d)      to ensure that learning occurs at Bloom’s higher levels the teacher must ensure:                                                      

 i.      that activities promote the idea to create and evaluate                                                            

 ii.      to encourage the students to explore the world of web 2.0, allow them to freedom to explore their higher ability levels                                                           

 iii.      the teacher must ensure that there are numerous resources to access to ensure that they account for the different learning styles                                                          

 iv.      the students must be able to create, re-create, have open source material, take existing material, add their own touches and re-publish it in their own blogs, wikis etc                                                             

 v.      the activities and work must move from paper and print to audio visual and virtual George Lorenzo, Diana Oblinger and Charles Dziuban (2007)http://www.educause.edu/apps/eq/eqm07/eqm0711.asp?bhcp=1                                                          

  vi.      overall the main move to make is towards freedom and exploration, within a virtual world the students are able to Endeavour into it and create and make, evaluation and reflect on the work they are creating, By initially incorporating web 2.0 into their work we as teachers are promoting an environment suitable to the digital natives, they will already be more willing to create and re-create and with these notions of multiple activities and exploration Bloom’s hierarchy is initially a core element which is to occur  

Clearly stated by Jane Knight:

‘-learning has developed from a state of ‘automation’

(putting ’static’ courses online) to one of ‘innovation’…We

are moving into a new era of sharing content, collaborating

and syndicating learning materials online. This is not just

about learning content but about developing new ways of

learning.’ Jane Knight, Learning Light, 2007

This is the way we must teach in the current world of web 2.0 this is new way we must manage our classes this will ensure Bloom’s higher levels of thinking

Advancing the adoption and use of social software in schools requires the three C’s – comfort, confidence, and creativity. Christopher D. Sessums, 20 December 2006 http://elgg.net/csessums/weblog/144604.html

By the end of the students working through web 2.0 they should have the following ‘mash-up’ this is what web 2.0 is all about

a)      key issues for classroom management methods include:

                                                               i.      Changing the methods to suit a more connectivist and constructivist approach – in order to discipline the teacher must recognize the environment they are in and how this will affect behaviour, from this point the teacher must then take appropriate action. For example the teacher needs to take into consideration that in this environment more talking and social interaction will occur, they will also need to acknowledge that some students will get distracted through the world of web 2.0                 

Connectivism, web 2.0 and participation 

 http://www.elearnspace.org/media/connectivism_Web_2/player.html

   ii.      the teacher must acknowledge that leeway and freedom to explore is crucial when working in web 2.0 and ICT environments                                                           

  iii.      the teacher must integrate numerous classroom management styles that are based around a democratic discipline model to ensure the students have freedom however the teacher still has a firm approach to ensure the work is completed

   iv.      If the teacher follows the ideas from the diagram above through this various access an independent learner is sure to occur, taking responsibility for their own working and thinking and ensuring that they do this through a social network and a collaborative environment – this will also help to ensure Bloom’s hierarchy

the new way to learn and teach: Connectivism

http://video.google.com/videoplay?docid=359438680357482135&q=connectivism&total=6&start=0&num=10&so=0&type=search&plindex=2

]a)      key issues for the encouragement of collaboration:                                                             

  i.      to ensure that the students have healthy and mature relationships with each other in order to avoid bullying and harassment                                                            

 ii.      to ensure that the environment has a high class morale                                                          

   iii.      that the work is set for numerous learning styles so that the students can help each other and all have an equal understanding  The teacher must ensure that social networking is occurring:

It is more than just a friends list; truly engaging social

networking offers an opportunity to contribute, share,

communicate, and collaborate.

