Read Around The Planet Virtual Tour

Check out this SlideShare Presentation:

Read Around The Planet Virtual Tour

View more presentations from Cheryl Morin. (tags: engagement connectivity)

This SlideShare presentation was for our reading partners from Michigan to give them a sense of where my students live and how we live different aspects of our lives. The students took the photos, arranged the photos and decided what message they wanted to send to our colleagues. We connected with them through video conferencing to celebrate Dr. Suess's birthday to share our understandings of Part 1 in Julie of the Wolves and will continue to engage with them through epals and our blog at http://rosepelican.blogspot.com

I am using this as an example of a young person's creativity and connection to their passion or as M. Prensky calls it , "motivation" or attachment to something meaningful that results in learning, which is also fun by the way...
I just finished listening to Mark Prensky's podcast "Engage Me or Enrage Me" and how he's heard from students who tell him that they have to 'powerdown' because the institution of formal education isn't able to see what the students know to be true in this day and age which is to be connected, engaged and motivated to do better than their last effort. Thank goodness for programmers who are most likely youth for having the freedom to create and think beyond the boxy wall,as you see here.

This art, this masterpiece, this bit of genius... well, that is the way that I see this glog and thanks to Rosalena S. for posting her own glog which made me want to investigate a bit more into this tool. This is the first glog I came across made by a young very intelligent and creative lady.

I see so many objectives in this one piece such as: music genre catergorization; time line of music; message medium;artistism; originality;critical and creative thinking, that this student has touched upon that I look forward to seeing more of 'squirrlygirl's work...glogs!!

Prensky adds that 'teachers don't have to find each and every tool, nor learn how to use every tool, they just need to ask the right questions of the students in order to guide them to meet the objectives in the curriculum while the students go about incorporating the tools in their assignments.'
Makes me feel much better and I realize this is a powerful way to send the message to the students that we respect them for their intellect,creativity, knowledge, and that we as teachers are meeting them on their territory and want them to share their expertise. Rather than "power down", they'll 'log on'...lol.

Helpful Teaching Sites for Web 2.0 Tools

http://teachingeverystudent.wikispaces.com/

http://theedublogger.edublogs.org/2008/02/24/adding-a-voki-speaking-avatar-to-your-blog-sidebar/

http://www.wordle.net/

Values To Guide You

title="Wordle: values to guide you"> src="http://www.wordle.net/thumb/wrdl/568280/values_to_guide_you"
alt="Wordle: values to guide you"
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http://www.wordle.net/

Movie Effort

Reflections about Educational Technology Leaders

What is your connection/reaction/response to what educational technology leaders are thinking/doing/promoting (self evaluate with the class rubric)

Initially, I started out in the world of blogging wanting to learn about Middle Year's and their technological solutions/problems/strategies as well as a teacher's own development and practice within the technological domain and I came across Konrad Glogowski's blog of proximal development. Even the name of his blog for me created a reminder 'link' back to my first days in the Master's program when my mind was refreshed back to names of educational leaders and their theories such as Lev Vygotsky. "The Zone of Proximal Development refers to those skills that are in the process of maturation." http://www.teachandlearn.ca/blog/about/
After reading through dozens of other blogs, he was the first person I came across that mentioned Canada so this might have been considered a positive in wanting me to continue reading on, well as the fact that he attended a Canadian university.

I found many of his postings to be very informative for me because he directed the reader in almost every one of his postings to someone else who was commenting on my area of interest. Back then (in Jan. 'seems like a lifetime ago'- lol) , I felt like he was very much a team player/collaborator whose mission seemed to welcome the world and their ideas. Perhaps when I learned that he was using his blog to document his own learning journey through his Doctoral program did I see that I could use a blog for similiar purpose. It gave me a working example and understanding for the purpose of a blog.

I took Glogowski's invitation to read another blog entry on "schooliness"-in which Clay Burell in Beyond School plays on Stephen Colbert's 'truthiness' and spoofs the whole idea of what bad teachers can do with a good thing. "I saw a bleak dystopia: Blogging as “just another way to turn in homework.” Blogging, like thinking, creativity, and other joys, turned into an aversive horror by the forces of schooliness."
http://beyond-school.org/2008/03/04/what-is-schooliness-overview-and-open-thread/

The whole idea about getting another perspective was learned quickly and valued also as a concept to teach when using Web 2.0 tools and as a note to self not to kill the purpose of technology by trying to fashion it into a traditional school practice.

