Read/Write Web Revolution: Technology and Changes in the Classroom

1. Read/Write Web Revolution: Technology and Changes in the Classroom Application of Current and Emerging Technologies in the Classroom Dr. Steve BroskoskeMisericordia University

2. Outline • Introduction and orientation to the course • Read/Write Web revolution • Paradigm change: Web 2.0 technologies and students as contributors to the educational endeavor • Changing technology and educational landscape • Constructivism • Technologies: • Collaboration in Word and Google Docs • Course Management Systems

3. Introductions

4. Meet the Instructor and Class Dr. Steve BroskoskeAssoc. Professor of EducationSpecialty: Educational TechnologyPA Certification: K-12 • Educational Technology • Education Seminar • Music Methods • Secondary Education classes • Field and Student Teacher Supervision • Graduate Program Instructor

5. Introduction and Orientation to the Course

6. Logistics of the Course • EDU 585 – Application of Current and Emerging Technologies in the Classroom • Scheduling: • Meet 7 Monday nights, from 6:00-8:30. • Other 7 meetings will be class, group, or individual activity online or conducted independently. • Each class meeting: • Survey of research and hands-on experience.

7. Course Home Page misericordia.edu/academics/education/drsteve View the Course Home Page • We will also be using the following course tools: • My Courses in e-MU. • BlackBoard. • Wimba.

8. Logistics of the Course • Many activities will be conducted online using various synchronous and asynchronous distance learning media. • Students need to have: • Access to PowerPoint (either 2003 or 2007). • An online connection (ideally a broadband connection). • A headphone with a microphone.

9. Attendance and Participation • “This is a hands-on course. Students are expected to attend and actively participate in all course meetings and activities. Because this is a blended course, many activities will be conducted online using various synchronous and asynchronous distance learning media.”

10. Attendance and Participation • Realize that some synchronous online activities will involve meeting online in addition to the in-person class meetings. These times will be arranged with students as a group, and every effort will be made to accommodate everyone’s schedule.

11. Attendance and Participation • Students who are absent must contact the instructor by e-mail or voice mail. • Students are responsible for course material that was covered. • Students are responsible for completing and submitting any projects that were completed at the time of their absence in a timely fashion.

12. Snow Cancellation • Due to the blended nature of this course, even if the university cancels classes due to inclement weather, the instructor may still hold class online using synchronous and asynchronous technologies.

13. Course Catalog Description This course will investigate hardware , software, and online tools that support teaching/learning and how they can be applied in the classroom. Tools that support a teacher’s administrative needs will also be considered. Students will survey current pedagogical research as well as explore application of these tools in a hands-on fashion. Topics include Web 2.0 tools, Web page design and functionality, online tools, Promethean Board, and virtual learning environments. The course will also examine some of the dangers that students and teachers need to guard against when using these technologies.

14. Focus of the Course • We will explore the emerging revolution in education due to the read/write Web and other current and emerging technologies: • What this means for our classroom into the future. • How these technologies can be used in our classroom. • The instructor will create a Constructivist and Connectivist environment for learning.

15. Course Delivery • 7 in-person class meetings. • Current and emerging technology. • Pedagogy. • Changing roles of teachers and students in learning. • How to support Constructivist and Connectivist learning. • Remote activities and assignments. • My Courses on e-MU. • BlackBoard. • Wimba.

16. In-person Class Schedule • The Read/Write Web Revolution: Technology and Changes in the Classroom • Using Web 2.0 Tools in Learning • Assimilating Social Learning into Your Classroom • Student and Teacher Use of Multimedia in Learning

17. In-person Class Schedule • Using the SmartBoard and Promethean Board in the Classroom • Hardware and Software Tools to Support Student Learning • Looking to the Future and Wrap-up

18. Remote Activities and Assignments • Collaboratively create a usable Wiki to present information about current and emerging technologies to teachers. • Research through RSS. • Examine technology-related issues and topics. • Hold synchronous and asynchronous online discussions. • Hold synchronous online meetings.

19. Course Project • Who: • Form a teaching team group (2 members). • What: • After choosing a topic to teach, prepare resources to support Constructivist and Connectionist learning in light of the read/write Web social learning revolution.

20. Course Project • Present: • Present your learning resources to our class. As you present the lesson, indicate the following: • How would you implement the learning resources? • How do you resources support Constructivist and Connectivist learning? • What changes to your teaching approach and role as a teacher must be embraced to effectively implement these learning resources? • What are the benefits, drawbacks, and challenges to using these learning resources? • Suggestions? Insights?

21. Topics • Class 1: Read/Write Web Revolution: Technology and Changes in the Classroom • Paradigm change: Web 2.0 technologies and students as contributors to the educational endeavor • Trends and new literacies • Constructivism • Technologies: • Google Docs vs. Word collaboration • Course Management Systems: Wimba, Blackboard, and Elluminate

22. Topics • Class 2: Using Web 2.0 Tools in Learning • Wiki: Collaborative web pages • Blog: First and very versatile Web 2.0 tool • RSS and Google Reader: Revolutionizing the way you learn

23. Topics • Class 3: Assimilating Social Learning into Your Classroom • Social bookmarking: We all help organize the Web • Twitter: Staying connected with your network • Digg • Flickr: Sharing graphics • Social networking for young children

24. Topics • Class 4: Student and Teacher Use of Multimedia in Learning • Podcasting • Digital storytelling • Using Excel and Word to support Constructivist learning

