Plato wrote in The
Republic that “necessity is the mother of invention.” (Plato, 369 BC) While
this continues to ring true in the digital age, I believe an update is needed.
After working with web 2.0 tools, researching multimedia in the classroom, and
thinking about integrating collaborative, connected technologies in the k-12
classroom, I have determined that reflection is the mother of innovation. The invention of web 2.0 tools gave birth to
new methodologies for teaching and learning.
Prior to the
integration of web 2.0 tools, teachers and students toiled away in isolation. The
lone teacher lectured individual students who determined on their own what to
do with information they received.
Students and Teachers were connected by content on a rudimentary level. Teachers
taught; students learned, period. Solomon and Schrum (2007) argue that “Web 2.0
signals a transition from isolation to interconnectedness. The tools allow
multiple users to participate.” (p.13) The increase in participation in constructing
knowledge brought about by incorporating web 2.0 tools connects teacher and
student at a deeper level. I have always
had issues with the teacher-directed learning model, now I believe it to be ineffective
and at times detrimental to student learning.
As I reflect on my
own learning process during this course, I realized the importance of purpose,
and how purpose determined the extent of my connection to content. When I
tailored the assignment to meet a need, I spent more time engaged in learning.
I went out and actively searched the web for solutions to problems that arose,
and actively constructed meaningful learning. Web 2.0 tools not only connected
me with resources, but also with a community of learners. Collaborating with a
team using available technology gave purpose to learning and made learning
relevant. The ability to communicate, problem-solve and think critically
afforded by using web 2.0 tools greatly enhanced my learning experience by
engaging in a common purpose with diverse individuals.
My outlook on
learning changed during this course. While I understood learning
collaboratively and actively teach my own students the process of connected,
reflective learning, I still often preferred to learn on my own. As a young
student, I never really cared for “group work.” I never was taught the
necessary skills nor did I see the purpose. As I reflect on the experience of
collaborating on the website during this course, I realize how much I learned
from my collaborators and the power of connected learning. I think our final
product evidences the relevance of connected learning via the web.
This experience
confirmed the importance of, according to North Central Regional Educational
Laboratory, “bridging the gap between how students live and how they learn” (Soloman
& Schrum p.19). I believe it is absolute necessary to design learning
experiences rooted in 21st Century Skills. We live in an
interconnected world where knowledge is literally at our fingertips and experts
a click, tap or swipe away. Learning opportunities are not confined by time,
space or location. The invention of web 2.0 tools facilitates the acquisition
and dissemination of knowledge interactively, promotes the use of higher-order
thinking skills, and meets learners where they live – in a digital, connected
world.
Reaching learners
requires educators to be innovative in the use of new tools for learning.
Possibilities for creating and presenting content in novel engaging ways has
never been greater and is unlikely to diminish. In a research study funded by
BrainPOP LLC, SEG Research found that web 2.0 tools take “advantage of
multimodal [brain] processing capability . . . and dramatically enhance student
learning through multimedia instruction” (SEG, 2008 p.1). This is the greatest
take-a-way for me, and what will influence my pedagogical decisions going
forward. As I completed the work for
this course, the majority of my time on task was spent using higher-order
thinking skills indentified by Loren Anderson in his update of Howard Bloom’s
Taxonomy to analyze, evaluate and create (Churches, 2008). In a digital world it is necessary to engage
learners in their learning and thinking. The invention of web 2.0 tools
facilitates engagement in learning and the construction of knowledge. Implementing these tools requires the
educator to engage with them in a purposeful way. Reflecting on the process of
learning, evaluating and creating with web 2.0 tools spawns innovative learning
opportunities for students.
Resources
Plato
(380 BC) The Republic. Athens, Greece:
Solomon,
Gwen & Schrum, Lynne (2007) web 2.0
new tools, new schools. Eugene, Oregon: International Society for
Technology in Education
SEG
Research (2008) Understanding Multimedia Learning: Integrating multimedia in
the K-12 Classroom. New Hope,
Pennsylvania: http://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf
Churches, Andrew
(2008, April 1). Bloom’s Taxonomy Blooms Digitally [Web log post] Retrieved
from http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988 
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