I really liked how Glogowski spoke about defending his research in his blog. Once again, I feel that this is like a map or guide for me to consider when I have to do that for myself one day. He used the message in an old world painting 'The Taking of Christ' by Caravaggio, to explain the importance of a new world phenomena-technology. He shows a connection between an idea hundreds of years ago that still has value in helping to build an an appreciation for effectiveness today. The painting is used "to explain the role of the teacher in a blogging community."The Embedded Practitioner-March 19, 2008 http://www.teachandlearn.ca/blog/2008/03/19/the-embedded-practitioner/
Caravaggio chose not to follow common place practices and as teachers today we should strive to step beyond the boundaries that are in place and be willing to learn and adopt new practices to gain a new and different perspective and "weave their readerly, personal voices into the fabric of classrooms-as-communities". Learn to participate but don't dominate a child's experience in the classroom, guide rather than drive!! I do not want to be like most teachers I had when I was younger so this seemed like a reminder to try to be a different kind of teacher, one who was not afraid to encourage the student to explore, question, lead, and be engaged in their own learning.

Paulo Freire is frequently mentioned in this blog as a leader in the race toward personal and/or teacher development and that of 'endless questioning' to fulfill our natural curiosity about things, to 'search and research and keep on searching in order to teach.' Freire, P. 1998). Pedagogy of freedom. Ethics, democracy, and civic courage. Rowman & Littlefield, New York.(pp.35-38).
Through many of my Master's classes, I have gone from an attitude of fear and loathing at the mention of Freire to one of appreciation and a bit more of an understanding toward some of his philosophies, so this blog for me is like a reminder of my journey and growth in my own learning and development.

7.1 Learning Experiences Thus Far

Discussion took place on the message we wanted to convey, the choices of photos reflect a step toward sending the message, and the conversations that flowed after seeing the photos in the order that we wanted them to be resulted in the development of a short script compiled by student triads. No one wanted to speak publicly but were still thinking about addding their own thoughts at the time of publication! One student said, "Why the rush? We can add anytime we want, and whenever we feel ready!" Point taken.

Learning Theories Reflected in Web 2.0 Tool Usage

Reflect on how you would use/apply these tools with your learners and the learning theory they reflect.

To begin with, I am happy to report that my students are very happy to be introduced to the various tools thus far. I am finding that my students are really interested in learning what I am doing in this class and how to use the tools althougth I feel bad that they are only going as fast I as can go in learning how to use these tools.
The motivation and the inspiration to learn help to offset many of my students issues with reading so if they can work in pairs or small groups of 3-4 they are able to talk through any kinks related to reading comprehension in order to understand the requirements for creating a post or a voice thread. By coordinating the strenghts of individuals , each becomes a teacher when required. It is so wonderful to see them praising and encouraging each other. THere have days where our 'leaders' were absent and that affected their smaller group's confidence and work ethic. They have indicated to me " we will try!"
so long as they don't have to write with a pen and take copius amounts of notes as was required in every previous grade,

Thus far, we have spent alot of time experimenting with digital photography and digital videography as a base for other tools usage: powerpoints, voicethread, flickr photo cube, movie maker and hopefully slideshare soon.
We have taken photos for just about every subject but mostly have been using them in E.L.A., in part to create a blog for our reading project with our colleagues in Michigan. The students are facinated that our Cree Culture is easily conveyed through photos, movie maker and I want podcasting experience very soon as soon as I have a minute to teach myself first!

Every student seems to have a preference for the visual tools. Perhaps because it is a safe medium and extension of what content and ideas they feel are valuable and worthwhile to them as individuals and can be shared without having to project any immediate auditory imput. Their ability to choose and actively decide what to work on and learn about seems to be the best aspect of employing the tools. The sky is the limit! Not only are the photos conversation starters but they are 'feel good' products because there is a certain amount of trust required to have a $300. camera in a child's hands for the afternoon.

We have experimented with voice threads mostly to gain confidence in speaking audibly
and fluidly. We are starting to understand the ramifications of using such a tool: The privacy one has in this arena is still questioned when one realizes that the whole world can potentially hear our voices; Mostly it is fun to hear oneself; Exciting to know that we could do this just about anywhere; That practice does make for comfortability and creativity; And that our message can flow to an audience who may participate and engage us into their insights. The participation rate is over 90% and the excitement by just about everyone in the class has been the best change since using the tools so far. Some students have indicated their willingness to be the script writer or keyboarder as long as they don't have to come up with all of the ideas alone which really makes the people who hate to write very happy and gung ho to be able to chat everyone up with all sorts of ideas and comments on what road to take.

Our movie making experiences thus far have seemed disjointed when we consider the problems we have had accessing the computers. Creating the setting and finding access to computers for my own class is a big job that needs daily attention.
Finding access to 24 computers more than once a week for one hour is our biggest problem. Alternatively, our library is small with only 8-10 functioning computers, rotation is a big deal and it feels unproductive when students can only work for 20 minute time slots. Most students like me, need to orient ourselves to the task by searching and creating practical applications for ourselves to get our ideas moving. They are easily upset when we have to leave the computer/library area.


