I am beginning to realize that I focus too much on technology tools. But with the emergence of new technologies and applications made available through Web 2. 0, I can understand why. Google docs and Voicethreads are the current technologies of focus using Web 2.o. These technologies focus on collaboration among users. Although these technologies may have been constructed to serve different purposes, I believe together they can be used as a powerful resource in classrooms and training institutions.
Google docs allows users to collaborate on the same document simultaneously. Collaboration is 21st century standard skill. However, collaborating on Google documents may present problems when students are not accustomed to working simultaneously. Many student may experience frustration when portions of documents are overwritten or lost.
Voicethreads offer learner the opportunity to leave audio or video messages to collaborate and communicate with peers. I see this as an option to overcome the frustrations that may arise with using Google Docs alone.
The use of voice threads allows student to communicate the revisions needed on a document. Before the changes are made, students can use the Voicethread to determine if the change is necessary or not. Once this needed is determined, students can proceed to make the changes in an simultaneous or asynchronous manner.
The use of Voicethreads also allows teachers and facilitators to gain a deeper understanding of what learners are thinking doing the revision process. This gives instructors the opportunity to interact with students and guide there learning as during in the lesson.
Web 2.0 is still in it's infancy. However, I see great potential in the communication and collaboration resources offered through its use.
I will continue to watch the growth and possibilities made avialable through use of Web 2.o.
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Web 2.0 offers an abundance of control and flexibility that can easily transform standard lessons into portals of instruction. I often here the phrase "Whenever, wherever, whatever" associated with Web 2.0. this statement alone radiates the implications that this technology breakthrough can have on corporate and educational sectors. With rising gas cost and economic uncertainties, this technology may spark a revolution that spans beyond the wall of learning institutions. I take that back, I'll be bold enough to say that this revolution has already begun (remember you heard it here first). My experience with Web 2.0 applications has provided me with a positive outlook on the future of the Internet for instruction and training. However, Anderson (2007) raises an interesting discussion pertaining to the future of Web 2.0 natives. Web 2.0 both provides tools to solve technical problems and presents issues that raise questions. If students arrive at colleges and universities steeped in a more socially networked Web, perhaps firmly entrenched in their own peer and mentoring communities through systems like Myspace, how will education handle challenges to establish ideas about hierarchy and the production and authentication of knowledge? The need for professional development becomes a focal issue because their level of technology experience will define the nature of students. Students who are immersed in the era of Web 2.0 will expect to learn through exploration, collaboration and research. Instant communication and feedback will be expected from professors. These expectations should work in favor of professors who are willing to engage learners and incorporate Web 2.0 applications into their classrooms and lessons. I believe that safety on the Internet is a concern that prevents many teachers from taking advantage of the wealth of information and knowledge to be gained from incorporating the Internet into classrooms. Many teachers are overwhelmed when faced with the challenge of teaching media literacy and Internet safety to students. However, Internet safety is simply an extension of the same lessons that were previously taught to them. Weinstock (2008) suggests that fact of safety, such as “Don’t talk to strangers”, have been committed to students’ memory and the same concepts should be transferred when initiating Internet safety. Weinstock went on to suggest that removing strangers from the community was not an option; therefore, the right solution is to affect the student behavior. A change in behavior is not the sole responsibility of the teacher. Although morality and ethics are a part of media literacy, students’ values are also a part of the overall equation when calculating Internet safety. The Internet is a rich source of information. As educators, one of our goals is to create critical thinkers who will use the skills they have learned in academe to evaluate every piece of information that comes their way Hormon (2007). I often associated locating information on the Internet with the analogy “ like finding a needle in a haystack”. This association remained until I gained the appropriate skills to evaluate Internet content. I recently viewed a YouTube video (Media Literacy Project, G. Leach, 2007) that analyzed the sexual, violent and greed references in popular music. After my initial viewing, I almost accepted the message that was conveyed. However, after a closer analysis, I realized the author was only analyzing two of the hundreds of genres of popular music. My initial viewing of this video led me to wonder if certain genres of music depicted a considerable amount of sex, violence and greed in comparison to the larger scope of the music industry. However, I decreased validity in this message once I realized the analysis was comparing apples to watermelons. I would have given more credit to the video if a comparison had been made between two genres of music such as Rap and Heavy Metal. However, Rap compared to Alternative music will usually end with the results gathered from this video. Information literacy is should be considered as a topic for instruction within the standard curriculum that govern learning in public and private educational institutions. With the continued development of legitimate and valid information on the Web, reference sources are no longer restricted within the confines of library walls. Literacy in an information age allows technologies such as Web pages, Blogs, and Podcast to be referenced as viable sources of information and content. However, using information generated in these forms of technology fuels the argument for adding technology literacy as a mandatory course. My current experience with training evolves around a design that builds on initial instruction and repetition. The Internet works well with this type of instruction. Web-based instruction allows students that are in transition to a new airframe the opportunity to learn anytime and anywhere. Coaching and mentoring can also be facilitated over the Web using synchronous or asynchronous communication. Instructions are delivered using computer-based modules; stand up presentation or small group discussions. These lessons are designed to provide instruction on the lowest levels of blooms taxonomy. Lower level learning activities are used to introduce basic concepts and skills. These skills are repeated until they become routine.
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AuthorDr. Corey Johnson Archives
August 2008
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