Journal 1: Do Web 2.0 Right

NETS-T 1, 3 & 5

Light, D. (2011). Do Web 2.0 Right. International Society for Technology in Education, 38(5), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Feature_Article_Do_Web_2_0_Right.aspx

Summary: 
This article describes the study and research of two experts that interviewed a number of teachers across the country to determine how to successfully use web 2.0 tools in the classroom. They found that there are three key elements to success: instituting daily practice, carefully considering the audience and teaching and enforcing appropriate behavior.

The goal of instituting daily practices of web 2.0 tools is to basically make the technology a part of everyday life in the classroom instead of being project driven. The researchers found that the 2.0 tools used in the classroom differ from the way adults use them in everyday life. For example, the goal of the classroom usage is interaction between students and instead of the way something like Wikipedia is set up with multiple anonymous contributors, the users in the classroom will be accounted for. The use of individual and classroom blogs seemed to be the most effective web 2.0 tool used in the classroom. They did find however, that often times with the use of public individual blogs that students are often times reluctant or shy to share information especially if it is not a motivating topic, a topic they are not interested in or a topic that is personal or embarrassing.

The most successful blogging was between teachers and students. It was a very effective way for teachers to work one on one with their students and to get to know their students. The students feel it is a safer environment to reflect on the classroom, topics and their general feelings towards the classroom. An open classroom blog can be used to generate interest in a topic especially when it is an area that they will be studying in the near future. The researchers and teachers concluded that often times this can be a great way for shy students to find their voices and feel safe to debate openly.

One study concluded that the main goal of a Spanish teacher was to have her students write in Spanish, but by giving them an imaginary topic such as a visit to a Spanish speaking country; the students were learning more than they bargained for. They were writing in Spanish, but also using creativity and exploring the current events, laws and customs of that particular country.

Teachers must carefully consider the audience when using web 2.0 tools. They can limit access and direct the students to a specific audience. Also, it is imperative that teachers select material that is appropriate for his or her students. When using open to the public web 2.0 tools the boundaries can become blurry with audience and posted feedback. It is not a controlled environment like a classroom where as the teacher sets the tone. I found it interesting that a major concern for the adults (teachers, parents) is the fact that other adults are viewing and commenting on the work of children, but the students themselves seem more concerned with other young people viewing and commenting on their personal material. Students that are subjected and sensitive to peer pressure can become demotivated when they have to go public.

Finally, and most important, it is the responsibility of the teacher to enforce appropriate behavior.  Teachers must again be very selective about what materials will be open to the outside world. Overall, the use of web 2.0 tools can be a wonderful way for teachers and students to stay connected to the classroom and support one another.

Q1. As a teacher, how can I create topics that motivate students to interact with one another and not feel sensitive to peer pressure?

This answer to this question will come with time and probably by trial and error. I think it is important to know how to engage my students to interact with one another and take assignments to that deeper level. I liked the idea that the Spanish teacher had about students writing about an imaginary trip to a foreign country. I will have a goal as teacher to implement the teachings of a specific lesson, but the fun part will be finding creative ways to strike interest in my students. 

Q2. What are some good examples of materials that should be limited to only teacher and student interaction and why?

I believe the article makes a good point when it discusses the particular study of creative writing assignments. Sometimes students can be reluctant to express themselves creatively if they believe they will be subjected to judgment by their peers. In this instance I believe it is best to create a teacher to student blog so that a student can feel free and open to create their work. In the future, the teacher can create an open artistic class blog where the decision to post creative works can be decided by the student.