At times we are all amazed at the finished product because it literally took a group to accomplish what seemed too impossible for one. Time moves quickly on these days and work sessions are very enjoyable. Our products are not perfect but they are off the ground and running and it is reassuring to know that we can edit anytime we want.

Connectivism is the first learning theory to come to mind. Students who are connected via technology are participating, engaging, communicating, creating, cocreating, collaborating, and are a part of something much bigger than themselves as individuals. Their projects, data, knowledge , and skill level are continuously changing and being acquired and refined in various ways sometimes because of their own efforts and abilities but often times due to networking and connecting with others who could be anywhere. George Seimens, creator of the connectivism theory, speaks about 'utilizing the best resources with the best minds to create the best product' in a world of "chaos and tectonic shifts." http://www.elearnspace.org/Articles/connectivism.htm

Secondly, the constructist theory of learning applies here also when
students who are able to communicate basic ideas and negotiate logically within a group that actively listens and constructs meaning or focuses direction on a link within that idea are able to use the tools to actively advance their intention, message, purpose or whatever goal they have in mind. David H. Jonassen says that "constructivism proposes that learning environments should support multiple perspectives or interpretations of reality, knowledge construction, and context-rich, experience-based activities." http://www.quasar.ualberta.ca/techcur/THEORY/constructivism.htm

The old idea still holds true today that more minds are better than one. Every one's experiences - past and present- counts as an indicator of expert knowledge/and or practical abilities. By linking previous knowledge and practices, constructly speaking, like pieces in a puzzle, everyone has a role to play and every role is regarded as important and necessary in getting the job details accomplished and knowledge organized, put into context and processed.
Hmmmm...sort of like Aboriginal cultures of generations past valuing and needing each and every role ,including their abilities to adapt to and adopt the best of the best and leave the rest behind.
History does tend to repeat itself, doesn't it?

A Critique of a Few Web 2.0 Tools

A Voice Thread is a tool that is easy to use which allows a learner to see and hear their ideas quickly. I like it because it welcomes opinions from others and creates a venue to showcase the many skills and strengths that an individual or group of co-learners might have. Students are able to create conversations right from step one: Which digital photo to take or how to take it or what to include in the shot?
Discussions may flow from what message or lesson the team is trying to convey to new questions that might be generated by the viewer or the creators. I have heard students debate, analyze, and even just listen quietly to the goings-on in a voice thread assignment. They are so interested because there is such a huge focus on them as individuals. It is such a great way to highlight their ideas from beginning to end.

In addition to the creativity and the generation of conversation, students are their own sources of motivation and inspiration as well as the discoverers of their own learning such is the potential that voice thread offers. One student quietly stated to me recently, "Teacher, it is like hearing a new book with different pages when ever someone adds a comment." I thought this was so great coming from a student who claims to hate books...

I have tried Skype a few times and always feel surprised when the computer rings...In a creepy way, it feels like you are always being watched!!It also creates a weird feeling when you are searching for someone and you come across a dozen other people with your name. On the other hand, you can access other sites to research while talking to your caller. The information is always at your fingertips. It is easy to multitask during a call and just as easy to lose track during a conversation.
I have had some problems understanding others who use their web cam during a conversations. It seems like there is a lot of static when the camera is used and voice clarity and fluidity is compromised

Skype advertizes free usage but nothing is free. The ads fool people because we all pay for hookup and we all pay for continued connection. Children also pressure their parents for many reasons to get connected and remain connected. Basic internet services may be inexpensive now but with so many people 'fixated' on the tool, I'm sure they would pay any price to stay connected.

I have been recently introduced to Slide Share. A YouTube video about it referred to it as "powerpoint with voice". It seems like an efficient tool to get the message across clear and quick. It can show charts, stats, just about anything. The directions to add audio were a bit confusing to me because I have not learned about podcasting yet and that will take a while I'm sure to learn how to use efficiently.

Movie Maker is a fun tool to use, sort of like a powerpoint idea. It is time consuming and frustrating if you are trying to rush through decoding the steps but enjoyable if you have lots of time. I have started to use my little bits of rest time to experiment with different features on movie maker. I always have more questions at the end of the process but I am learning to rely on my own good judgement at understanding the various steps and procedures. I think it is making me a better trouble shooter!

Every tool has its place in the real and virtual world. Making a decision on when and where to use the tools is easy if you have all of the information and practice underway. I feel pressure and stress to learn these tools quickly that I feel like I am going about it the wrong way or the long way. In order to deal with this pressure, I am asking for assistance from a variety of people. I am asking students to teach me the shortcuts, the longcuts and everything in between and the great thing about this is, is that they like to show the way every now and then. So for them, it is empowering.

