This first chapter talked a lot about the Read/Write Web and how it is changing our relationship with technology. New web technologies are creating what the book calls a "techonic shift." They are not being called this only because of what they allow us to publish, but because of what can happen after we write. It is sad to see however that education is learning and adapting very slowly to these new changes in technology. I never thought of how the Read/Write Web is allowing for new jobs to arise. It has created millions of amateur reporters and it has also allowed businesses to expand a great deal. Now as teachers it is our duty to incorporate the web for our students so we can expand their knowledge and futures. An author by the name of Douglas Rushkoff calls weblogs a "society of authorship" where every teacher and every individual with access have the ability to contribute ideas and experiences to a larger community that is the Internet. The internet also has created a growing gap between how the generation of now defines privacy and the way most adults do. The internet they know allows them to always be connected and up to date on the latest news. Because of this it is the hardest time to be an educator. Children are growing to know more and more than adults and are being able to use complex tools without the help of adults. I want to be a teacher who can help my students expand what they already know and adapt it to resources that will help me throughout the rest of their lives. This first chapter made a statement that teachers are now having to learn first and then educate in order to be successful with their teaching. The "toolbox" we will be discovering throughout the length of this book is made up of a "mix of those that publish, those that manage information, and those that share content in new collaborative ways." The items are as listed: Weblogs, Wikis, Really Simple Syndication (RSS), Aggregators, Social Bookmarking, Online Photo Galleries, Audio/Video Casting, Twitter and Social Networking Sites. Now some of these I know what their story is, but I also learned some tool definitions. RSS is a technology that allows educators subscribe to "feeds" of the content that is created on the Internet. An Aggregator collects and organizes the content generated via the RSS feed. Now I knew what Twitter was, but after reading more about it I have learned that it has become of the most powerful tools for connecting and sharing the great content and professional development opportunities for educators today. I am excited to learn more about these different technologies so I can effectively educate my students someday on them and enhance their learning and better prepare them for the real world that lies in front of them.
It also very important to teach them how to be safe using these technologies too. It is my job to proper educate them on this process. Because I will be working with students at a lower level it is my responsibility to really plan out and test my lessons before going online with my students. One of the first steps before preparing to teach my students will be to get parent approval and support. As a result on this section I want to make sure I teach my students how to be safe when using the web.
Chapter Two focused on Weblogs. What makes a weblog different than other sites is what you find there. They are comprised of reflections and conversations that are usually updated everyday. These weblogs demand interaction. A weblog can include everything that a website can: graphics, video, link, etc. Research has shown that blogging in its truest form has a great deal potentially positive impact on students. They promote analogical, critical and analytical thinking. They can be a powerful promoter of creative, intuitive, and associational thinking. Lastly, weblogs combine the best of solitary reflection and social interaction. I really want to incorporate these positive outcomes of blogging in my classroom. It is crucial that I am teaching my students skills they will take with them for the remainder of their lives. After reading this chapter I have also decided that I will use a class portal in my classroom someday. It is a place to publish the course curriculum, syllabus, class rules, resources, homework assignments, rubrics, handouts, and presentations. What a great idea! Weblogs also provide an online filing cabinet. The pros to this are students never misplace their work, all their work will be organized in one place which allows for reflection, and their work can be shared with others who might be interested in student's progress. All in all, weblogs improve student learning. They are a constructive tool for learning, they expand the walls of a classroom, they archive the learning that educators and students do, they support different learning styles and lastly enhance the development of expertise in a particular subject. Blogs allow for a new writing genre. I never thought of blogs in this way, but in a blog we write not just to communicate but to connect with others who can potentially teach us more. "Writing stops; blogging continues. Their are no cons that I can see in a blog, but only Pros!
I definitely want to create a blog for my classroom someday. I also would not be opposed to each of my students having one also. As I read what students write I want to try to respond by commenting back when appropriate. I could also add link to the best student posts and ideas in the class. My weblog ideas are endless and I can't wait to read more of what this book will offer!
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