Beyond Social Networking: Building Toward Learning Communities

Reynard, R. (2009). Beyond social networking: building toward learning communities. Campus Technology, Retrieved from http://campustechnology.com/Articles/2009/07/22/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1 

Summary:

Reynard focuses this article on the purpose of social networking, its place in a classroom, and the vitality of expanding student's knowledge and use of information to share ideas and knowledge with other people.  By focusing on the uses of social networks and their impact on our society, she distinguishes that while an integral part of our world, they must be used with caution and purpose.  Web 2.0 technology offers much for its users, but again, must be understood and adapted when appropriate. 
Focusing on learning with social networking, the author maintains that using social networking sites to connect with students, or to connect students to information must be done with caution.  When teachers breach the privacy of their students, or vice-versa, troubles may arise.  By only utilizing the networks when doing group assignments, or implementing particular class pages, students will see the use of the networking site as relevant and interesting, rather than invasive.  Social networking offers learning a community to share ideas and information, but teachers must remain present and incorporate a variety of tools to help keep the learning relevant.  Including the use of blogs, wikis, and personal web sites are a great way to share information as a class, when done with safety and precautions. 
Other valuable aspects of social networking include publishing ideas and receiving feedback from multiple sources, other than just the teacher.  Also, the value of learning to communicate with others is a plus, which includes learning to negotiate, simulations, and collective intelligences.  Students who engage with others in new venues often succeed in school for they are presented with multiple opinions, ideas, and criticisms.  However, above all it is the duty of the teacher to ensure that this shared knowledge is done consistently in a safe environment for students.

Response:  
Ruth Reynard offers great insight into the value of social networks in this article, and provides helpful tips for teachers who desire to implement them within a classroom.  While many see the use of social networks as mere a word processing device, her opinion that these networks open the doors to a world of new ideas and creativity helps teachers and administrators understand the importance of using them in the classroom. Most students today realistically have a social networking site, therefore teaching safe internet precautions is simply common sense at this point.  However, moving beyond the 'social' aspect of these sites and into the sharing of knowledge is what Reynard stresses as key.
I found Reynard's information about publishing ideas quite helpful.  When a student is given a task, no matter how menial or valuable, if they only believe it will get read by the teacher, most will not put as much work or thought into it, than if it were read by more people.  Knowing information would be published effected the attitude and product of many students, all resulting in more quality work.  The same goes for a student sharing their findings with others.  Feeling accomplished in something definitely creates meaning for learning, and thus helps students more effectively in the long run.  And that, I believe, is reason enough to incorporate social networking in the classroom. 

Non-Profit Using Technology to Teach Kids Real World Lessons

Balkin, A. (2008). Non-profit using technology to teach kids real world lessons. NY1, Retrieved from http://www.ny1.com/1-all-boroughs-news-content/top_stories/?SecID=1000&ArID=78041 

Summary:

The non-profit organization Global Kids is expanding the virtual reality gaming world to classrooms and students around the country.  Not only are they able to make specialized programs for schools, including anti-bullying and community health software, but students are able to engage in new technology and learn at the same time.  Many districts lack the funding to incorporate this new technology, but Global Kids offers grants to schools to help support their need for new technology. 
In these virtual worlds students can create characters, alter their environment, interact with others, and express themselves in new ways.  Because the program is only open to 13-17 year old students, with limited adult involvement, it is a safe place for students to express themselves.  Global Kids wants to create spaces for students to explore creatively, while learning at the same time.  This non-profit's ability to create learning environments that cost little money compared to a real life simulation of the same experience means that more students benefit over the long run.  Also, since most teens find the computer work fun, more like a video game, their levels of engagement and interest are far higher than if working in a more traditional environment.  Overall, the work that Global Kids puts into making sure the students are experiencing new and different things means this virtual reality will definitely pay off.  

