My first workshop of the week was Web 2.0 Tools for Developing Differentiating Digital Content. Quite a bit of time was spent on learning to use the Digital Generation's Curriculum wiki. I liked some of the philosophy that was discussed as Web 2.0 tools can be used in different ways for different learning styles.
Using the wiki, however, seemed difficult. We had to learn some formatting commands in order to place pictures, add audio, etc. The wiki I created is called Understanding Matter. If we want to move teachers away from being web developers, I'm not sure this particular wiki is the place to go. There are other options such as wetpaint, wikispaces, pbwiki, etc.
Wednesday, February 27, 2008
Monday, February 25, 2008
Friday, February 15, 2008
Proof Happens
Most of us are cautious about new technologies and claims that they will improve the teaching and learning in education. Often, we need to see the proof before we take the plunge. So, who are the people taking the plunge without seeing the proof?
For some people, the proof lies in their own imagination or idea of what learning could look like should the technology exist to make it a reality. This often leads to discussions with others who are able to share and/or expand on the idea. Discussion and imagination leads to action. Ultimate proof is found in actually using the technology and witnessing first hand how the students are benefiting from it.
Wiki technology is out there as a powerful collaborative tool for both teachers and students. Will students buy in to this technology? Is there any proof it is helping students learn? Fremd English teacher, Trish Weidig, wanted to find out after her Schaumburg High School Technology Coordinator husband, Scott, had directly approached her on the topic of using a wiki in her teaching. Not convinced about the usefullness or how her students would react to using a wiki, she decided to bring the idea of creating a Tale of Two Cities wiki to her English students.
Trish pitched the idea to students in her first English-108 class of the day. Reception was positive. During the day, two students from this class (Nigel Rolfe and Jeff Pearson) had visited our Drop-in lab, created a wiki for the class and, by the end of the day, eight students already signed up to use it. By the next day, some 20+ students were ready to go. The students also began to discuss parameters such as who will moderate student additions to the wiki and how to best communicate this information to all participants. Trish is floored by all of this as the wiki is already being driven by students.
Nigel and Jeff also came to me on their own to share what they had done and invited me to be a part of the wiki. I was impressed with their concern about privacy for the students and limiting the use of the wiki to class participants. They also told me Trish is already establishing additional parameters with her classes.
Trish is taking a bold step. She may or may not find the proof she needs to show that the wiki is changing the way she teaches and her students learn, but, she is taking the step rather than simply dismissing the possibility.
Wiki Resources
Think Wikis (Super site for ideas on using wikis in education and other wiki links)
WetPaint (Free Wikis with minor advertising by Google)
WikiSpaces (Free wiki and no advertising to educators but this site has pages that get websensed! Augh!)
For some people, the proof lies in their own imagination or idea of what learning could look like should the technology exist to make it a reality. This often leads to discussions with others who are able to share and/or expand on the idea. Discussion and imagination leads to action. Ultimate proof is found in actually using the technology and witnessing first hand how the students are benefiting from it.
Wiki technology is out there as a powerful collaborative tool for both teachers and students. Will students buy in to this technology? Is there any proof it is helping students learn? Fremd English teacher, Trish Weidig, wanted to find out after her Schaumburg High School Technology Coordinator husband, Scott, had directly approached her on the topic of using a wiki in her teaching. Not convinced about the usefullness or how her students would react to using a wiki, she decided to bring the idea of creating a Tale of Two Cities wiki to her English students.
Trish pitched the idea to students in her first English-108 class of the day. Reception was positive. During the day, two students from this class (Nigel Rolfe and Jeff Pearson) had visited our Drop-in lab, created a wiki for the class and, by the end of the day, eight students already signed up to use it. By the next day, some 20+ students were ready to go. The students also began to discuss parameters such as who will moderate student additions to the wiki and how to best communicate this information to all participants. Trish is floored by all of this as the wiki is already being driven by students.
Nigel and Jeff also came to me on their own to share what they had done and invited me to be a part of the wiki. I was impressed with their concern about privacy for the students and limiting the use of the wiki to class participants. They also told me Trish is already establishing additional parameters with her classes.
Trish is taking a bold step. She may or may not find the proof she needs to show that the wiki is changing the way she teaches and her students learn, but, she is taking the step rather than simply dismissing the possibility.
Wiki Resources
Think Wikis (Super site for ideas on using wikis in education and other wiki links)
WetPaint (Free Wikis with minor advertising by Google)
WikiSpaces (Free wiki and no advertising to educators but this site has pages that get websensed! Augh!)
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