Blog #8 Reflection on Blogging

I have read blog entries periodically for many years. I even set up a blog for my old job. But I never posted a blog until this class. I have since found that blogging is a great way to share information and sources with like minded people once you have their attention. If no-one is following you then who is reading your entries?

To me blogging feels like an electronic form of a private journal that you have chosen to make public. It can be introspective, thought provoking and educational. Reading the blogs of my classmates has often introduced me to new avenues of research and illustrated many different points of view on one topic. Will I continue to blog? Right now, I know I will continue reading blog entries of classmates and others beyond Full Sail but I doubt I will make very many entries of my own. However, if teaching a class I could most definitely see incorporating blogging into my course.

Of the many Web 2.0 tools we have been introduced to I must admit a few stand out and have even been incorporated into my daily routine. Communication-wise I find it wonderful to keep an iChat and Skype window open. Before I would often feel isolated when sitting at the computer working for hours on end. I now find that I no longer feel isolated as available friends, family and associates are a click away for answers to questions or conversation. Indeed, it has allowed me to reconnect with friends and family overseas in a way that negates the distance between us both in time and geography.

Within the corporate world I see tools such as Zoho providing distinct advantages. These collaborative tools provide efficient ways to manage document production across team members. The collaborative nature of these tools eradicates confusion over the current version of a file, keeps all team members on the same page, and helps establish ongoing open dialog for the team. In the past I have often had to incorporate many changes, often conflicting, from several individuals into one document. An arduous and time-consuming process that is now effectively obsolete.

Using these tools in education however requires more consideration. Many schools have severe limitations on accessing these tools. Fear of predators, hacks and destructive viruses keep many classrooms from using Web 2.0 features entirely - despite the potential benefits they provide. Access beyond the classroom is also a concern. Although many students may have computer access at home, many more do not. Even at the college level many students access is limited to campus computer labs or libraries where the tools are inaccessible and blocked by administrators.

Blog #7 Second Life

As a tech junkie the possibilities of Second Life captured my interest from the start. I signed up, I learned how to navigate, I explored, I learned how to fly! Then I fell into a chasm from which I could not escape without exiting the program. Another visit and I was propositioned, walked unexpectedly into a building with materials I rather wish I hadn't seen and ran into a stranger naked from the waist down. Is this a place for education? I'm not so sure.

While in real life there are protections from inappropriate materials inadvertently appearing before you without legal repercussions the same does not hold true in the virtual environment. At most the offending avatar account may be cancelled – yet nothing prevents the creator from establishing another.

As these environments become ever more pervasive in our culture the dangers become ever more real and, more importantly, can invade the real world. Examples of such are found as early as 1994 and included everything from Second Life affairs ending in real-life divorce court, virtual rape (the perpetrator's account was cancelled), and the theft of virtual property worth $800 – that's US dollars not Linden – that resulted in a real life murder (Tennesen, 2009).

Besides these unsettling incidences there are of course valid, legitimate regions to visit for both recreational and educational purposes. An educator can locate plenty of resources once they have mastered the art of the Second Life search. From ideas on how to use Second Life in the classroom, to providing virtual displays, to actually holding class in Second Life, there is something for every instructor (Atkinson, 2009). The ability to take a class on a tour of a museum such as the Dresden Galleries well illustrates the educational possibilities of the environment. However, the steep learning curve and hardware requirements and a glitchy interface make the users experience mediocre at best and virtually (pun intended) useless at times.

Take for instance a recent class trip to a Second Life ballet. The culmination of four months hard work, the sets were exquisite, the music majestic, the costumes marvelous, the performance beautiful – all when my high-speed connection allowed it to be viewed fluidly and without jarring, stuttering jumps. Undoubtedly, as technologies progress the Second Life experience will improve. In fact, some of these issues are surely being addressed as a "top-to-bottom overhaul" of the Second Life website rolled out August 26th which promises easier use and exploration and the launching of "Themed Private Regions" as well as future improvements (Linden, 2009).

Indeed, for those who have the funds to host a significant Second Life presence, the virtual world can offer a significant, cost effective solution for gathering far-flung students or employees for various classes and functions. By saving on travel costs, location rental, and the lost production time of the attendees, the overall expense of the virtual campus in significantly less than their brick and mortar counterparts. One company saved $165,000 real-world dollars by hosting an event in the virtual world (Korolov, 2009).

There is a trade off for these benefits however. Much of the interpretation and absorption of a presentation often happens in those moments between presenters and after the official event ends when attendees discuss and critique the content. Though there is the opportunity for attendees to gather socially in Second Life they are far less likely to produce the spontaneous conversation often generated in the hallways. This cost of this trade off has yet to be determined. So far I haven't found any studies that can determine the value of the real-world social interaction outside a planned event or class.

For now, offering a class in Second Life is certainly a viable option for today's instructor who has the time to master the intricacies of the environment, the funds to maintain or rent a region for class and to provided L$ (Linden dollars ) for student project uploads, or the willingness to take their class to public locations seemingly unfettered by public decency laws.