The New Media Consortium & the EDUCAUSE Learning Initiative (2007)

www.nmc.org/pdf/2007_Horizon_Report.pdf

There are numeorus programs and new technologies that are web 2.0 platforms that are sure to encourage a collaborative environment. My own are examples of web 2.0 in a completely collaborative environment my resources include my blog, wikis, both a project and a group wiki, flickr, and igoogle which is a whole individual space for the learner customised to their preferences and can aslo be a collaborative space through games, jokes, notebook, cooking ideas etc the whole expereicne of web 2.0 is interactive and collaborative once logged in the social network begins

A perfect example of a group collaborative prject using web 2.0 and its platforms

a)      Key issues that will arise for the teacher conveying information in a web 2.0 environment include:                                                  

 i.      Ensuring that the students stay on track with their work   as it is very easy for the students to get distractions and get off course with such an expansive world sitting right in front of them                                                         

ii.      That the environment is physically set in a manner that will ensure and promote collaborative learning     if the students are isolated or are situatted in amnner that is not wholesome and inclusive the interactive environment and continuing notion of social netowrking is going to be harmed                

Ideally the first two types would be the most appropriate layouts for a classroom to ensure that everyone is included                            

 iii.      To account for the different learning styles more thoroughly as apposed to a classroom that is not through web 2.0 as the teacher has less of an influence through talking and physical communication the activities need to be set to ensure the students can learn through their own learning styles in their own environment                                                          

iv.      To ensure that the teacher stays up-to-date with all the technology and information relating to the web and an informative, technology based classroom                                                            

v.      To nurture and ensure that the students are able to effectively use the technology available  

Question 1:

 a)      http://equalityanddifference.pbwiki.com/

b)      – being digital immigrant we found that we couldn’t actually start the project over web 2.0 hence we physically got together in order start and practically complete the project

-         we couldn’t all access the project at once in order to add things or edit the project which caused some issues in making sure we all contributed

-         having different learning and teaching styles and working in a group we found that we all wanted to set it out differently in a manner that was more suitable to our own style

-         collaboration – who does what in order to have equal weighting between us

-    also issues arose when some of us had difficulty or not as much confidence in using the technology as the other members

 c)      In terms of the motivation that the project caused I think put a great expectation on a collaborative nature of work. In regards to the motivation that comes from within a person Dreikurs states that each behaviour is driven from self determination, and subjective appraisal through this the students become responsible for their own learning. Being in a web 2.0 environment it is crucial that collaboration occurs between the students in both a virtual and physical world. If the students take up responsibility and are self determined to succeed they will ensure that they will work collaboratively with their peers. 

Web 2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss.

With the always changing, evolving and uprising culture of the technology built world it is only a natural process that the education system applies itself and fits into the modern, contemporary society. By the evolution of web 2.0 and its numerous platforms the ability for the world of education to incorporate these technologies is vital in teaching effectively to the generations of the modern technology world. The incorporation of web 2.0 within the classroom environment ensures that the process of teaching and learning projects itself towards the goals of an open, collaborative and creative space in which the participants can thrive. This essay will explore the increasing world of web 2.0 in relation to the theory of connectivism, how web 2.0 and its technologies encourage an open, collaborative and creative teaching and learning space and the importance of using the technologies available to the generations of today in their learning process.

As web 2.0 and its technologies increase it changes the ‘way we live, how we communicate, and how we learn’ (Siemens, 2004). It is for this reason that as the technology of web 2.0 increases the learning theories move into a digital age (Siemens, 2004). The theory of connectivism is greatly interconnected and based around web 2.0. The theory is to ensure that the environment works to include the digital technology within the classroom so that the students have the ability to absorb new and important information. Siemens (2004) stated that ‘learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual’ he later states that learning can rest outside the self and hence can be acquired through external factors through web 2.0. Through the theory of connectivism our classrooms are attempting to move towards a greater environment in which the students can access web 2.0 and its technologies so that they can participate in social networking, learn in a manner that is accustomed to their individual minds and their generation and to ensure that they have access to the increasing world by accessing up to date and relevant information. 

