Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom by Daniel T. Willingham


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LIS703 Social Bookmarking Group

Week 2 Reflection

Last week we studied wikis, blogs, RSS, and microblogs.  The ensuing discussions with classmates have been  valuable, as it is useful to hear how others are making practical use of these tools. A candid discussion as to the concerns and impediments to integration of these technologies is also beneficial. As we have seen, the possibilities for integration into the classroom are endless. Web 2.0 technologies afford us new, innovative learning approaches and a wide variety of new environments in which to interact with the learner.

Critical to integrating these technologies is the understanding that new skills are likely necessary (e.g., media literacy skills, information literacy skills, computer technology skills) for both teacher/student. As always—Internet safety and cyberethics must be enforced.  It should be recognized that integrating these tools requires more time and training for the teacher and professional development for this purpose should be the norm. As a classmate eloquently stated, “What strikes me after having read about some success stories of using blogs and wikis is how much planning and scaffolding is involved and how these must be based on strong pedagogical principles such as promoting higher order thinking and improving literacy skills.”  Guidelines and policies must be well thought out and incorporated into each activity using these tools, while keep learning objectives at the forefront of the lesson, to make effective pedagogical use of Web 2.0. 
Just when I’m feeling comfortable with the integration of Web 2.0 tools in the classroom,  Google reported today that they are adding a new Web application that will undoubtedly move some of us out of our comfort zone: Google Wave http://www.cnn.com/2009/TECH/09/29/google.wave.beta/index.html.  Google Wave "promises to revolutionize online communication. . . and hopes to replace e-mail as the main way people communicate online.”   The Web application  combines elements of e-mail, chat, Wiki documents, blogs and photo-sharing sites to create a form of Internet communication called a "hosted conversation," or a "wave."

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e-Learning and Social Networking Handbook: Resources for Higher Education by Robin Mason
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Week 1 Reflection

The first week of LIS 703 Web 2.0 In the Classroom covered dilemmas associated with integrating new technologies into the classroom.  Baumbach (2009) discusses the benefits of using Web 2.0 tools educationally, and presents barriers  to using these  tools, including inaccessibility,  the need for professional development  and training opportunities, and a lack of knowledge.   It is clear that this needs to change.  As Baumbach (2009) states, “researchers recommend that to stay relevant in the 21^st century, education institutions need to keep pace with the rapid changes introduced by digital media” (MacArthur Foundation, 2008).
The TPACK model and matrix on sample activity types/technologies is a valuable guide for educators on how to integrate technology in pedagogically appropriate ways.  As Harris and Hofer (2009) explain, “successful technology integration is rooted in curriculum content and students’ content-related learning processes primarily, and secondarily in savvy use of educational technologies.”   It is key to remember when designing courses/lesson plans, that the technology is a tool and should only be used if it is pedagogically appropriate.  Our lecture/podcast from week 1 reinforces this, stressing “Technology is a tool, and [should be] used only in situations that engage the student, enhance their learning  in some way, or provide them with a life skill. (Allen, 2009).   Mishra and Koehler (2009) would agree, contending that “Technology should not drive pedagogy,” and just because “a technology is innovative and popular does not make it an educational technology.” 
Web 2.0 has changed the environment and has provided us with many opportunities for educational use—we need to educate ourselves on how use the tools in the most pedagogically effective and creative ways.

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Baumbach, Donna J. Web 2.0 & You. Knowledge Quest 34.4 (2009): 12-19. http://www.pbs.org/teachers/librarymedia/aasl/baumbach.pdf 

Harris, J. and Jofer, M. (2009). "Instructional planning activity types for curriculum-based TPACK development. Research highlights in technology and teacher education 2009. (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Mishra, Punya & Matthew Koehler. Too cool for school? No way! Using the TPACK Framework, you can have your hot tools and teach with them too. Learning & Leading with Technology 36.7 (2009): 14- 18.

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