Response: 
I believe programs like "Second Life", "Beat Bullying", and "Dream It Do It", all created by Global Kids, are extremely beneficial for today's youth.  Because schools have limited resources, virtual reality programs offer new experiences and a plethora of materials for the students to utilize beyond classroom resources.  Also, teachers can use the program to stimulate creativity and enhance presentations, especially since students are learning more and more about technology as they operate the program.  Not only does Global Kids provide a great outlet for students to learn within, but it helps teachers accomplish their goals as well.
I am confident that were schools to spend a small amount of money to incorporate this program into their district, the benefits in student learning would be tenfold.  Because many experiences are impossible to have with a class of students, whether due to funding or even the logistics of moving so many people, any number of Global Kids' programs eliminate those effects.  Providing students with new experiences to help them learn better is a primary purpose of teaching.  I hope to provide my students with unique experiences that will help them absorb information more aptly while engaging their attention.  

Tech Without Support: IT Snags Hamper Schools' Technology Use

Moses, A. (2008, June). Tech without support: it snags hamper schools' technology use. Eutopia, http://www.edutopia.org/ikid-school-technology-support.

Summary: 

Moses introduces this article by painting the picture of an active eighth grade classroom that flawlessly integrates technology with initiative.  Students are using an array of technology devices, including SMART boards, video editing equipment, and computers to complete a number of projects.  However, this scene is not as common as most would hope- but, for the first time it may not be for a lack of funding or resources, but rather human support. Many teachers are able to successfully use the equipment provided, but because technology breaks, obtains viruses, and often shuts down, they are not able to use what has been given.  Moses writes about the struggles of teachers and students to use their materials when little support is offered for maintenance of the machines.  

Many districts have come up with solutions to the lack of personnel, looking within to hire capable, tech savvy employees- often students.  Some schools have technology clubs that students can join where they earn money fixing the districts computers after school.  Using and teaching students not only provides a low cost option for districts, but students are able to learn valuable information along the way.  

Teachers are also stepping up and offering themselves when IT personnel are unavailable.  Some people sight concerns about students gaining access to the schools' databases as dangerous, but administrators are cited as claiming students do not need to enter the database in order to solve most problems.  Firewalls are in place to protect teachers and students' grades, and most tech troubles are troubleshooted and solved outside of that database. 

This article concludes with a return to the eighth grade classroom where tech savvy teachers and enthusiastic students have melded seamlessly to create an almost Utopian use of skill and ability.  While not all classrooms can flow as neatly as this one, many teachers can obtain the ability and resources to help their students learn more.  

Response:  

I felt inspired by this article to not only integrate technology into my classroom, but also to become knowledgeable about how to operate or fix the equipment.  I am aware that many districts are unable to pay for full time IT technicians, therefore if I hope to incorporate technology into my classroom, I have a responsibility to learn how it operates.  Though many districts are able to use their students to fix computers and other technology, I see the potential risk in involving too many students, as mentioned in the article.  However, helping students to learn about technology and how to maintain it will not only save districts money, but also helps the students future careers.  When students are given real-life problems and see the outcomes and how they are able to affect people, they will learn more and feel inspired.  Such skills are often expensive to develop, so by teaching them to students, both the district and students are benefiting. 

Educators Get A 'Second Life'

Starr, L. (2009). Technology integration: ideas that work. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech176.shtml

Summary: 

 This article strives to make technology adaptable and real for educators of all backgrounds.  From PowerPoint, Word Processing, and the integration of SMART Boards, teachers will learn how to use the programs to further enhance the learning of students.  Because students are using new technology outside of school, teachers must learn to adapt these techniques in the classroom to make their lessons relevant to today's technological climate.  Starr begins the article by unpacking how teachers and administrators can use the internet and web sites as a tool for teaching.  She even offers a number of valuable sites for teachers to use, including www.refdesk.com, which has a site of the day, quotes, news links, and a number of student related materials that help incorporate learning with computers.  Many science teachers talk about their use of lesson plans involving web sites that can simulate earthquakes, track astronomy paths, or use scavenger hunts to help students track down information.  