The main focus of connectivism and web 2.0 is in regards to the classroom becoming a network of social interaction and a community that works together to form the final product. Through web 2.0 the students are able to access and create their own individual and personal spaces that are accessible to the public. The students are able to create their own space within cyber space that is all about them. Within the classroom the students are able to use the technologies of wikis, blogs, facebook, delicious, podcasts and flickr to name a few to enhance their knowledge of the subject content and to share with their peers. Through the students creating their own blogs, wikis, podcasts etc they are initially creating a product which is reinforcing the nature of Bloom’s taxonomy ensuring the students are actively engaged with their learning as they are having to interact with the technologies and synthesis their ideas to create the product, they are using their higher order thinking skills (Tarlinton, 2003). 

Through having their own personal spaces and using their own skills to create their wikis, blogs etc the students must keep in mind that they will be in cyberspace and hence will be accessible to the public. By having the sites accessible to the public the students will be able to add their friends through their social networks and link each other to their personalised sites through blogs and to their favourite and relatable sites through software such as delicious. The students being able to interact through the social network in cyberspace allows them to build better relationships and higher class morale as they can help each other and access the other students sites to gain further information, the students work together. It is no longer the case of ‘my book, my report, my assignment’ although the students can have their own blogs, wikis are really are place for a group to interact together, a place where there is no single author, but rather the students work together, contribute their own thoughts and ideas and then the group collaborates all of these ideas into the final product. The classroom is using web 2.0 to ensure that the environments are all about open communication, social networking and collaboration. In the modern world of technology the students can work together through cyberspace by working together on a project and heading towards the same goal. The students build better relationships and morale with each other and moral support is built, creating a better classroom environment that is higher in open communication and group collaboration.  

The world of web 2.0 and its associated technologies are crucial in the modern classroom in regards to the student’s ability to learn and absorb the information. Besides for the point that by learning through interactive sites the students are engaging more with their studies and the educational resources. The students are also being presented with graphic and digital information that they can share, and interact with. This is the way in which the modern generations learn. They are the digital natives (Prensky, 2001) it is crucial for them to be able to interact with technological devices that are accessible through web 2.0 for them to have effective learning and to allow the learning to be deeper and more sufficient rather than just shallow primary information being absorbed. By teaching through web 2.0 the students not only are more interactive through podcasts, blogs, flickr, wikis, igoogle etc but also account for Gardner’s multiple intelligences (Guignon, 1998). Therefore web 2.0 is ensuring more ‘flexibility to meet the individual needs and abilities of each student’ as it presents the same information in a variety of ways. (Marsh, 2004) 

Learning through web 2.0 allows students the greater capacity to become comfortable with the tools of the information age (Marsh 2004). By the students becoming familiarised and more comfortable with these technologies their learning will develop as they have access to greater information beyond that which is accessible within the parameters of the school, the interactive nature prompts students to try new ideas, and ‘undertake project-based multimedia learning’ (Marsh 2004) while sharing and accessing the work of their peers the students can gain access to help, further information and make sure they are completing the work effectively, within good time and at a reasonable quality. 

Creativity is encouraged through these learning processes within web 2.0, as the information available to suit their learning styles is available, this will enable the student to feel more comfortable with the work and will ensure that their understanding will increase as they can process the information with greater ease. This will therefore led the students to apply higher order thinking skills of creativity and evaluation since they have easily processed the information, understand it and feel comfortable in the environment and with the work they are learning. 

Creativity through web 2.0 can be accounted for in a fun and interactive manner, as the students are able to play games in which the information is processed and re-processed creating a cycle in which the information is absorbed to a greater extent. Not only can students play games but they can also make and design them for themselves or for their peers to test each other such as quizzes. For further interactive games Prensky (2002) has designed games that go beyond simple mathematical calculations, or grammatical issues, his games go into the external world and deal with social and political issues such as water shortage and cultural differences (Games2Train, 2005). These games will ensure that students are interactive and collaborative as the games can be played as a group through the social network in cyberspace, they will be having fun which will ensure deeper learning as boredom is avoided and they will learn more as they will not see it as learning but rather as fun and enjoyable. The incorporation of interactive games through web 2.0 is a crucial element in sustaining high order thinking as the students will be creating, evaluating and analysing the game and the issues at hand. The game will also guarantee for an open and collaborative environment especially in terms when the students are playing against each other. The games will also encourage greater learning as more learning styles are accounted for.  

