ability to annotate the pictures changes a lot, as well as the ability to create communities around images on similar topics. I love the idea of creating an RSS feed so that new pictures on a topic you're studying will come to you. I think parents and administrators would love to see snapshots of what goes on in the classroom, and see samples of student work.
Flickr allows you to tag your photos and connect your photos with those of others. It would be great to create presentations, virtual field trips, or teach geography through the use of Google Earth with my World Language students. A great assignment for students would be to ask them to annotate a complex photo, and have others discuss the photo. We could subscribe to a tag and get any photos people publish with those keywords in our feed. My students could possibly connect with students who speak the target language. I would also publish the photos to the class wiki, maybe even through an RSS feed. I like the ideas of having students create magazine covers, movie posters, or re-designing photos. I could also use Skitch to connect literature to the photos and present them to the class. I can now see how Flickr could be a great resource in my classroom.
Flickr allows you to tag your photos and connect your photos with those of others. It would be great to create presentations, virtual field trips, or teach geography through the use of Google Earth with my World Language students. A great assignment for students would be to ask them to annotate a complex photo, and have others discuss the photo. We could subscribe to a tag and get any photos people publish with those keywords in our feed. My students could possibly connect with students who speak the target language. I would also publish the photos to the class wiki, maybe even through an RSS feed. I like the ideas of having students create magazine covers, movie posters, or re-designing photos. I could also use Skitch to connect literature to the photos and present them to the class. I can now see how Flickr could be a great resource in my classroom.
Chapter 6: The Social Web-Learning Together
I understand the point Richardson is trying to make by emphasizing the power of being able to share our ideas and resources with a community. It makes sense to share your ideas with others because you know you'll get much more in return. However, since I don't currently do much research online, this isn't just a small shift for me. It's a shift in terms of how I see the internet and its purpose.
It's never crossed my mind to think of Twitter as an educational resource. Everyone I know who uses it does so to stalk celebrities. I now see that it could be a good way to network and share ideas with a community. I just don't know if I am ready for that step.
The social bookmarking services seem to fit my needs a little better. I like that you can save links, tag them, and even annotate them with Delicious. It would be good to be able to connect with what others find relevant in their reading as well. The ability to see how or why others find links interesting and relevant would be very valuable. I also like the ability to share your bookmark with a specific group that you know would find it pertinent. I think Richardson puts it very well when he says, "It's like someone else doing research for you."
In order to use it in the classroom, I would definitely have my students subscribe to a feed that I create. They could also do their own research and archive and annotate their sources. I also like the idea of adding a Diigo feed to my wiki. For certain units of study that require research and background information, social bookmarking could be a great tool. I am still having trouble, however, seeing how these social tools can be applied on a regular basis to World Language students at this level.
It's never crossed my mind to think of Twitter as an educational resource. Everyone I know who uses it does so to stalk celebrities. I now see that it could be a good way to network and share ideas with a community. I just don't know if I am ready for that step.
The social bookmarking services seem to fit my needs a little better. I like that you can save links, tag them, and even annotate them with Delicious. It would be good to be able to connect with what others find relevant in their reading as well. The ability to see how or why others find links interesting and relevant would be very valuable. I also like the ability to share your bookmark with a specific group that you know would find it pertinent. I think Richardson puts it very well when he says, "It's like someone else doing research for you."
In order to use it in the classroom, I would definitely have my students subscribe to a feed that I create. They could also do their own research and archive and annotate their sources. I also like the idea of adding a Diigo feed to my wiki. For certain units of study that require research and background information, social bookmarking could be a great tool. I am still having trouble, however, seeing how these social tools can be applied on a regular basis to World Language students at this level.
Friday, October 14, 2011
Chapter 5: RSS-The New Killer App for Educators
I certainly feel that taking this class is "creating an avalanche of information that feels absolutely overhwelming". I am excited that RSS can help me to manage that information. I really like the idea of the content coming to you as opposed to you having to seek it out.
