Reflection
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The following blog page is my final reflections from my accumulated discoveries from my studies in Current Issues and Applications in Educational Computing. From my readings I have resolved that teaching using technology “offers powerful tools” for generating creative learning environments and immersing students in “real-world tasks” (Brady & Kennedy, 2005, p.3; Bransford et al., 1999). Learning technologies can be used to captivate “the imagination of young people” in order to make “learning exciting and sufficiently stimulating to…met societal needs for literate…and socially responsible citizens” (Robertson, 2005). Teachers should endeavour to use technology resourcefully, imaginatively, meaningfully, creatively and effectively in order to create authentic and worthwhile educational opportunities for students (Cassidy, 2007).
For my critical analysis of a chosen area of interest I selected weblogs. I believe this social software is an innovative, stimulating and exciting technology teaching tool. Weblogs are a “highly personalised venue for self-expression” and are comprised of a chronological series of entries consisting of a combination of text, images and multimedia (Huffaker, 2005). Weblogs are essentially a personal online journal “direct, personal, honest and painful to read and yet compelling” (Frith, as cited in Downes, 2004).
Throughout my analysis of journal articles and multimedia resources I have come to recognise a number of advantages and constraints associated with educational blogging. Firstly blogging develops a vast array of critical thinking, writing and information literacy skills (Downes, 2004).Weblogs immerse students in reading and writing text as well as “creation and interpretation of images and multimedia” (Huffaker, 2005).
Weblogs also promote an “emergence of a learning community that goes beyond the school walls (Downes, 2004). This online web-journal provides students with a global audience and a “new way to face the world” (Cassidy, 2006; Fallen, 2005). Within this online leaning context, students are able to express their ideas and opinions as they are “engaged in constructing a public entity” (Resnick, 2006; Harel, 2003). Educational blogging also facilitates dialogue with international peers giving depth and meaning to their educational discoveries (McAndrew, Goodyear & Dalziel, 2005).
Blogging is a virtual extension for the classroom and can be used to archive or publish students’ work (Downes, 2004). Weblogs also allow students to showcase their learning discoveries to a global online community (Richardson, 2004; Fallen, 2005; Boyd, 2007).
Like all teaching tools and strategies there are a number of considerations which must be evaluated in order to enhance students’ learning. Firstly the free flowing nature of weblogs can be intrinsically contrary to precise educational outcomes and objectives (Huffaker, 2005). Consequently it is paramount that teachers develop appropriate contexts for genuine learning when integrating weblogs into the curriculum (Huffaker, 2005). Another concerning issue is students’ privacy in an open online environment (Huffaker, 2005).Weblogs are an excellent example of how teaching using technology eradicates static, one-dimensional, rudimentary learning tasks. Richardson states that blogs are an “easy, inexpensive technology” and have the power to “really change what you do with your curriculum” (Richardson, as cited in Fallen, 2005). This innovative learning environment enhances students’ communication, literacy, ownership, sharing, learning, collaboration, discussion, empowerment, interaction, motivation, participation, engagement, excitement, conversation, creativity and reflection.” (Boyd, 2007; Huffaker, 2005).
In summary I have discovered that this computer-mediated form of communication is invaluable in providing students with immense literacy opportunities in self-expression and collaboration. Let me finish with this resounding plea and appeal from David Huffaker…“let them blog” (Huffaker, 2005).
To hear my further reflections and thoughts listen to these podcasts:
References
Brady, L. & Kennedy, K. (2005). Celebrating Student Achievement: Assessing and Reporting. Sydney: Pearson Prentice Hill.
Bransford et al., (1999). How people learn. Ch. 9
Bransford, J. D., Brown, A. L., & Cocking, R.R. (Eds.). (1999). How People Learn: Brain, Mind, Experience and School. (Expanded Edition ed.). Washington D.C.: National Academy Press.
Boyd, R (Producer and Presenter). (2007). Why Let Students Blog?TeacherTube. Retrieved March 3, 2008, from: http://www.teachertube.com/view_video.php?viewkey=79778e9f140b78621d7f
Boyd, R. (Producer and Presenter). (2007). “Learning, Sharing & Connecting Online with 6 & 7 Year Olds”.TeacherTube. Retreived March 3, 2008, from: http://www.teachertube.com/view_video.php?viewkey=3fb6a6eebd0f6146aa70
Cassidy, K. (Producer and Presenter). (2006). Yr 1 Class Use of Social Software. Telling the New Story. Youtube. Retreived February 25, 2008, from http://www.youtube.com/watch?v=qZ8VAef8QM4
Downes, S. (2004). Educational blogging. EDUCAUSE Review, 39(5), 14–26.Fallen, S. (2005). All the World’s a Stage. Edutopia.Harel, I. (2003). Building software beats using it. Retrieved March 16, 2007 at: http://www.mamamedia.com/areas/grownups/new/21_learning/building_software.html
Harel, I. (2003). Sand castles go digital. Retrieved August 4, 2006 at: http://www.mamamedia.com/areas/grownups/new/21_learning/sand_castles.html
Huffaker, D. (2005). Let Them Blog: Using Weblogs to Promote Literacy in K-12 Education. In L. T. W. Hin & R. Subramaniam (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level. Hershey, PA: Idea Group. http://www.davehuffaker.com/papers/Huffaker2005_LetThemBlog.pdf
McAndrew, P., Goodyear, P., & Dalziel, J. (2005). Patterns, designs and activities: unifying descriptions of learning structures. International Journal of Learning Technology.Resnick, M. (2006). Creative play. (Podcast) retrieved 31st March, 2007 from: http://www.legobuildersoftomorrow.com/poscasts_1.html
Richardson, W. (2004, Januar/February 2004). Blogging and RSS – The “What’s It?” and “How To” of Powerful New Web Tools for Educators. Information Today, Inc., 11 http://www.infotoday.com/MMSchools/jan04/richardson.shtml
Robertson, M. (2005). Mobile Learning Think: Get on your skateboard to keep up!University of Tasmania, AARE. Sargeant, J. (2006). Developing a pathway for authentic learning and assessment. FYI: The Journal for the School Information Professional, 10(2), 4-7.
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