Through the use of wikis, blogs, podcasts, games, flickr, facebook etc web 2.0 effectively covers the range of learning styles to ensure that all digital natives have the ability to learn effectively. Through the incorporation of web 2.0 and its technologies an open, collaborative and communicative environment is a sure process to follow as all the platform of web 2.0 automatically follow the guidelines of constructivism and a social networking environment. 

Word count – 1499 

References

Games2Train (2005). Social Impact Games, Retrieved 27/10/07 from, http://www.socialimpactgames.com/modules.php?op=modload&name=News&file=index&catid=10&topic=&allstories=1 Guignon , A. (1998). Curriculum Article: Multiple Intelligences: A Theory for Everyone. Retrieved 27/10/07 from, http://www.education-world.com/a_curr/curr054.shtml Marsh, C. (2004). Becoming a Teacher (3^rd ed.). Frenchs Forest: Prentice Hall p172 Prensky, M. (2001). Digital Natives, Digital Immigrants. NBC University Press, v9, n5.  Presnky, M. (2002). Marc Presnky – Home. Retrieved 27/10/07 from, http://www.marcprensky.com/ Siemens, G. (2004). Connectivism: A learning theory for the digital age. eLearnspace, Retrieved 24/10/07 from, http://www.elearnspace.org/Articles/connectivism.htm Tarlinton, D. (2003). Bloom’s Revised Taxonomy. Retrieved 27/10/07 from, http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

so far we have become to understand what web 2.0 is and how to use it in the classroom. Now however there is a new world of semantic web is emerging. W3C. Be prepared as further changing is coming again.

W3C continues to expand the reach of the Web to:

• Everyone (regardless of culture, abilities, etc.),
• Everything (applications and data stores, and on devices ranging from power computers with high-definition displays to mobile devices to appliances),
• Everywhere (from high to low bandwidth environments),
• Diverse mode of interaction(touch, pen, mouse, voice, assisting technologies, computer to computer),
• Enable computers to do more useful work (through advanced data searching and sharing

see where W3C is going and how they are reaching into the future

Greg Whitby is the executive director of catholic schools fro the archdiocese of Parramatta. He discusses the ways in which technology is changing our classroom environments and the way in which schools need to adjust to fit the change.

His site has numerous documents discussing the same topic as well as podcasts, conferences and interviews.

His views are very interesting and should be highly considered when the learning environments are struggling to keep up with the upcoming technology and the changing environment. ‘everyday is a different experience for the kids’ with the technology it is different to an even greater extent. with a more powerful teaching environment and the capabilities of web 2.0 our education system needs to adjust, change and carry on with the increasing technology.

through google you are now able to make your own igoogle. Instead of simply having google as your homepage igoogle is all about the i, the self, the individual. The homepage is now able to be customised to suit you. Mine has tabs of pages i am interested, cooking, humour, music … on the pages there are numerous bits and pieces to add on whether you are interested in technology, fun, news, biblical references, quotes, history …. nearly whatever you enjoy or are interested in. Igoogle is the new form of interactive web usage. This is web 2.0 in another format it keeps getting bigger, more personal, more interactive a soaring community to be adjusted, changed and manipulated to suit you as an individual. explore, create and reflect on just how useful and personal a technological world is becoming. No longer will you be greeted with the standard google homepage, now you are greeted with your own personalised homepage, that’s all about you, customised to your interests. No longer bothered with things you are not interested in and easy access to all things you are.

poetry is an interesting thing. Most kids in school today think of reading poem after poem in which they have little interest. Blow their minds show them what poetry really is. Watch Shane Koyczan. A performing poet which will push the bounds and restrictions on what poetry really is. Here is a sample there more in my vod pod. they are perfromances that will leave you silent, breathless and in awe.

Please note that the language in some performance may not be suitable for young students