Putting it into Practice: Online Collaboration

Benefits of Social Networking and Online Collaboration:

To begin, let us first discuss the benefits of collaboration on its own.  Pitler, Hubbell, Kuhn, and Malenoski (2007) explain that students construct and make sense of knowledge better while working together.  Looking at this week’s resources, Hargis and Wilcox (2008) cite several sources that have shown collaboration not only helps students retain information, but also enjoy the experience more.  So where does technology come into play in all of this.  Pitler et al. (2007) say it best when the explain how technology can aid collaborative learning by: “Facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p 140).  Technologies ability to help students collaborate this seems to evolve exponentially as more freeware and updates are added online almost daily that teachers can take advantage of.

Davis (Laureate Education, Inc., 2012a) echoes all of these benefits of technology in student collaboration.  She also adds another key point that online collaboration expands a sixty-minute block throughout the rest of the day.  Students now have time to process information and think about their responses instead of feeling the pressure that the school bell brings.  Davis (Laureate Education, Inc., 2012b) also discusses the benefits of expanding the classroom by using an online presence to connect to the world.  She explains that online collaboration opens up the door for talking with professionals and students from around the globe.  This, she says, greatly expands the diversity of experiences students have.

 

Challenges of Social Networking and Online Collaboration:

While the benefits of collaborating online are many, so too are the challenges.  However, Davis (2012a) walks us through a few.  For one, there is the fact that students, along with me, will be using new technologies.  This always instills fear into teachers, as we can never be prepared for everything that can go wrong.  This is something that any teacher introducing technology just has to get over, as not knowing is part of the territory, and part of the fun.  Perhaps more challenging are teaching the skills that go along with online collaboration, such as students’ ability to write collaboratively (2012a).  This is something that had not even occurred to me, probably demonstrating the amount of online collaboration I have had students do.

Other challenges that I will have to face are those related to my district and their conservative technology policies.  They seem to be slow at embracing modern trends despite the safeguards available.  Along with this comes a general lack of technology and appropriate support.  In the current economy, these were the first two things cut, all in a time where they are becoming more and more important.  This means that access to computers, especially frequent enough to make online collaborative work possible, is difficult.

Challenges of Management:

One fear that we all have that Davis (2012a) discusses well is students’ etiquette online.  I believe this goes hand-in-hand with keeping track of students work online, another challenge Davis discusses.  I believe she gave excellent advice about working into collaborative work rather than trying to do it all at once.  For instance, Davis discussed the benefits of using an RSS reader to manage her students work.  She suggested starting off where each post must be moderated.  This seems a daunting task, but I could also see using group leaders (trusted students) to do some of this for us.  As you continue to build your school’s online culture, eventually moderation can be removed. 

This RSS reader can also be used to sort out your students from larger collaborative project by taking advantage of “tags” (2102a).  A concept I have often used, but never quite understood the power of.  By having students tag their assignments with a specific “tag,” a teacher can follow that “tag,” thereby collecting all of their assignments.  Brilliant is all I have to say.

Insights Gained as an Online Student:

One insight I have discovered is that you need to know your clientele.  This means you need an understanding of what they know (in terms of tech) and how willing they are to learn.  It has been an interesting experience working with teachers in this program who all have a desire for knowledge but come with a wide variety of backgrounds.  With our students, I believe it would be wise to do a technology survey to see where students stand and access how much you will need to teach them. 

Another insight I have gained is that online collaboration can be frustrating.  Whether it is technology that is not cooperating, or the group members themselves, we need to be prepared to work through, and teach students to work through, whatever comes.  It will take practice, which means we cannot lose hope if it does not go great the first time.

Resources:

Hargis, J., & Wilcox, S. M. (2008). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9–17.

Laureate Education, Inc. (Producer). (2012a). Spotlight on technology: Social networking and online collaboration, Part 2. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2012b). Spotlight on technology: Social networking and online collaboration, Part 1. [Course Media]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Technological Reflections

The Perfect Online Teacher I Strive to Become

As I come to the close of another course for my master’s degree at Walden University, I wanted to share some thoughts about what I have learned and where I will take my classroom from here.  To start I would like to begin by looking at the technology I have been made much more aware of in terms of its use in a classroom. 

Blogs – Though they were not new to me, I did not realize how much potential they have for student learning.  Between the coursework and my own findings, I have thought of dozens of applications for them.  To name a few we have scientific journaling, a lab notebook that cannot be lost, and a discussion forum that will work not only between classes, but also between schools and even countries.  It was nice to discover how much administrative power we can still have in terms of access as well.  Blogs will definitely be a part of my new classroom.