But for one high school in particular, the virtual realm is already a reality. Awaiting approval by the Massachusetts Department of Education, the Roxbury Institute of Technology plans the opening of a "mixed-reality" charter high school in September 2010.

References

Atkinson, T. (2009, July). Instructional Resources. TechTrends: Linking Research & Practice to Improve Learning,53(4), 23-25. Retrieved August 27, 2009, doi:10.1007/s11528-009-0300-z

Korolov, M. (2009, August 26). The 'Pablo Picasso' of virtual meetings. Posted to Hypergrid Business. Retrieved August 27, 2009, from http://www.hypergridbusiness.com/category/features/

Linden, C. (2009, August 26). The new SecondLife.com. Message posted to https://blogs.secondlife.com/community/features/blog/2009/08/26/the-new-secondlifecom

Save money with Virtual' meetings. (2009, June 25). Commercial Motor, Retrieved August 27, 2009, from Business Source Premier database.

Tennesen, M. (2009, July). Avatar Acts. Scientific American, 301(1), 27-28. Retrieved August 27, 2009, from Academic Search Premier database.

Blog #6 Community of Practice

It strikes me that communities of practice are much the same as on the job training that goes beyond the boundaries of the work environment. Whether learning to knit, fly a plane, or simply expand your knowledge of a language surrounding yourself with like-minded individuals only serves to boost the speed and accuracy of ones learning.

Today, communities of learning are everywhere. Gamers immerse themselves in environments where newbies quickly learn from others not only the technical components of their game, but also the socially acceptable nuances that comprise the core of the game setting.

Social media only allows this concept to expand exponentially. Social media allows individuals to surround themselves with experts and other learners in any interest they desire – even if pursuing their interest would otherwise be geographically impossible.

Now, thanks to social media and other Web 2.0 tools, anyone anywhere – with a good internet connection – can pursue any avenue desired.

Blog #5 Social Media

Social media has made dramatic changes in many lives in a very short period of time. When it comes to organizations and large group I continue to be amazed at the speed with which events can be and respond to emerging events. In Gordon Brown's speech "Wiring a web for global good" he reviews the iconic image of Tiananmen Square and I have to wonder how events such as that might have been different if the today's social media capabilities were available then.

Personally, I have seen how social media can not only connect individuals within their current social spheres but can also extend back into our pasts to reconnect us to people we haven't heard from in years. This process is currently happening with my husband. He very recently discovered Facebook and everyday he hears from a childhood buddy or finds out that a good friend from high school has now passed away. On one hand his circle of friends has grown exponentially. On the other, our face-to-face communication time has been dramatically reduced.

The social networks seem to encourage more breadth and less depth in our relationships.

Blog #4 21st Century Skills & Lifelong Learning

In this 21st Century the core education values of the 19th and 20th Centuries remain essential necessities. However, designed for the industrial age they are no longer enough to succeed in this technological age. The majority of manufacturing has been relocated beyond the United States borders and the jobs of tomorrow will require additional skills that current education models do not confer.

The Partnership for 21st Century Skills, one of the top 25 education websites selected by the American Association of School Librarians, determines this 21st Century skill set to include the follow as listed on their site:

• Information and communication skills (information and media literacy skills; communication skills)

• Thinking and problem-solving (critical thinking and systems thinking; problem identification, formulation and solution; creativity and intellectual curiosity)

• Interpersonal and self-direction skills (interpersonal and collaborative skills; self-direction; accountability and adaptability; social responsibility)

• Global awareness

• Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options

• Civic literacy

Just a few weeks ago the site released 21st Century Skill maps for science and geography that offer a great deal of insight on just how to incorporate these essential skills into the classroom today (Partnership for 21st Century, 2004). The maps are great examples of "not just how to use [technology ]...but how to put it to use" (Anderson, 2005).

References

Anderson, M.A. (September/October 2005). The media center: Start the year right with digitally native teachers. Retrieved August 16, 2009, from http://homepage.mac.com/maryalicea/Sites/Anderson/MMS/digital_native_tchrs.0905.pdf

Partnership for 21st Century Skills. (2004-2009). retrieved August 16, 2009, from http://www.21stcenturyskills.org/index.php.

Blog #3 Media Literacy

Media Literacy is defined by the Center for Media Literacy as

a 21st century approach to education. It provides a framework to access, analyze, evaluate and create messages in a variety of forms — from print to video to the Internet. Media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.

It short, it is the skill set needed to intelligently read, understand and interpret all media sources. It is a skill we are not teaching our children.

In 2001 a Media Literacy Summit met in Washington D.C. to discuss media literacy among our children and drug prevention. Its findings (National Drug Control, 2001) establish that not only is media "omnipresent in the lives of American youth" but also that negative influences inundate such media intended for children's consumption. Without teaching children how to read, interpret, and analyze this information the media establishes learning pathways not necessarily positive.

These media come in all forms, not just through the Internet and Web 2.0 tools. But by shutting the door on these tools in the classroom – purportedly to protect our children – our education system is effectively ignoring the very real need for children to develop those media literacy skills that would provide them more valuable protection. Regardless of their access to web technologies in school, children are already using these "omnipresent" technologies and are influenced by them daily. It's akin to telling our young children to walk to school alone without teaching them about the dangers of traffic, strangers, or approaching stray animals.

