Although we are not in Aldous Huxley's Brave New World, we are experiencing 'brave new words' through the influx of Web 2.0 technology connections. Words are racing across the internet like hoards of ants chasing honey. They go out and gather energy to return home with the nourishment of the feedback our minds crave.
Web 2.0 is the superhighway with information being exchanged faster than the Concord flies. How do I utilize this dizzying amount of input for my classroom?
Classes today have a mix of tech-savvy and tech-deprived students. Although they have been raised in this high-tech world, still there are those who do not have computers at home. Others have computers but do not have internet access. The fact that not all students have Internet access at home, however, has negative implications (From Now On The Educational Technology Journal, Green and O'Brien, 2002, para. 16). The term often used to describe this disparity is the "digital divide".
In my sixth grade class this year, 33% do not have a computer at home, but only 11% said they would have a hard time finding a way to get access to the internet. For internet-based assignments, I would have to make arrangements for a few students to do their work mainly at school. Roughly 89% said that they would be able to access the internet through a relative, friend, or the library. This was an informal poll, but it appears that Web 2.0 assignments are not out-of-the-question for this group of students.
The concern I have is that they are not truly internet and computer literate. All have played some type of computer game, but not all are clear about how to find information. Discernment about legitimate versus hoax is somewhat lacking. Cathy De Rosa from the Online Computer Library Center (De Rosa, 2005) said people do not question the information that they find on the Internet. They report that they trust it based on their common sense or their ability to just know what is right. Part of my goal this year is to guide my students beyond using the computer and internet merely as a toy, and help them use it with more discernment as a tool that can help build their futures.
Web 2.0 New Tools, New Schools (Solomon & Schrum, 2007) states that sixth grade is a 'tipping point' where 50% of students show their social networking skills by using e-mail or texting on a daily basis. Middle school students crave social activity, and Web 2.0 provides many ways for them to express themselves, communicate and stay connected. Why should it be surprising to anyone that they want to use social networks and cell phones?
Yet I still have the same question, how do I use this technology effectively in my current classroom? Theory is nice, but application is what matters. What would make the most of time, resources, and create optimal student success? What programs and Web 2.0 tools will foster the 21st Century student knowledge needed for my students to succeed?
Since Google Docs is now unblocked at my school, I found a link to Twenty Interesting Ways to Use Google Docs in the Classroom. Slide #5, I am Unique, is simple and goes along with the class curriculum. This seems to be a workable starting place for a collaborative document.
In the future, I would like start student blogging to practice writing and communication skills. Also, using www.wizlite.com to highlight and share reference documents might be fun and informative for the students. Although I would love to conquer the Web in a day, I must follow Bob's advice from the movie What About Bob? (1991) and say, "Baby steps!"
Videos of note:
Google Docs in Plain English (How to Use Google Docs and Why They are Useful)
The concern I have is that they are not truly internet and computer literate. All have played some type of computer game, but not all are clear about how to find information. Discernment about legitimate versus hoax is somewhat lacking. Cathy De Rosa from the Online Computer Library Center (De Rosa, 2005) said people do not question the information that they find on the Internet. They report that they trust it based on their common sense or their ability to just know what is right. Part of my goal this year is to guide my students beyond using the computer and internet merely as a toy, and help them use it with more discernment as a tool that can help build their futures.
Web 2.0 New Tools, New Schools (Solomon & Schrum, 2007) states that sixth grade is a 'tipping point' where 50% of students show their social networking skills by using e-mail or texting on a daily basis. Middle school students crave social activity, and Web 2.0 provides many ways for them to express themselves, communicate and stay connected. Why should it be surprising to anyone that they want to use social networks and cell phones?
Yet I still have the same question, how do I use this technology effectively in my current classroom? Theory is nice, but application is what matters. What would make the most of time, resources, and create optimal student success? What programs and Web 2.0 tools will foster the 21st Century student knowledge needed for my students to succeed?
Since Google Docs is now unblocked at my school, I found a link to Twenty Interesting Ways to Use Google Docs in the Classroom. Slide #5, I am Unique, is simple and goes along with the class curriculum. This seems to be a workable starting place for a collaborative document.
In the future, I would like start student blogging to practice writing and communication skills. Also, using www.wizlite.com to highlight and share reference documents might be fun and informative for the students. Although I would love to conquer the Web in a day, I must follow Bob's advice from the movie What About Bob? (1991) and say, "Baby steps!"
Videos of note:
Google Docs in Plain English (How to Use Google Docs and Why They are Useful)
Google Docs Discussed by Educators
References:
Black, J. (2009, May). Twenty interesting ways to use Google Docs in the classroom. Retrieved September 3, 2009 from http://web20intheclassroom.blogspot.com/
De Rosa, C. (2005). Online computer library center. Retrieved September 3, 2009, from Perceptions of libraries and information resources Web site: http://www.oclc.org/reports/2005perceptions.htm
Green, D. and O'Brien, T. (2003, June). The internet and the upper elementary classroom: Making a difference?. Retrieved September 3, 2009, from From Now On The Educational Technology Journal Web site: http://fno.org/jun02/impact.html
Roche, R (2006, June 26). LITA president’s program: Internet culture: What do we know about user behavior?. Retrieved September 3, 2009, from Library and information technology blog Web site: http://litablog.org/2006/06/26/lita-presidents-program-internet-culture-what-do-we-know-about-user-behavior/
Solomon G. & Schrum L. (2007). Web 2.0 New Tools, New Schools, International Society for Technology in Education.
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