Starr's writing about Excel, PowerPoint, and Word Processing tools are quite informative, especially if the teacher is not versed in technology integration.  Interestingly, Starr not only encourages to use the programs as teaching and lecture tools, but also for students to create presentations and share information.  Word Processors, now quite common in most classrooms, are valuable tools for students to get command of for their future, as using word processors will likely be required in future educations or jobs.  Also, for students who do not excel at traditional writing, word processing can help organize ideas and speed up the process so students are more successful.  Using chat rooms, email, or group web sites can be a great way to enhance students familiarity with word processors, while incorporating new internet skills.  

The article concludes with a word to teachers and administrators to remain cognoscente about how technology is changing and what they can do to support their schools towards remaining current with the times.  In order to advance the education system, using technology which makes learning more engaging and easier for the students will only help their progress, making it imperative. 

Response:  

    Starr's article offered some interesting tips for teachers and how to incorporate technology into their classrooms, but it seems geared for those not familiar with technology in any way.  I can see how her suggestions would help someone unaware with the advancing technologies of today, but for most others, it reads quite elementary.  However, the section about using the internet offered a number of valuable web sites for teachers and students.  I particularly enjoyed the Library of Congress website, www.loc.org, for it has an abundance of information for history teachers, as well as being easily navigable for students.  Such web sites can be difficult to find, but are immensely useful in a classroom equipped with computers.  Overall, I would recommend this article for someone unsure of how to use technology in their classroom, and even for those simply looking for new, creative ideas to incorporate for their students. 

Student Exchange, Without the Jet-Lag: Educational Collaboration in a Virtual World

Baedeker, R. (2007, March 21). Student exchange, without the jet-lag: educational collaboration in a virtual world. Eutopia, Retrieved from http://www.edutopia.org/student-exchange-without-jet-lag 

Summary:  
The students at Turlock High School in California's Central Valley get a chance to explore and interact that is out of this world.  Exploring "Second Life", an online virtual reality program created especially for the students allows them not only the flexibility to create personal avatars, environments, animals, costumes and activities, but also the chance to engage with students half-way around the world.  Starting as a virtual exchange program, the California school's faculty had the program created in hope of engaging their students with the 50 Japanese exchange students they will eventually meet.  The program, only offered to students and a select number of adults, provides an incredibly unique environment for meeting new friends across numerous time zones.  The students are able to bond over created and shared technology, while learning about each other.  
When the students are simultaneously online they are able to organize events and create activities for all participants in the program.  A Japanese-English language bar was installed for instant messaging, which will help with the learning of a new language and communication barriers that are inevitable. 



Response:
What the faculty, students, and parents are able to create in this California school not only utilizes fantastic new technology, but connects themselves to others around the world.  I believe that this type of communication is one of the most positive benefits to having new technology in the classroom.  Students are able to connect with other cultures and people without spending a lot of money, especially when it can be used for years after purchased.  The initial cost of implementing this type of programming can be quite expensive and difficult to organize.  After reading the article I wonder how online, free or inexpensive virtual reality programs might also benefit students and help create relationships.  A benefit to "Second Life", or any individualized program, is that one can monitor the users, thus eliminating any inappropriate content or relationships.  I believe that the internet can be an important tool for meeting new people, but also dangerous if done inappropriately.  When monitored correctly, as with "Second Life", students are able to explore, create, and meet new people in a safe environment. 
   The creative aspect of the program is also incredibly valuable.  Students are literally creating a new world, new characters, languages, clothing, environments, etc.  So many students are not able to express themselves in such a fashion because traditional learning does not account for their creativity.  However, technology is not only capable of enhancing creativity, but is able to enhance and move as quickly as students ideas.  They receive important skills by using the technology, and are able to create new ideas based on those skills.