Two criticisms that I have read about in Reader's Digest are as follows:

Reader's Digest Feb.09 p.20-21 In the article "What Drives Our Celebrity Obsession" Erin Phelin speaks of regular folks virtually stalking celebrity via various media and mentions "escapism" as a reason to get away from our dull real worlds that we inhabit as ordinary people. I see this as being a valid reason for many teens/individuals of every age to be absorbed into technology. Life may be or seem better somewhere else!

Another reason cited in Reader's Digest is the creation of "faux family" by the tech. users. After seeing how long some children/ adults can stay online or connect through gaming, they are seeking people who think like them and act like them, perhaps-people they choose, rather than the people they are assigned to via biological family. connection.

My own criticism is based on personal experience .Technology is very time consuming and addictive. Hours may pass without ever having gotten down to the real task or purpose of the day. It is costly in more ways than money: In terms of time, I know students who stay up all night and sleep all day, not coming to school and not being able to or not wanting to function at all in the real world. Finding a balance and a good teacher who is able to teach how to do the job well are problems that many school have yet to solve.

Evolving Internet-Growing Opportunities

Articulate how the Internet is evolving, how web 2.0 provides new opportunities for learning and the future changes we may see.

The internet is evolving very quickly, 'exponentially' some say!
Organizations once headed by elderly powerful businessmen are now created and run by young tech savvy individuals, some who are still in school and some who are 'head hunted' as in the case of Chris Hughes "(24), a cofounder of FaceBook left the company to develop Senator Obama's online and social media marketing architecture."
http://www.slideshare.net/socialmedia8/case-study-the-barack-obama-strategy?src=related_normal&rel=1034338

In http://www.planetizen.com/node/37013, Obama's team 'invited participants' (regular people)to have imput about his campaign, town hall meetings, inaugueration etc., in many diffent ways: photos, voicethreads, blogs. He asked them to use their influence and gave them choices/options to show their support and boy did they ever! His expert team's openess and willingness to share the stage with regular folks via "Crowdsourcing" proved to America that he is open to and wanting their smart ideas and honest impressions. I believe it was the 'invitation' to participate that paved the way to the White House and to many of his successes. He went into their neighbourhoods and saw how he could use their tools to bring them in onto his side. Interaction, even though distant and between strangers , seems closer and more personal when it is immediate and easy to access through the internet! Finally, the internet easily and quickly acknowledges that the populace is available and responsive. It allows for "personalization". (see slideshare URL above)

My class and I watched a Youtube video that showed Obama on his first flight on Airforce One. Even my students saw the kindness and felt the integrity of the President when he addressed ordinary working American citizens as 'sir' on the plane.
The immediacy, the flowing of emotions that these tools allow and even enable, the personal feeling of involvement that one has when using these tools and the increasing skill one earns from practicing allows the learner to grow and know that this rush of excitement is not over because something else is on tomorrow's horizon.
THere is risk, but there is also a rush of emotions and sense of purpose and urgency that individuals/teams can develop the next best tool. I read somewhere that MIT now gives their students the RIGHT to OWN their own ideas and any that get developed is theirs-profit and all!

I feel that the evolvement of the Internet in my life has been slower than most people who use it because I have had to reframe my attitude towards it. Initially, I wanted very little to do with it because what I saw around me seemed impersonal and rude: In restaurants, I saw people preferring to use their blackberries rather than give their dinner companions their time; Friends texting each other even though they were sitting side by side in the same room; Family members too busy because of game playing or surfing. I also didn't understand it or have full access to it.

Today, I have more of an interest in it because I see the benefits of using the various tools to help me get connected to new ideas and strategies, to encourage students to use their creativity, increase and improve their collaborative and communicative skills, and to have access to potential networks/voices who could help us problem-solve as we co-create solutions for our selves and our communities. Mainly, my access to technology has greatly improved ( I have high speed wireless access for my laptop).

I am seeing more reasons, opportunities and gaining more of an understanding of the potential that the Internet holds for people as I muddle through the various sites and programs. Practicing, finding or managing my time on the Net, and learning from others has been very helpful in my change of attitude and efficiency towards the tools. I am also learning how to filter and look for specifics which allows me to not get caught up in reading alot of junk.It feels like a vehicle of sorts that helps me keep up or moving at least.

I believe there is something for everyone who has access to Web 2.0. For everyone else, it is just a matter of time. It allows individuals to have their interests at the forefront of their studies, the freedom and creativity to explore and access unknown territory like old world sailors, world wide imput from a plethora of knowledge banks, connectivity to others who think and work in similiar ways, and critical analysis whether they want it or not.

