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.'