If there's a point, then yes

People my age and younger are building their own websites, editing and producing custom videos, working with html, maintaining blog pages, tweeting their every move…I find it all so overwhelming. Easily anxious by even the slightest things, the collaborative era seems like a new way for this generation to compete.  Building a website then turns into a competition for the most streamline graphics, the wittiest writing, most relevant content and original this or that.  In comparison to myself it seems those greater involved are either tech savvy individuals or spend all their time online.  Really I’m just jealous that they’re better at it then me.  I do want to be subscribing to RSS feeds, keeping updated on twitter, building content worthy websites, uploading my own digital photos and the like. And while that may be the case for some people the Solomon and Schrum reading reminded me that there is no shame in starting off small and simple just so long as there is a point.

The Solomon and Schrum reading got me excited about how easily new features can add to the classroom but David Jakes’ talk then reminded me that technology integration isn’t necessarily the answer.  Teachers need to still focus on the skills (some that are really timeless even) and then look to new tools that can add value to the skill sets.  One example of combining the two resources given in module three is the blogging movement.  Jakes would insist that prior to creating a “web 2.0” student blogs teachers must first look at the skill they are hoping to address.  Writing as a cross curriculum agenda is a broad enough skill but it’s the uniqueness of blogging that adds value to the practice.  Solomon and Schrum urge teachers to realize blogging in not simply about writing, rather the structure of blogging encourages particular skills.  Brevity is often overlooked in typical classroom practices but so easily gained when blogging, “Because readers don’t want to read long, rambling treatises on their monitors, students learn to get to the point” (p. 19). For that reason exactly the audience enjoys reading the blogs and posting because the notion seems easy to handle. 

Additionally hitting, “submit” after creating a post, allows for immediate publishing and so there is then a sense of accomplishment (Solomon and Schrum).  I know that generally speaking students are not excited about writing or peer reviews but the blog forum makes the task more manageable, immediately gratifying and grand skills are being honed in the process. Teachers are then covering so much by integrating blogging into the classroom.  If a post is in response to a well outlined prompt, students are developing writing and thinking skills to communicate their ideas but with an awareness of being concise, who their audience is and even grammar/mechanics as they know their peers will be giving feedback.  I believe this gives value to any classroom, especially a class like English or Literature, which has more of a focus on writing skills.  As Jakes and the reading suggests there are endless apps and tools that can be used for classroom blogging but it’s the writing skills enhanced through blogging that add value to the timeless literacy skill.  

During the video, Understanding and Applying Technologies to Teaching and Learning, I found concept of “Third Place,” to be genuinely intriguing.  Jakes suggests that for students the space between school and home that also allows for learning is worth noting when thinking about the structure of physical classrooms and practices surrounding it.  Web 2.0 suggests this consistent collaborative generation via the Internet but the concept of collaboration isn’t as new as the Internet.  Students learn even while in social settings and yet in the classroom, teachers so often work to isolate the individual because it seems unfathomable they would in fact choose to engage with academic material by choice.  The nature or web 2.0 rather shows us differently, that young people are often engaged in passion based learning during their free time.  If thinking about how these notions may apply to my classroom I first think of the collaboration skills that are needed for group work, students exercising how to respectfully and assertively create a voice for themselves, accountability, effort level and peer editing. Making use of a wiki page and Google Apps would allow for the skills to be enhanced through technology.  Students can then be connected within their own workspace –taking a break to go on Facebook but staying connected in the “cyber space.” They are collaborating but in their own space and generally at their own pace.  This openness also allows for them to use their passion via multimedia during group projects.  Using things like movie maker, flickr and so on gets them excited about how they can contribute. 

In consideration of Jake’s push to recognize passion-based learning, I thank Solomon and Schrum for providing a professional development portion in each chapter.  As a new teacher my career is where my deepest passion lies at this point in time the web 2.0 feature, micoblogging, can truly add value to my experience.  This innovation is, “…a cross between blogging and text messaging with a character count” (p. 33) allowing for thoughts, news, etc. to be shared instantly in the most straight to the point kind of way. When thinking about the skills that I need as a teacher, it is an awareness of what’s going on in the field and a regular connection to other teachers has a huge impact on my ability to do well in the classroom.  “Educators connect with one another using microblogging’s short, quick message system to ask questions and share information” (p. 40) allowing us to essentially network with our peers.  This simple web 2.0 forum to collaboration and stay connected supports profession development for a career field that is always interested and yet can never find the time.

The resources for this week’s module has left me thinking mostly about my pedagogy and how I need to have a better understanding of the skills I am trying to integrate within the content of the curriculum.  Also there needs to be better communication between the departments (classes) as Jakes suggested because realistically not every tool is applicable to every class and something like having a blog page for every class does the opposite of what we hope to achieve.  Using things like Moodle and hashtags are going to create cross curriculum tech skills that we need to add value to the learning.  Web 2.0 tools are only applicable if they enhance the learning experience to fit the agenda of the newest generation.