To mitigate these media influences we shouldn't be closing the classroom accesses to Web 2.0 tools and the Internet. Instead we should be incorporating instruction in their safe use from an early age. Studies have indicated that even basic media literacy training can reduce the negative influences of media (DeBenedittis, 2003-2007).

Indeed, teaching media literacy to our children can ultimately have a more substantial impact in keeping children safe than trying to block their access to a broad range of tools – an approach that clearly doesn't work. Even with library and school access to social networking websites severely limited or non-existent a 2007 National School Boards Associated report indicated that nearly 75 percent of children have MySpace pages (Villano, 2008). Addressing technology and media literacy has become as essential as teaching a child how to read, write, and cross the street safely.

References

Center for Media Literacy. (2002-2007). Media literacy: A definition. Retrieved August 13, 2009, from http://www.medialit.org/reading_room/rr2def.php

DeBenedittis, P. (2003-2007). Media literacy for prevention, critical thinking, self-esteem. Retrieved August 13, 2009, from http://www.medialiteracy.net/

Office of National Drug Control Policy, W. (2001, January 1). Helping youth navigate the media age: A new approach to drug prevention. Findings of the National Youth Anti-Drug Media Campaign Media Literacy Summit White House Conference Center, June 01, 2002. (ERIC Document Reproduction Service No. ED465153) Retrieved August 13, 2009, from ERIC database.

Villano, M. (2008, May 1). What are we protecting them from?. T.H.E. Journal, 35(5), 48-54. (ERIC Document Reproduction Service No. EJ797266) Retrieved August 16, 2009, from ERIC database.

Blog #2 Learning 2.0

School should be the environment where a student feels enabled not encumbered. In Pay Attention, there is a quote that states "These teens were born into a digital world where they expect to be able to create, consume, remix, and share material with each other." These digital-native students that currently pour over textbooks in outdated educational systems also feel they have to "power down" to go to school.

By not utilizing the technological tools to full advantage in the classroom our schools are not where our children are learning most efficiently. This lack of technology resources in the educational system not only alienates our digital-native generation of students but also further emphasizes the widening technology gap between them and their digital-illiterate teachers. In addition, without access to such technologies at school the divide between students who have the luxury of home internet access and those in technology-illiterate house holds without access will broaden daily. The education system as it stands is producing a generation of students whose education needs are not being meet.

One of the major complications that restricts broad implementation of Web 2.0 tools in schools today is the extreme costs involved in equipping classrooms with enough computers. But prices continue to fall – netbooks are now available for as little as $300 – and hopefully more and more classrooms will budget for hardware and Web 2.0 accessibility for their students.

A second complication is the vulnerability of students when on the web. Blocking their access to Web 2.0 tools at school will not reduce their vulnerabilities. It only serves to prevent educators from teaching how these tools can be used and how to recognize dangerous situations that maybe developing. After all, we don't lock the gate and prevent children from leaving the house and yard because they could be hit by a car. Instead we teach them how to cross the road and to look for danger.

Blog #1 - Web 2.0

Years ago when I was in grade school I loved to go to art classes and use all the tools I didn't have at home. My learning environment expanded beyond the walls of my house and introduced me to new and ever more interesting discoveries. And when the computers entered the classroom? Well it seemed that school was full of endless possibilities.

Today, Web 2.0 makes those tools seem so pitiful by comparison and one would believe that current classrooms would have the technologies to capture the imaginations of the most disinterested student. Some schools are taking that leap into Web 2.0 technologies with faith in their students and their futures. The Flat Classroom Project is just one instance where several schools are using such tools to expand their learning virtually and physically across international borders. In these programs the students use the powerful tools available under guidance from their instructors.

Yet many more schools block the usage of most Web 2.0 tools in order to protect our children. Most commendable. However, this not only implies a significant distrust of our students and communities, but it also renders the classroom a backward-thinking, antiquated institute that no longer fosters a child's love of learning. In addition, restricting access to the very tools that will most likely be as ubiquitous in their future workplaces as a telephone is today will seriously undermine the skills and educational background they will need as adults.

That children need to be protected is beyond question. In an editorial on such protection, Christopher Harris, a librarian and school administrator with a background in instructional technology, notes that schools should continue such Internet restrictions as it is not possible for the "radical trust" of the community. Nevertheless, many of our children have the capabilities and enough knowledge to access these tools under our guidance or not. To blatantly obstruct the use of Web 2.0 tools in the classroom seriously undermines the opportunity to train the students in the correct and best ways to utilize them.

Indeed, most students with access to the Internet are already using them – and without constructive guidance. In a study titled Adolescents in MySpace: Identity Formation, Friendship and Sexual Predators, by Larry Rosen, 34 percent of parents were unsure whether their child had given out their school name through MySpace. Disconcertingly, 74 percent of the teens in the study reported they had.

By bringing the tools into the classroom, it becomes possible to address issues of vulnerability and to educate our children about not only the amazing tools at their fingers tips but also those very dangers that blocking access is supposed to contain.