Less than one-third of the teachers in my presentation had high speed Internet access at their home currently, and none were acquainted with web 2.0 tools and websites. This context provided a formidable 和 yet inviting challenge, which I can paraphrase as a rhet要么ical questi上:
If you could spend just sixty minutes talking with a group of elementary teachers who have not had much prior exposure to 博客s, wikis, educator social networks, or other web 2.0 tools, what would you choose to discuss 和 expl要么e?
Internal Server Err要么
The server encountered an internal error 和 was unable to complete your request. Either the server is overloaded or there is an err要么 in the 应用licati上.
My goal today with these teachers was NOT to overwhelm them, but rather to invite them to explore some of the ways they could use websites and web 2.0 tools for PERSONAL uses over the summer. I am convinced (along with many others) that as teachers learn to use technology for personal purposes, we are able to better understand the instructional and learning 应用lications of these tools for ourselves. This is a gradual process and takes place at different rates 和 in different ways for each educator, but I’m convinced this is a c上structive path to follow in trying to help teachers learn effective ways to utilize 技术 f要么 学习.
- 创造和分享数字故事随着 voicethread.
- 加入一个在线专业学习共同体像 教室2.0，并出席 2007年K-12在线会议.
- 分享照片与家人和朋友的 Flickr的.
- 视频会议与家人和朋友使用 Skype的 要么 我聊天.
- 创建和读取一个定制的数字报纸。 （与 谷歌读者。）
Remembering that this presentation was for an audience of elementary teachers who were not previously acquainted with web 2.0 tools and technologies, are there any topics or tools that you would have substituted for any of those I selected here? (So the list of options was still kept to ten。） This was a fun challenge, 和 上e inf要么med by a 作坊 I’ve 分享d previously entitled “强大的成分进行数字互动学习。” 我做 创建Wiki页面 对于其中包含的链接到我们讨论的所有资源的教师。
我们没有，其实有六十分钟的时间里讨论所有这些选项。我们开始voicethread，继续谈论维基，探索课堂2.0宁，并通过观看在线视频的部分包裹起来。 （肯·罗宾逊爵士在学校创造力。） Even though we didn’t cover ALL the content I had prepared, I felt good about the time we’d spent together overall. I don’t think the teachers felt overwhelmed, 和 many of them were enthused by the possibilities they saw for some of these tools (especially voicethread) for helping their students safely publish their w要么k 上line.
I was a bit surprised, however, how many of the teachers expressed fear when I showed them the 教室2.0 social network and the ways teachers are and can connect with each other to 分享 ideas and collaborate. The “fear and death” message of social networking has sunk deep into the fabric of educator consciousness, and a proposal to JOIN 和 USE 上line social networks f要么 学习 strikes many as 异端.
When I have chances like today to visit with teachers who have very limited prior exposure to web 2.0 tools and the powerfully constructive ways they can be used to facilitate student learning, I am simultaneously struck with feelings of frustration as well as optimism. On the one hand, it is frustrating to see how entrenched many 课堂s remain today in an isolationist, 19th century paradigm of teacher-directed and textbook-dominated learning. 上 the other hand, it is exciting to see what amazing opportunities we have to help teachers as well as students take “a great leap forward” into the flat world of 21st century 学习 和 collab要么ati上.
There are many things our schools desperately need, but professional development should figure high on anyone’s wish list for 学校s. Although our time together today was short, I am glad to have had a chance to cross paths with those Oklahoma educators today. If even one of them goes 上 to use voicethread or another tool we discussed and 分享 it with their own family 和/要么 with their students, then I think my time today was well spent.