Journal #9 - KM - Web 2.0. Today's Technologies, Tomorrow's Learning - NETS-T 5c for all journals - NETS-T 1b (article focus)

Groff, J., & Haas, J. (2008). Web 2.0. todays technologies, tomorrow's learning. Learning & Leading, 36(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21954&DirectListComboInd=D

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 1b - FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY
- engage students in exploring real-world issues and solving authentic problems using digital tools and resources

This article discusses the concept of using digital tools like simulators, games and social networking websites to engage students in exploring real-world issues and solving authentic problems. For example, the article discusses using the "Ayiti: The Cost of Life" game to help students solve the real-world issues of the allocation of resources, and how to deal with education, work, community building and health care on a make believe island.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article addresses the idea of using social networking sites like "Facebook," simulation sites like "Second Life," and digital game sites like "World of Warcraft" to bridge the gap between life and culture outside of school and the classroom. Utilization of these sites inside the classroom could provide an excellent medium for educators to teach the standards to their students. Students are comfortable with these online tools and it would be beneficial for teachers to tap into these remarkable sources to help students better grasp educational concepts.

Educationally speaking, social network sites can provide a forum for collaboration between students who are miles apart. They can share ideas, collaborate on projects and therefore share in their learning. These social sites act like networking tools. Sites like "Ning" can be used to create a private network for a classroom. The beauty of social networking is that it can be used inside and outside the classroom provided all students have access to computers and the Internet. A "Ning" classroom community would allow the teacher to post and record class assignments and set up as well as manage accounts for students. Using a site like "Ning" enables students to have the capacity to share ideas and resources they've discovered for a class project. Teachers could use the same concept to create educational communities where they collaborate with other teachers at the same grade level in regards to teaching practices, projects, and ways to incorporate the curriculum into their classroom lessons.

The article states that hands-on learning is ideal for students to fully grasp a concept. However, this is not always possible due to budget cuts, time constraints, and logistics. Simulations can provide this hands-on experience. For example, a class can explore the circulatory system through the use of simulations to discover how blood flows through the body and what objects are present in the blood like: antibodies, red blood cells, white blood cells, and platelets. The site "Starlogo: The Next Generation" allows students to create simulations of events they would never be able to experience like what is involved when there is a forest fire. The teacher can use the simulation to pose more in depth questions. This helps the students become critical thinkers.

The article also addresses the educational importance of games. It says that great games encourage critical thinking, problem solving and cooperation in working towards a common goal. Online games like "Ayiti: The Cost of Life" incorporates analyzing situations and decision-making as well as critical thinking and problem solving. The player must decide on issues of work, education, community building, purchases and health care for a virtual family on the island of Ayiti. In other online games like "Diplomacy," teachers can explore the concepts such as the political causes of WWI with their students and how negotiations and actions affect others.

One drawback to the use of these new technologies are the requirements for their use. For example, stronger more advanced computers are often required for simulations and games. There is also the learning curve associated with any new gadget. Some tools prove to be more useful in the classroom than others. Teachers have to experiment to find out what works for their particular grade level. Also, teachers have to be willing to allow for student-centered learning and unpredictable outcomes when first implementing some of these technologies. The teacher will need to provide a supportive role for the learning that occurs through these social networking, simulation and gaming sites. This is a good thing however, because the teacher will become partners with their students in the learning process. These technologies are engaging for students, they help students internalize classroom content more efficiently, and help increase the students' score on exams according to the article. It appears that they would be beneficial for any classroom if used correctly.

1. Would simulations really be a suitable substitute for real world experience? I think that simulations would provide valuable information that students would otherwise not receive. Fiscal constraints limit the number of fieldtrips that students can take, and simulations would provide an excellent alternative. Obviously real world experiences are optimal, but simulations also provide superb learning opportunities for "hands-on" experience in many curricular areas. Simulations would help bring textbooks "alive," and students could become more fully engaged in the curriculum. Any means of encouraging student learning should be embraced by educators.

2. Would students have a high propensity to misuse social networking technology that is required for an assignment and chat instead of having meaningful conversations about the curriculum? I would assume that a minimal amount of chat would occur with the social networking tool, but most conversations would surely center on the topic and assignment at hand. Besides, a teacher would monitor conversations amongst students to ensure that they are relevant to the subject matter to alleviate any potential problems with the misuse of the social networking site. The teacher would also assign certain tasks to be completed collaboratively and this could be monitored as well on sites like Google Docs.