When I look back to last year, the changes in our way of life have been astronomical. My grandmother once told me that I had seen more changes in my life of 20 years than she had seen in all of her 80 years. Back then I didn't really comprehend what she meant but I see now!

Our village is global and our neigbors are a click away. We are experiencing the same problems- climate change amid other dysfunctions that affect every last one of us, so it is beneficial that we communicate, cooperate and collaborate. The future seems to be now and the tools allow us to coordinate the best solutions, develop the ideas that have potential, and a means to move life in new directions.
THe future changes are numerous and in some moments unimaginable. However, it is how we use the tools that becomes the most pressing question of the day?

How do I remove an embedded link from Diigo to stop the rolling tags...?

I can't seem to find an answer that helps me get rid of my rolling link from Diigo other than delete the posts as they crop up but that is getting irritating... Thanks.

Getting the Feel for Connectedness and Connectivism

Yesterday, I did not appreciate being interrupted constantly by the outside world. I wanted to disconnect like I saw in movie called Hang Up or something like that.

Today, after reading through a few fellow classmate's blogs, thanks to Tim for the notice on the Web 2.0 video which I understood and to Brent for the link to a George Siemens's Talk for A.Couros's class on Blip T.V. on "Connectivism and CCK08", I am glad for their filters and their sharing of the loot so to speak, for them connecting to us. I was wondering if that was an Elluminate conversation because it seemed very similiar to the concept of Classroom 2.0 I took on Sat.

Just by listening in on this taped class , I got the message. Connectivism is so much more than the 'broadcast model' that Siemen's spoke of where only one had control of the "packaged message of influence" . Now participants are 'participatory' and can have conversations in many different ways connecting terms, philosophies and tools at any time and in any place.

Siemen's spoke of the trends in Connectivism that impact education:
"Global- from glob. warming to aging to econ. markets
Social/political- Obama's new social policies reflect a very different view of we can choose to interact. Just look at the audiences he reached and influenced using the net!
Technology-He said that there is an "ideological slant in the messages sent because it reflects the viewpoints of the designer/user" that it is not neutral...
Education- Social constructivist theory, social learning theory impacts the educat. process"

Siemen's summary of his theory of connectivism was clear and to the point:
He spoke of the plane crash on the Hudson River as an example that the news was to the minute, up to date by the participants in that event. It was 'networked and distributed' quickly. If it wasn't for technology, we wouldn't have been given such a clear picture of what occurred. He also added that the "experience of learning is on the forming of new neural, conceptual and external networks."

The world is a complex, chaotic shifting space and "technology extends our ability to relate to each other and helps us remember."

I appreciated his discussion on the "symmetry between the domains of the neural/conceptual/external and social levels of networked learning." He took into the account the big picture and how the smaller parts connect to create a larger picture. So often we hear of specialists only considering their knowledge to fix the symptoms rather than consider all possibilities and try to eliminate the source of the problem. Points of symmetry had to do with 'clustering of connections which create meaning combined with short average distances between elements, and small world attributes.'

It was great to hear him reiterate that even at the grad level , or at higher levels of learning, 'conceptual mapping' still is important for learners to express their understandings of what they are learning and to help them have a sense of 'pattern recognition' which is to determine similiar ideas in our era of "info overload."

He said our education systems still uses a step by step model to teach. We should be teaching students to analyze, think critically,determine understanding, how to determine if content is accurate, to see patterns like a good chess player who wins by seeing particular patterns as opposed to practising a step by step version of learning the winning moves. William Gibson is an authority on pattern recognition.

Dr. Couros added that we are in a 'new knowledge landscape' which is ever changing and no longer supported by one theory.

Another new term I learned was 'viral video'- (popular videos on Youtube)But one has to be aware that video and information can be misleading and that the added bonus of being connected is that we can determine as a group what is valid and transparent.

My concern with connectivism and the hold that media has on people with their powerful messages and 'product placement'ads which many don't even realize is occurring is that our societies have thousands of displaced youth, not in school and not privy to rules of safety and or skills like critical thinking. Gangs take advantage of these children to sell drugs, steal, so that they the leaders can purchase that which the media deems you must have to be successful, up and coming, or powerful. Music, movies,and video all have a steel handed grip on even the poorest child. How do we reach out to teach and provide an environment for this segment of the world to learn how to see with a 'critical eye' and make sound decisions with a clear understanding mind?

Web 2.0 Best Explaination so far!

3rd Embedding Effort

Tagroll

From Theory to Practice

In moving from theory to practice, what does the use of technology look like as teachers enact a provincial curriculum that promotes a constructivist view of learning?