Wikis – These were a technology that I had not spent time with outside of Wikipedia.  I now see them as an incredible tool to foster collaboration among students.  Again, I really liked the administrative options available, especially the power to see who posted what and when.  I have big plans for using Wikis in the immediate future with my classes.

Podcasts – This was another area I have very little experience with.  It was great to find useable freeware for editing and recording as well as posting. This is another one of those resources that would be a great outlet for students who may otherwise opt out of written assignments.  Podcasts also got me excited about looking into video editing for a classroom activity as well. 

Beyond the actual technology I have been introduced to, I have deepened my knowledge of teaching in several ways.  The most important of these has to be the realization that there are many more things that go into teaching than just covering content.  In order to be an effective, and current, educator, we need to be able to teach skills relevant to the 21^st century (see my post on the Partnership for 21^st Century Skills).  We must also prepare our students for a future filled with ever-advancing technology by holding them accountable to the National Education Standards for Technology (NETS) as defined by ISTE (see ISTE.org).  These are not just more to-do lists to throw up on a classroom wall, as implementation of these will require a complete metamorphosis of the class and the way it is taught.  As difficult as that will be, I have also realized that it is a necessity on a system-wide scale if education is to become relevant again.

One of the things that this change entails is a realization that a classic teacher-centered classroom, with the teacher up front constantly guiding the students, is not the best way any longer (if ever).  Instead, we need to shift to a way of teaching that is based around the students guiding the learning, rather than following a teacher.  Technology and implementation of 21^st century skills can foster this transition naturally.  However, it will be something that will take a lot of time and trials to truly master.  It must also be noted that this does not mean a teacher kicks back and relaxes.  On the contrary, our roll shifts into one where we actively guide students through the learning instead of preach from a pulpit.  In some ways this can actually be harder than the standard model as we need to be much more aware of where students are at and what they need help with (as opposed to teaching them all the same).

Most of the knowledge I have acquired in this class has been only skin-deep; a quick glance into what and how I should be teaching.  I am not knocking the class, just realizing that there is only so much they can show us in eight weeks.  Instead, a door has been opened that I must walk through on my own in order to affect student achievement.  The first step to this will be gathering more resources and knowledge.  Already, I have found several great blogs and websites that offer many great ideas.  Perhaps more effective than independent research would be the building of a community of colleagues who share a passion for technology integration and 21^st century skills.  However, both of these steps will be irrelevant if I do not immediately vow to practice and implement things into my classroom.  I have a belief that technology begets technology in the same way that knowledge begets knowledge.  In other words, the more I practice, the more I will learn, and the more I will use them more.  Additionally, I need to vow to freshen things up each year.  I cannot be content with doing the same activity the same way each year.  After dusting off each one, I need to look at where new technology and skills can be applied.

I believe the biggest stumbling block to the integration of many of the things I have discussed is the lack of technology and internet access in my district.  In order to overcome this, I have set two goals for the next couple of years.  The first is to convince my district to begin using, and invest in, wireless technologies.  As of now, there are no wireless networks in the district.  Most teachers have a laptop computer, but it must be plugged into an Ethernet port in order to get internet access.  In thinking about student use, and the rapid pace technology is moving, I believe wireless technology is imperative for my district.  This will mean compiling data to convince them that wireless networks are viable, safe, and cost effective, especially with N-wireless now readily available.  The second goal I am setting is to find a grant in order to get more computer access for my students.  Two (and a half) computer labs for 600 students does not cut it in today’s technological world.  The best option would be access to a Computer On Wheels (COW) cart, which is essentially a wireless hub with laptops that locks.  This way the school would have greater access and they would be much more user friendly for science classes where we can use laptops in a lab setting.

I can see that this course will certainly change the way I teach my classes.  As I look back at the checklist we completed during the first week of class, I see many areas where I said I “rarely” or “sometimes” do something that I will now do much more frequently.  Tying into the goals I just set above, I will make it a priority to: “Participate in developing a vision for technology integration” (Walden University, 2011), in my school and district.  This is something that I previously never thought of getting involved with, but now see as a requirement for furthering my student’s education.  Another area I see a change is how I: “Collaborate with students to explore and evaluate new and emerging technologies and investigate how these tools can be used to solve problems in real world environments” (2011).  Technology is not always a part of my curriculum, let alone emerging technologies.  However, through programs that this course has shown me and other things I have seen and wish to explore further, I believe I can get students involved in the online community to make real steps in impacting our community and world.

Resources:

Walden University (2011). Assessment checklist for technology integration practices. Minneapolis, MN: Author.