EXAM QUESTION TWO
a) Whenever a teacher conveys new information to their students it is imperative that they ensure they do a number of things. First off they must ensure that the information they are trying to present is clear and succinct. It is not effective to overload students with information that is not relevant or is above their knowledge level at the time. Piaget’s theory of constructivism is built on the idea that students build knowledge on knowledge they already have. Essentially learning is like building blocks where new information must follow on from what students have already learnt. When looking at Web2.0 this is definitely a logical process to follow. It will do no good to simply expect students to understand the technologies on offer they must be lead through them until the knowledge starts to build.
http://www.uib.no/People/sinia/CSCL/HMM_Constructivism.gif
It is also known that students learn best when they teach others.
“Tell me, and I forget. Show me, and I remember. Involve me and I understand.”
This is an excellent theory for use in collaborative learning. Each group member is ultimately going to be given an individual task in which they become an expert and then have to report back to other group members and teach them what they have learnt.
b) The encouragement of collaboration among students is all about motivation. The group is only going to be efficient of each of the members are individually motivated. Motivation comes form many different sources both internal and external. Hopefully most motivation is intrinsic however as this is not always the case it is often the teachers responsibility to ensure that the motivation is present.
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html
The follow video describes some of the advantages of collaborative learning in Web2.0 and reasons to provide this motivation.
As well as this reasons to motivate as well as motivational methods can be seen in this video.
As Dreikurs theory indicates much motivation and human drive comes from the need to be respected. His theory outlines four main reasons for misbehaviour.
http://eport2.cgc.maricopa.edu/published/t/wa/twahla11/collection/9/3/upload.pdf
The need for attention, revenge, power of avoidance of inadequacies are what Dreikurs says drives are human beings. In students this means that when these needs are present then the student begin to misbehave. As the above report indicates when teachers take measures to ensure that students are given power, freedom and respect then this need to misbehave diminishes.
When students have their needs filled and feel that they are respected and needed within their group then their motivation and overall effort will increase causing this intrinsic motivation to encourage the group collaboration.
c) One of the main concerns when dealing with students interacting with Web2.0 is the maintenance of classroom management, focus and constructive work.
As students are given freedom over their work they are bound to be distracted b the many technologies that Web2.0 has to offer. Facilities such as Facebook and MySpace are far more easily available to students when operating in the world of Web2.0. For the teaching and learning to still be effective within Web2.0 this must be monitored closely. Of course the collaboration and communities provided by such facilities is considered a vital part of learning they can still be distractions to the learning process.
It is simply the teacher’s responsibility to ensure that students are always motivated, engaged, and knowledgeable and focus on the task at hand. Web2.0 is a huge advantage in this instance as even though it is the provider of such distractions its technologies mean that education can always be made as interesting.
By using theories provided by Glasser, Gardner, Dreikurs and Vygotsky the same theories of classroom management can be applied to using Web2.0.
http://www.theteachersguide.com/ClassManagement.htm
By appealing to student’s needs, intelligences and drivers a teacher can ensure that the balance and equality of their classroom is maintained despite advancing technologies and changing educational environments.
http://www.teachervision.fen.com/classroom-management/resource/5776.html
d) Blooms’ taxonomy is an extremely important theory for teachers to be aware of and implement within their classrooms.
It considers the processes that need to be undertaken by student in order to achieve high level learning. Bloom indicates the process that assist only shallow learning such as remembering. This shows that students have rope learned information given to them.
However as the students follow Blooms taxonomy and reach the top they undertake process that allow for deeper learning. These processes include evaluating and creating. Creating being the highest most effective method for assisting deep level learning.
Web2.0 uses advancing technologies to allow for sharing, collaborating and creating. All of which assist this deeper learning.
Below are just some of the example of how Web2.0 and its technologies do this.
Flickr is an online sharing site for images. It allows the collaboration needed in this deep learning process.
www.tellingthetruth.pbwiki.com
A wiki is a site where a group is able to create a space in which they can gather, share and teach information to and with others.
This blog is another example of who students are able to create and share their ideas and information.
http://del.icio.us/rhiannon2912
Del.icio.us is a technology offered by Web2.0 that again allows the collaborative sharing that promotes learning and relationships, motivation and drives that are needed to reach the higher levels of Blooms taxonomy.
http://www.google.com.au/ig?hl=en
i-google, such as my own above, is a site where a student can create a sort of homepage. However i-google, allows for additional and personalisation’s to be made. Sharing of favourite sites, photos and applications are all allowed with technologies such as i-google.
All such applications allow for creation, evaluation and collaboration by students and viewers. The advantage if such not only allows for the inclusion of Web2.0 in learning but also facilitates a higher level learning amongst both the creator of such projects and the people who share with them.
