This week, Group 3 built off of becoming a networked learner and teacher, by looking at educational applications of Web 2.0 technologies. I was amazed at the unique perspectives that everybody brought to the table, while focusing on certain overlapping themes.

We were all able to recognize the benefit of these tools, while emphasizing the importance of understanding not only the strengths, but the weaknesses associated with them. Joe shared a wonderful activity that he picked up from his Rhetoric and Composition Pedagogy professor, where he completes a writing exercise as a learner, before teaching it. This is used to get inside the head of the student, and identify potential faults in the process.

Though this may have been learned in a traditional context, Joe was able to apply this to technology in the classroom, through the adoption of new tools. I can imagine that one of the most frustrating things for a student, is being taught by somebody who talks the talk, but fails to walk the walk.

Zach adds to the concept of understanding these tools as a learner. Rehashing the same content across a different medium, does not help one expand, but rather limits the development of personal learning networks. This is framed nicely by Richardson and Mancabelli in “Becoming a Networked Learner.”

“It’s not enough to employ these tools and technologies with our students; we have to employ them in our own learning practice. Otherwise, nothing changes. The vast majority of classroom uses of blogs, for example, are little more than taking what has already been done on paper for eons and publishing it in a different medium. In these cases, nothing has changed because the person at the front of the room (or in the front office) doesn’t understand that a blog is not simply about publishing; it’s about connecting. The great opportunity these tools provide is that they allow us to interact with others out there, but it’s an opportunity that’s meaningful only if we experience the full potential that exists in those interactions. (34)”

Zach also went so far as to identify the potential limitations of Flickr, by comparing it to the versatility of one of the fastest growing visual discovery tools, Pinterest. Rather than simply relying on the text, he went through the process of creating an account so he could understand first hand, as the learner, where the property may or may not benefit him today.

Within the context of Harris & Park’s article “Educational Uses of Podcasting”, Sam decided to write down what she already knew about podcasts before reading the text. I found this to be such a novel approach, in that it would be possible for ideas that do not coincide with our own, to have a higher likelihood of standing out. Once again, this ties into the responsible adoption of Web 2.0 tools in the classroom, as it is so easy to ignore limitations on processes that have become second nature over time.

Sam also highlighted learning outcomes while leading a preschool classroom. Proper utilization or resources and the opportunity to explore, can expand these experiences into everyday processes, so much so that parents were “mesmerized” by the results they witnessed at home. Crediting peer influence and individual creativity, Sam touches upon another theme in applying Web 2.0 tools to educational settings, that everybody alluded to in their posts, by quoting Chu & Dusen, in “Pedagogical Uses of Flickr.”

“Educators have the ability to give participants the freedom to explore and choose their own self-directed learning in online activities. Participation in social networks will allow learners to use the intrinsic motivation, which lies within all students.” 

By definition, Web 2.0 tools incorporate social dynamics, that have the opportunity to both unite and differentiate through the formation of relationships. In the this way, it is possible to widen the focus of today’s curriculum, by letting students create artifacts that demonstrate what they are learning, ultimately allowing them to take charge of their outcomes. In this way, such tools should not only enhance the capacity of the teacher, but those of the learner as well.

The ability to personalize and customize applications like Flickr and WordPress, provide an inherent sense of ownership, and add incentive for learners to continue to develop content that not only interests them, but engages others. Just as we discussed the importance of creating learning networks, the ability to effectively apply these tactics at a younger age is paramount for success in tomorrow’s classroom.