Interesting the the pioneers in this field, i.e. Wesch and Rheingold, are new to the teaching profession. Shows the difficulty of stubbornness with experienced teachers who are set in the mould.
Matthew Daniel's List: Brave New World: 2:0 Article Collection Britannica Online
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Apr 12, 09
Despite widespread technology use in schools an abundance of free and easily accessed information, gen-y has shown decreasing literacy and writing skills, and poorer results on standardized tests, particularly with historical info and facts.
Author doesn't not argue, but notes improvements have been made where teachers were trained to integrate technology into instruction.-
Students cannot “create prose that is precise, engaging, and coherent,” it said, which means that “they cannot write well enough to meet the demands they face in higher education and the emerging work environment.” Indeed, other reports by the Commission estimated that poor workplace writing costs corporate America $3.1 billion per year and state governments $250 million per year.
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Students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction.”
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Apr 10, 09
Collection of scholarly posts regarding tech and education, included is Mike Wesh's blog
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Apr 12, 09
Author argues Web 2.0 will usher in a new era in education as teachers take hold of the reins of the technology, accepting things like social networking programs that have previously come with a negative stigma because of a lack of adult influence and supervision. Makes comparison with printing press, but as results have been slow to surface, we will take this opportunity to re-write the book on education which will yield the real success.
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’d like to suggest that for the sake of our discussions around education that Web 2.0 is simply the use of the Internet as a two-way medium- - -that it is a platform upon which content is not only consumed but also created. For my generation, our use of the Web largely mirrored our experiences with print and broadcast media: we were the audience, and a select few were the creators (this would be Web 1.0, if you will).
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For my children and our students today, their use of the Web often entirely revolves around content that they and their friends have created, and within Web frameworks or scaffolding that facilitate that creativity rather than providing the content for them. They build profile pages, upload photos and videos, and interact with each other and that content through active commenting systems.
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Apr 12, 09
Author argues why teachers like Wesch and Hargadon are too optimistic about Web 2.0 revolutionizing education. His main argument revolves around Web 2.0's collaborative nature which is no different than project based teaching that has been around for years and shown marginal effectiveness. He notes that success relies upon teacher training and effective implementation of technology. This seems rather intuitive. Although in reality it is sad to note that, yes, many teachers will implement poor uses of technology and yield little success; but this is true for all teaching methods and should not scare us away from utilizing new and diverse tools and methods of teaching.
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Most or all of these advantages accrue not from Web 2.0 in particular, but from its collaborative nature, and from the fact that students have a significant voice in selecting and shaping the project.
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As Hargadon notes, the advantages are “significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students
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Apr 12, 09
Professor bans laptops from classroom for two reasons: notes are done better and are more engaging when written by hand, having to summarize, paraphrase, and prioritize; as opposed to verbatim which often occurs with the speed of typing on a laptop. There's not cognitive interaction. Two, is the distraction factor which is very real. This is not different than other distractions students have found in the past, daydreaming, drawing, writing notes, etc. this is a classroom management issue and leads more to engaging students with meaningful activities rather than lecture.
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Note-taking on a laptop encourages verbatim transcription
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Laptops also create a temptation to the many other things one can do there — surf the Web, check e-mail, shop for shoes, play solitaire, or instant-message friends
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Apr 12, 09
Author argues that technology has not improve education results because we are still operating in the 'old' model, merely cramming some computers in the back for word processing, internet searching, and powerpoints. He argues that the model must be changed and will do so not head on, but from the outside in. Thus online learning. Online enrollments have gone from 45,000 to 1 million since 2001 and will lead the way for this new model, thus we must shaped this new online model as desired.
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Computers have been around for two decades in schools.
We have spent over $60 billion on them.
Yet they have had little to no effect on learning in schools
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That’s because schools have done what every organization does when it sees an innovation. Its natural instinct is to cram the innovation into its existing model,
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Apr 12, 09
Howard Rheingold outlines the structure for his class and rational. It's based on collaborative inquiry with a significant emphasis on using technology such as blogging and wikis to help facilitate the process and increase connection and communication. His arguments revolves around using inquiry and collaboration as a means for good learning, and that technology can help these practices succeed with ease in record keeping, research, and communication. He does note that he must "manage' the class, making mandatory expectations for blogging, collaboration, and presentation, and that only specific students at specific times may open their laptops in class for specific duties.
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the power of every desktop computer or smart phone to function as a worldwide printing press, broadcasting station, market, community center, political organizing tool. Students will develop skills that are directly relevant to their personal development and their place in the world after graduation, but the price for learning to use the Social Media Collaboratory for collaborative inquiry is a serious committment of time and attention by every member of the learning group.
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