Teachers who enact a provincial curriculum that promotes a constructivist view of learning using technology will have the support of their school boards/districts which allow the use of all tools that technology has to offer. Indeed, classrooms and schools will be well equipped with the required pieces of technology- computers, smart boards, lcd projectors ,a variety of programs,service providers, etc. Staff will have regular opportunities for practice, support, and ongoing professional development in these areas as well. Children will be learning in 'porous classrooms.' The world will be welcomed at our doorsteps:Problems and all. We will be able to acknowledge our emotions, prepare the participants by teaching for safety, understanding and interpretation, rather than just the sole purpose of 'filling an empty vessel.'

As I learn how to use the tools at home, I, and am sure other teachers also, have to deal with blocks that are in place in the school to protect the children from the evils in online society. When permission is sought to use blogs,certain bookmarking, ,skype, and other tools, alot of frustration is created when days go waiting for permission and then more days go by as we try to figure out how to bypass the blocks to allow the tools to be used.

Hopefully teachers, administrators and any higher up that feels uneasy with the use of technology will make an effort to jump on the bandwagon and try to learn along with the rest of us. When I had a chance to listen to a participant in a Classroom 2.o session on blogging with her Gr. 1 students, she said she was going to invite the Superintendent of her district to become a blog participant and have the Gr. 1's do some sharing and modelling:)

Attitudinal changes are most likely the biggest changes one will see in a school that promotes constructivist learning. People who are 'digitally-fearful' wil be more accepting of the realities of our youth and go with the flow as opposed to staunch defiance and feelings of over protectiveness. We will "see kids as participants and not victims of the internet age" as stated by a researcher on a Frontline video about children "Growing Up On-Line"

http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p4e&continuous=1

Learning no longer just happens between 9-3:30 or M-F. I love Classroom 2.0! For me, it isn't a chore to get up Sat. a.m. to learn and practice one more thing I had no idea about yesterday!! By making time and investing my energy and effort in these on-line opportunities, I feel more confident and enriched. I want to model this for my students. For students, I hope that the walls created between groups -'us vs them' attitudes are decreased/weakened. Learning and success should be win-win for individuals and groups as people will be allowed instant, immediate, focused , supportive, 'in the loop' access.

Constructivist and connected learning environments allow for class participants to be from any point on our planet. The presenters on line may be the leaders in their field or have the best information at their fingertips in their classrooms. Best of all, children are allowed to grow,show how much they know and understand, are able to transfer their learning to their own environments, and to create and effect change where it is needed. Enhanced , enriched and exciting are adjectives that spring to my mind.

At first glance, cost seems to be a huge factor for classes, schools and districts that are smaller and farther away from equipment and infrastructure to be included in the techno sweep that we are all experiencing. One school I heard about that has no computer lab for lack of space put their school laptops on a moveable cart that is wheeled from class to class.
On the other hand, it will be a more costly price for our children to pay if they do not have opportunities to create collaboratively and connect with others who have alot to share in terms of experience and skills. It is foolish to think that any place connected to satellite or the internet is isolated any longer. Whether or not students are guided in school to learn the rules and net etiquette safely and intelligently, they will forge ahead as they are doing already in their homes and on their playgrounds.

I learned from Class 2.0 that Skype is a great tool for teachers to regularly connect with other resource people/ teachers/ students to use when planning for any thing: Year plans, special projects, homework help... After the initial shock of learning what it feels like to talk to someone far away via your laptop, it is a good feeling of accomplishment to learn the ins and outs of connecting this way.
I have spoken to people from Jordan, Switzerland,Austrailia, and Michigan who created a connection with me through Classroom 2.0, SKype,and eblogger.

Next, I will try Tagging on Diigo, creating a tagroll to improve and increase 'tag relationship learning' as stated by Jennifer Dorman (Diigo).

By making and taking time to learn how to maximize our efforts with technoloyg, and allowing students freedom to use tools in the classroom ,there is an expansion of our repetoire and ability to learn and share. By engaging with the world to discuss real life problems and create real life opportunities and solutions, the benefits seem to point towards our children creating the world they want to live in, chances to reach out to others, and to find a 'venue for acceptance.'

Online risks:Teens/Digitally Fearful Adults

http://www.pbs.org/wgbh/pages/frontline/kidsonline/

"The PBS Frontline Special from a year ago “Growing Up Online” remains one of the best television specials I’ve seen to date about the risks of the online world for troubled teens and digitally-fearful adults. I love the fact that ALL the episodes from that full program are viewable online, free. " Wesley Fryer



Is there a better way to post this infor rather than the way I am doing it now? The purpose is to share what I have found with others.

Education: "An Ordeal or a Habit?"

" More porous classrooms in the future?"

