RSA#4  Self-Directed Learning…For Teachers

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If you look across our learning environments, most students have never known a life without the Internet, social media, and for the most part instant gratification.  This is where educators need to start to focus to, and be open to new and innovative ideas for teaching along with learning.  Author Kimberly Lightle states that social media tools provide an interactive and rich environment for online users. These are the tools causing social and cultural shifts in how users create content, interact with the content on the Web, along with collaboration with each other. Web 2.0 has allowed educators to share with other educators outside of the actual classroom, using a virtual classroom.  Wikis, blogs, Twitter among others, and a site called Ning.  Ning is an online site which will host for educators a social network for their professional development.  A project team called Middle School Portal 2 (MSP2) launched their social network through Ning in 2009.  As of the date of this article, it has 1,077 registered members who can collaborate in professional development of middle school math and science curriculum, along with the integration of technology.     

Nicholas Provenzano was looking for some innovation in his own teaching, along with how he could integrate technology into his profession.  In 2010, Provenzano set up a Twitter account, and a blog, The Nerdy Professor. Provenzano tells in his article that in 3 years he now has more than 30,000 followers on Twitter, but “it is not about the followers but about the connections”.  By making connections with teachers around the world and seeking professional development specific to him, Provenzano has been able to grow in the areas he needed, not the areas his district decided the majority needed. Provenzano and thousands of teachers are pushing the boundaries by using social media or Web 2.0, and redefining how professional development is being used.  For example, using Twitter educators can use hashtags to find groups to connect to, RSS feed readers to update blogs for user that are frequented.  In addition, Edcamps are becoming more with popular because they are for educators by educators.  Edcamps planned by teachers who have reached out to each other through social media and consist of specific content that users want to learn more in their specialized area.

Web 2.0 has made it possible for educators to connect, and collaborate with others across the learning community without ever leaving home.  By using social media, educators can enhance their own PLC by acquiring new strategies, structures to enhance their own learning by branching out with others who share commonalities. 

Reference

Ferriter, W., Provenzano, N. (2013, November)  Self directed learning…for teachers.   Kappan Magazine 95(3), 16-21.  Retrieved  April 24, 2014 from http://content.ebscohost.com.cucproxy.cuchicago.edu/pdf29_30/pdf/2013/PDK/01Nov13/91859497.pdf?T=P&P=AN&K=91859497&S=R&D=aph&EbscoContent=dGJyMNHX8kSeqLQ4v%2BbwOLCmr0yep7BSr664SrOWxWXS&ContentCustomer=dGJyMPGuskm3qLFRuePfgeyx44Dt6fIA

Lightle, Kimberly. (2010). Using Social Media to Build an Online Professional Learning Network of Middle School Educators.  Knowledge Quest, 39(2), 49-53. Retrieved April 24, 2014 from http://blackboard.cuchicago.edu/bbcswebdav/pid-1025315-dt-content-rid-4423467_2/courses/8967.201430/Lightle-Using%20Social%20Media.pdf

RSA #3 Web 2.0 Reflective Inquiry: A Transformative Literacy Teacher Education Tool

RSA#3  Web 2.0 Reflective Inquiry:  A Transformative Literacy Teacher Education Tool

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In the past 10 years, Web access, the nature of the Web, and contexts for learning have been transformed, along with the emergence of desired technological competencies for learners, teachers, and administrators. Internet connectivity in schools, homes, neighborhoods, and communities has become increasingly pervasive according to the article Web 2.0 and Classroom Research: What Path Should We Take Now? So where do we go now?

Web 2.0 brings many possibilities to different areas of the curriculum to facilitate learning.  Author Elizabeth Years Stevens (2013) discusses about her graduate class where educators are learning how to connect literacy and digital technology.  This article had many layers embedded throughout; professional development, literacy, and technology.    Students in her class were to explore new Web 2.0 tools such as wikis, blogs, podcasts, and digital stories.  To drive every class they guided their inquiry of each genre, they asked and discussed the following questions: How is this technology used in the classroom? What are the literacies involved? What potential does this technology have to transform literacy teaching and learning? Stevens (2013) The graduate class embraced and recognized their thoughts shift towards a digital world.

Our change in education to embrace technology in the classroom can be subtle, but forceful.  Both articles embrace using Web 2.0 to facilitate learning by using blogs, wikis, photo-sharing while engaging students in promoting their works while considering works of others.  This is the world we live in and we must move in this direction, regardless of our thoughts or how uncomfortable we feel.  It is about our students and the best way to engage them in learning.

Reference

Greenhow, C., Robelia, B., Hughes, J. (2009). Web 2.0 and classroom research:  What path should we take now?  Educational Researcher Points, 38(4), 246-259. Retrieved April 12, 2014 from http://blackboard.cuchicago.edu/bbcswebdav/pid-1043213-dt-content-rid-4446967_2/courses/8967.201430/Web%202.0%20and%20Class-room%20Research%20%20What%20Path%20%20Should%20We%20Take%20Now.pdf

Stevens, E. (2013, February)  Web 2.0 Reflective inquiry:  A transformative literacy teacher education tool.  Journal of Adolescence & Adult Literacy 56(5), 368.  Retrieved  April 12, 2014 from http://web.b.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdf-viewer/pdfviewer?sid=e2a337c1-1437-462b-aaf5-b5286ddc5949%40session-mgr113&vid=5&hid=120