25. Topics • Class 5: Using the SmartBoard and Promethean Board in the Classroom • Preparing PowerPoint for use with the SmartBoard • Teaching with the Promethean Board

26. Topics • Class 6: Hardware and Software Tools to Support Student Learning • e-Book reader • Smart pens • Smart phone applications • Student response systems • Software tools to support student learning • Virtual tools for learning

27. Topics • Class 7: Looking to the Future and Wrap-up • Experiencing a Virtual Learning Environment: Second Life • Class presentations • Evaluating current and emerging technologies

28. Read/Write Web Revolution

29. Read/Write Web Revolution • Mid 1400’s: Printing press. • Currently: Read/write Web technologies (aka Web 2.0).

30. Read/Write Web Revolution • Tools: • Blogs. • Wiki. • RSS feeds. • Social sites. • Web 1.0 • Users consumer content. • Web 2.0 • Users interact with and contribute content, and help organize the Web. Revolution

31. Read/Write Web Revolution • Barnes and Noble • Sell products. • Amazon.com • Sell products. • Display popular items. • Ask for input/feedback from consumers. • Provide customized choices based on buying habits. Consumer behavior: Customers go where other customers are.

32. Read/Write Web Revolution • Users help construct knowledge (contribute) vs. being passive absorbers. • Content is constantly updated by everyone vs. occasionally by experts. • Based on premise that users add value. • Folksonomy: Evolving organization of material based on the way people (brain) use material vs. predetermined rigid categories. • Collaboration can motivate and excite.

33. Changes in Communication and News • Wikipedia • Twitter • Blogs • Flickr • Traditional news media: Public can submit videos, pictures, other data. • CNN: Report info. From Twitter, blogs, etc. Coupled with RSS

34. Changes in Communication and News • How many people don’t trust Wikipedia as a primary news/info. source? Wikipedia (and the Web) is becoming the sum of all human knowledge and experience.

35. APA and the New Media • Two challenges: • Validity, expertise, scholarly input. • Content is scattered. Publication Manual of the APA (Version 6) APA manual now respects blogs, electronic mailing lists, Wiki’s, and other communications technologies as valid sources of research.

36. Changes in Communication and News Ubiquitous Communication 24/7 Constantly in Contact Is this a trend that will fade, or a paradigm shift?

37. Changing Student Millenials (born since 1982) Positives: • Ability to multitask. • Prefer to learn from multimedia vs. text. • Prefer interactive and networked activities vs. working in isolation. Negatives: • Shorter attention spans. • Lack of reflection. • Relatively poor text literacy. • Unconcerned about the quality of sources. (Oblinger & Oblinger, 2005)

38. New Directions for Education • From linear to hypermedia learning. • From instruction to construction and discovery. • From teacher-centered to learner-centered. • From absorbing to learninghow to navigate and learn. • From schooling to life-long learning. • From 1-size-fits-all to customizedlearning. • From teacher as transmitter to facilitator. (Tapscott, 1998)

39. Changes Affecting Education • Students are more adept at using new technology than teachers. • Suggested that students think differently: parallel (hypertext) vs. sequential (Prensky, 2001). • Teachers tend to take old assignments & activities and apply to new technology. The read/write Web threatens to make the gap between teachers and students wider.

40. Changes Affecting Education • Many teachers. • Learning 24/7. • Collaboration vs. working in isolation. • Teaching is conversation, not lecture. • Finding information is more important than memorizing it (from info. scarcity days).

41. Changes Affecting Education • Readers edit content: must evaluate sources. • Readers interpret material. • “Writing” has expanded: audio, video, photos. • New assessment: product vs. test. E-portfolios. • Contribute to knowledge vs. complete assignments.

42. Changes Affecting Education • Challenging the curriculum. • Content is scattered at a variety of sources. • Prompting new literacy skills. • Prompting new pedagogy to use new tools. • Switch from memorizing facts to evaluating. • Switch from focus on test to product.

43. Changes Affecting Education • Collaborate with wide audience vs. narrow. • Work after school hours. • Knowledge is built through a social process. • Ideas presented are a starting point, not the ending point.

44. New Literacies • Evaluating and editing content. • Use of publishing outlets. • Management of information. • Collaboration skills.

45. New Teacher Deliverer of Content Facilitator Partner, as students generate content & construct their own knowledge (Beldarrain, 2006)

46. New Teacher Teacher is like a gardener creating a learnscape (applies tools, prepares soil, plants seeds, and makes most out of the natural features of the land). (Cross, 2007)

47. 4 Perspectives on Education • Associate: Learning is acquiring competence. • Constructive: Learning involves individual construction of knowledge. • Social Constructive: Learning involves social collaboration. • Situative: Learning is a social practice developed through participation in communities.

48. Changing Environment Information scarcity: • Memorizing of facts is important. • Controlling access to scarce resources gives power. • Teaching involves exposing students to information and info. sources. Information abundance: • Memorizing of facts is unimportant. • Ability to locate and evaluate info. is important. • People make decisions without primary knowledge. • Ability to recognize patterns and make connections is important.

49. Behaviorism Learning deals with changes in overt behavior. Tie response to stimulus. Constructivism Learning entails construction (and reshaping) of mental schemata. Emphasize teaching how to think. Focus on concept formation, problem solving, decision making, lifelong learning. Behaviorism vs. Constructivism Constructivism is supported by current brain research.

50. Constructivism • Constructivism involves: • Active processing of knowledge. • Unique to each learner. • Instruction involves supporting individual learners in constructing their own understanding.