" As we stop resisting the networks, shielding our classrooms as sealed containers, designed to hold and protect both learners and that which is required to be learned — I wonder how porous classrooms might reshape themselves by the actions of the students. Might, in such classrooms, active differentiated instruction techniques become practically obsolete. Might free learners, engaged in a lifestyle of curiosity, inquiry, experimentation, and construction; supported by professional master learners, make education less an ordeal and more a habit." By David Warlick "No More Sweet Spot" http://davidwarlick.com/2cents/?p=1680

What do you think about David Warlick's statement?

I think that fear strangles and suffocates! It does not protect, it alienates. I deal with a feeling of apprehension everytime I come across something different or unknown that I need to work through to understand. I work very hard to deal with these emotions because I might be inhibiting my students from learning and acquiring because I do not have the ability or the wherewithall to overcome the feelings that accompany the 'unknown' such as the options and hidden opportunities that technology holds for its users.

I do not want to teach the way I was taught. I became a teacher to provide learners with opportunities so that they could navigate through problem areas successfully using sound judgement, hopeful optimism, and collaborative negotiation towards a more positive way of life and healthier choices in whatever area they chose to live and learn in.

What evidence of “theory in practice” do you see in your learning environment? Your larger learning community?

Within my school setting, I see my fellow Master's classmates incorporating technology in their classes and in their Action Research project by way of creating videos to get students' voices heard about the serious concerns in a teen's life and create awareness/ solutions on how to reduce bullying. These students are making the message that their peers will hear and hopefully more able to listen and learn from the messages. I am aware of a small group of students who are utilizing an on-line independent learning for Career Education students in Grade 12. Their maturity and independence is evident when I see how interested they are in their own learning. No one is telling or demanding them to sit still or listen or stay focused. There seems to be respect and others values rising to the occasion in this learning environment. I believe this is so because of our new awarenesses and beliefs in oneself to be able to utilize the various kinds of technology available to us through our courses in the Community Based Action Research Master's Program that we have been fortunate to be included in.

Access, Assistance, Availability, and a new Appreciation about technology are the main reasons that I would say I am wanting to use technology in my own classes and with my students to assist them in their practice and acqusition of new skills. I want them to have the world at their fingertips readily and to engage with new partners with confidence. I want them to enquire, assist and forge ahead in order to learn how to use the tools correctly and safely to help themselves have access to the most up to date information that they are able to analyze its usefulness and accuracy. I want them to be connected and to make great decisions in order to make a difference in their lives and in the lives of others. I want them to know that these tools are only tools but that it is their choices, their willingness, their drive that will be enhanced if they choose to utilize technology.

"Learning is an active process of constructing rather than acquiring knowledge and
Instruction is a process of supporting that construction rather than communicating knowledge. "
(Duffy and Cunningham, 1996. p.171).


I am also learning about and creating a blog with my students and our new project participants to use to introduce and document our journey and our understandings in a Reading Around the Planet project. A year ago, I would not have felt capable to create a voice thread and embed it in the new blog or to show my students the tools that will enhance their learning. Today, I know who I can call or what sites I can access to assist me in this new venture.

My students love the idea that we will meet our new partners through our blog first , and through emails. and then through a video conference. I could see even the shyest students show an interest because they do not feel pressured to stand up in front of a crowd to show their best or most creative work. These ideas have generated discussions on ideas to get us started, independent thinking, collaboration , and a collective feeling that this is our project. Whether or not it works is not yet a concern because right now it seems that we are all willing and able to try. Motivation is key and that is what we have right now.

I will teach internet safety and give my students guidelines to get the job completed but they will have room to experiment with the tools, freedom to explore their interests and opportunity to teach each other what they know. Collectively, I beleive we will be richer for the experiences once we are able to see through the emotions of such an adventure.I see this learning and teaching style as belonging to the constructivist model.

Driscoll highlights features of a constructivist classroom:

"Providing complex learning environments that incorporate authentic activity. Constructivists argue that learners should learn to solve the types of complex problem they will face in real life.";

"Learning is a cultural interchange and requires social negotiation.";

"The learner must examine the material from multiple perspectives...using multiple modes of representation.";

" The learner takes ownership of their own thinking and learning processes. Driscoll (1994) assets that reflexivity and by extension critical thinking are central attributes in the constructivist methodology, as it enables learners to understand how and why cognition creates meaning.";

"Emphasise student-centred instruction.” Bruner (1966) calls this “discovery learning”.

http://elearningcurve.edublogs.org/2008/06/17/constructivism-learning-environments-an-introduction-2/

Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

Driscoll, M. P. (1994). Psychology of learning for instruction. Boston, MA. Allyn & Bacon.

