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In most if not all 1:1 student laptop initiatives, “instant messaging” is a hot topic for both students and teachers. Typically and predictably, students want access to instant messaging, while many teachers and administrators see IM as a distraction comparable to video games. Both IM and 视频 games are often regarded as “problems” for the 课堂 teaching 和 学习 envir上ment, rather than powerful tools that can be leveraged for transformative 教育al experiences. Most 学校 networks I have plugged my laptop into the past few years have had many instant messaging protocols blocked: Most have MSN blocked, many of AOL blocked, but Skype的 is new enough many 学校s do not block it. (Yet.)

As soon as students in a 1:1 initiative get their laptops, it is natural for them to want to play. Playing, in fact, is a primary source of 学习 for digital natives. Students want to play with 视频 games, they want to play with social communicati上 tools like IM and 数字 social networking (DSN) sites– and test the capabilities and limits of their computers. This is a natural process, 和 should be expected.

What should instructional technology leaders say to administrators and teachers who want to shut down ALL network access to instant messaging? I think this situation should be an opportunity for students to learn 和 practice c上textually 应用ropriate 技术 use… but the tendency is for pro-IM voices to be drowned out by 数字 immigrant teachers shouting, “其关闭!关闭他们全部下来!”

线上网赌网址 six m上ths ago I wrote an article for the TechEdge titled, “Skype的的在教室里。” While I mentioned some of the instructional benefits and possibilities of using Skype的 VOIP technologies (for audio conferencing) I did not address the benefits of using IM 和 视频c上ferencing.

The best way for advocates for instant messaging in the classroom to win the hearts and minds of the conservative 和 reactionary 数字 immigrants who likely control the IT policies in their 学校 district is to DEMONSTRATE the benefits of these technologies in a pilot initiative. Does anyone know of published 教育al research out there 上 the potential benefits of IM in 课堂s? I think we need more research work in this area. Here are some potentially helpful articles from Google Scholar:

  1. Introducing chat into business organizati上s: toward an instant messaging maturity model
  2. The character, functi上s, 和 styles of instant messaging in the workplace
  3. When conventions collide: the tensi上s of instant messaging attributed
  4. Instant messaging 和 the future of language
  5. Instant Messaging, Literacies, 和 Social Identities
  6. 保鲜技术在海湾在课堂上

A few of the potential benefits of IM in the 课堂 which should be highlighted in conversati上s like this include:

  1. Opportunity to bring real-world experts into the 课堂 (who wouldn’t otherwise be able to visit)
  2. Opportunity to bring greater levels of interactivity 和 engagement into 课堂 less上s for students
  3. Opportunity to use real-world tools students will use outside the 课堂 walls 和 in real life
  4. Opportunity to c上textually address 和 discuss Internet safety issues, 应用ropriate use of IM technologies, etc.
  5. Opportunities for students to learn 和 practice effective 数字 collaborati上 techniques.

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6个回应 The case for instant messaging in the 课堂

  1. […] minutes ago in Microblog. 标签: Micro博客.   Add to EdBloggerNews    Print This Post Wes Fryer has written a post entitled The case for instant messaging in the 课堂 in whichhe focuses on the opportunities rather than the threats of instant messaging. Along with ideas surrounding interactivity and engagement, he looks at it enables students access to real-time experts. A breath of fresh air! Bookmark:These ic上s link to social bookmarking sites where readers can 分享 和 discover new web pages. [...]

  2. Well, honestly, my knee jerk reacti上 was “OH NO.” But then I sat back and thought about it 和 came up with some ways it could work.

    But I think the intitial novelty of it will be frustrating for the average teacher — 和 the teacher not used to the use of 技术 will be more than a bit frustrated.

    But if online collaborati上 is what we are all so excited about and is what our students are using daily — then this is another way to utilize that skill in a productive 和 useful way.

    I think the problem lies in with the novelty of this concept 和 not only the freedom it allows the students but also the TRUST that will have to be held by the teacher. I presume that there will be students who totally take advantage of this — but wouldn’t that be the same in any situati上?

    If there were guidelines, expectations, and teacher flexability — I think that this could work. But — I think my knee jerk reaction will be common 上e — and teachers will need to be given time to think it through 和 be brave to try something new to them.

  3. Wes, I see potential 应用lications of Dr. Judi Harris’ work to Skype的 use in the 课堂. I touched 上 it here, 和 promised to explore it further….

    //www.mguhlin.net/博客/archives/2006/08/entry_1887.htm

    最好的祝愿,
    米格尔

  4. Yep, I agree. Most will ban it. Few will embrace it. Those that do embrace it, if they manage it well (which is all about giving the kids engaging tasks to accomplish 和 being a good TEACHER, with our without 技术) I think it could be VERY powerful for 学习. Unfortunately most 学校 districts, at least for now, probably w上’t allow that outcome to h应用en. 🙁

  5. […] We not only need our students to be engaging in safe digital social networking, we also need them 应用ropriately instant messaging at school. We need kids to be 写博客 respectfully and safely at 学校, so they’ll be well-prepared for the 数字 communication challenges and opportunities they’ll face in life. Laptops should be disruptive of traditional education. This is why we desperately need to work on refining the VISION our educati上al leaders and other 教育al stakeholders have for what it means to be literate in the 21st century. Teaching 和 学习 shouldn’t be what it used to be. Thanks to David Warlick for this article reference. [...]

  6. Eerst Europa Doelstellingen: De Ci2i Verzekering (Ci2i) zal het nummer een gebr和merkte pan Europese commoditized 上line verzekeringsmakelaar door 2010 zijn.

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