I do agree that our students need to learn how to evaluate material for relevance and importance. We've had the mad highlighting disease discussion. We do need to teach them how to "manage, analyze, and synthesize multiple streams of simultanous information".
The ability to use RSS to let you know when something's been published with your keywords seems really valuable. I appreciate the explicit instructions to have an orgizational scheme by creating folders, and to make a habit of checking the aggregator daily. I like how you can tag your posts with keywords, or star them to save for later.
The most amazing part, I think, is Google gears, which allows tyou to save your texts for later reading even offline! Then, when you're connected, all of your actions are updated!
I have to be honest though, first thing's first. I think that I would have to have my students blogging before I would really find RSS useful. Personally, I don't check any news sites or blogs on a daily basis, so I don't see a need for it in my everyday use of the internet. I may subscribe to Word of the day, however. That seems like something I would find interesting.
I do like the idea of using the Yahoo reader to limit the language of the news so that I could get some great articles in the target language written by native speakers. That way, I could scan for articles that would be meaningful to and linguistically appropriate for my students. I think I just found my way to get started with RSS.
I do agree that our students need to learn how to evaluate material for relevance and importance. We've had the mad highlighting disease discussion. We do need to teach them how to "manage, analyze, and synthesize multiple streams of simultanous information".
The ability to use RSS to let you know when something's been published with your keywords seems really valuable. I appreciate the explicit instructions to have an orgizational scheme by creating folders, and to make a habit of checking the aggregator daily. I like how you can tag your posts with keywords, or star them to save for later.
The most amazing part, I think, is Google gears, which allows tyou to save your texts for later reading even offline! Then, when you're connected, all of your actions are updated!
I have to be honest though, first thing's first. I think that I would have to have my students blogging before I would really find RSS useful. Personally, I don't check any news sites or blogs on a daily basis, so I don't see a need for it in my everyday use of the internet. I may subscribe to Word of the day, however. That seems like something I would find interesting.
I do like the idea of using the Yahoo reader to limit the language of the news so that I could get some great articles in the target language written by native speakers. That way, I could scan for articles that would be meaningful to and linguistically appropriate for my students. I think I just found my way to get started with RSS.
Wednesday, October 12, 2011
Chapter 4: Wikis-Easy Collaboration for All
Before taking this class, the only wiki that I had ever looked at was Wikipedia. I definitely defined it more by the -pedia than the wiki. Richardson has totally enlightened me on how "without the wki, this encyclopedia, this growing repository of all we know and do, could not exist." I knew that anyone could edit Wikipedia, but I didn't really think that many people did. I assumed it would be edited by people who were really interested or informed on a topic, not just everyday users. I had no idea how many people were editors of Wikipedia. I like Richardson's conclusion that we are "collecting the sum of all human knowledge".
I share the same worries as Richardson mentions as far as reliability on Wikipedia. I find it comforting that the majority of users are committed to the correctness of the entries, and the usefulness of the site. I really appreciate his statement that, "Each entry is the groups best effort, not any one person's."
In terms of using wikis in our classrooms, the similar concern arises in terms of students posting inappropriate content, or erasing someone's work. The safety net of the history button brings ease so that hopefully the student can be identified, and either way the previous version of the page can be restored. I think most students will really take ownership when they realize that the site is their own to create and edit. I think that the greatest power that the use of wikis has in the classroom is that "students begin to teach each other."
I share the same worries as Richardson mentions as far as reliability on Wikipedia. I find it comforting that the majority of users are committed to the correctness of the entries, and the usefulness of the site. I really appreciate his statement that, "Each entry is the groups best effort, not any one person's."
In terms of using wikis in our classrooms, the similar concern arises in terms of students posting inappropriate content, or erasing someone's work. The safety net of the history button brings ease so that hopefully the student can be identified, and either way the previous version of the page can be restored. I think most students will really take ownership when they realize that the site is their own to create and edit. I think that the greatest power that the use of wikis has in the classroom is that "students begin to teach each other."
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