The Partnership for 21st Century Skills - Home

The Partnership for 21st Century Skills - Home

The Future of Learning Agents and Disruptive Innovation

The Future of Learning Agents and Disruptive Innovation

Connections Drawn Between My Beliefs, Practices and My Uses of Technology

My beliefs around learning lean toward the constructivist paradigm. We need community and interactions to effectively learn by creating new links for the learners which are connected/built upon previously learned knowledge and skills. The community could be the environment, humans and/or nonhuman subjects, the issues that are present or created, the desire and motivation to learn, and the tools to work towards creating a different way of thinking or new way of addressing the issue(s). According to Vygotsky, "humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills."

http://www.learning-theories.com/vygotskys-social-learning-theory.html#more-4

I have entered a whole new series of communities via the net while millions more await the click of a mouse. This knowledge scares me a bit but intrigues me at the same time because I am learning to use the tools of technology to enhance my own understandings of situations and the community I am in by finding solutions and other tools by interacting with people and ideas from elsewhere. I have since learned that theorists Jean Lave and Etienne Wenger refer to this as "Communities of Practice which can be defined, in part, as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determine solutions, and build innovations."http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html#more-36

These new capabilities will help me in my role to facilitate learning and aid my students' social and intellectual development while creating new working relationships with the global community that hopefully add to our networks of co-learners ,ethically engaged practices, and new shared identities. Dr. John Abbott says simply that "a good teacher will expand upon and build upon what a student already has a connection to." YouTube Video

An added hurdle is that I have to negotiate a whole new series of steps, passwords and the like to become more familiar and adept at using the tools. I feel like I am swirling somewhere in the middle of the scale that sees technology as a 'catalyst for learning' and an invisible but looming 'obstacle' in the way of my learning. Actually, it is the frustation that I allow to grow when I can't immediately make an internet connection in a hotel or at a new location and I have to wake everyone up to help only to be told that I have unplugged the modem connection. In my frustation, I have to ask," Is it that black box with the flickering lights?"

At the same time , while I sit at my computer alone, I am surrounded by potentially billions of possible ideas and answers with only myself to really determine what is suitable for me to believe. My self confidence has been waxing and waning with each new lesson. The constructivist model defines this as "people actively constructing or creating their own subjective representations of objective reality."http://www.learning-theories.com/constructivism.html#more-23
There is a certain level of trust required for me to be truly comfortable and I find that I am constantly reminding myself that what I am reading is one person's opinion that may or may not be right for me or my students. I am worried about my students sense of judgement when it comes to people on the net or information as the power of authority usually resides with whomever has the most confidence in the situation. The varied interpretations and the processes used to determine the validity of the information is constantly being tested and tried.

Some principles of Siemen's theory of connectivism are present in my thoughts about how I see the net connecting others , information and the possibility for how to use technology as a regular tool in my teaching practice but I still don't 100% trust what I don't use very well or "see through the lens of shifting reality." http://www.itdl.org/Journal/Jan_05/article01.htm

The best way for me to learn is to practice using the tools that I need. Again, time is a factor. For my students it has been an issue of access to practice. My students and I have not yet had internet access at the school during school hours this year!
Questions generate more questions, discussions, problems and deciphering what or how or why is part of the learning processes which seem to be occurring with greater speed and higher frequencies. There is so much more material to sift through and so little real time that it seems too easy to be getting 'lost' in this whirlwind of activity. Thinking about the new material also requires alot of uninterrupted time. I find I often have to shut down my laptop to process what I have learned in order to rework my thoughts and thought processes. I am also dealing with the trappings of a person who thinks 'pre computer or old school' as some might say. Should I feel ready to proceed at 3:00 a.m., the bonus of a home p.c. is that any time is work time!

In a way, I am forced to talk more with others I don't really know at all and this is a huge leap for me but the anonymity that the computer screen brings to the equation is also part of the advantage. It seems like a double- edged sword! My students and I can write 'tons' because we don't have to immediately state our ideas to a 'critical crowd' or answer to the masses as we write. This comfort allows a more fluid and deeper aspect of our feelings and thoughts to be 'shared'. Being able to navigate the web has been both a blessing and a curse. Even knowing where to look or what to ask is potentially a loaded question.

Once the concerns have been addressed , I really enjoy learning how to use the tools such as power point, Elluminate, wikis, Skype, Twitter, Flickr, and even this blog. I value the immediacy and varied uses of these tools. As to when I will be ready to use these tools in my class depends on when we get computer time and the willingness of the students to use the tools and take ownership of a different way of learning.
For the students who are discovery based learners the net is full of possibilities just waiting for the "many advantages, which includes: active engagement, promotes motivation, autonomy, responsibility, independence, the development of creativity and problem solving skills,a tailored learning experience. Critics have sometimes cited disadvantages including: creation of cognitive overload , potential misconceptions, teachers possibly failing to detect problems and misconceptions. The theory is closely related to work by Jean Piaget and Seymour Papert."
http://www.learning-theories.com/discovery-learning-bruner.html#more-17