Reflection 2:
Maximize Learning Online
1. Description
I have found myself incorporating the use of the internet more and more in my classroom teaching. I have found myself using the internet as a first place that I look for numerous kinds of information. In the classroom the students are using the internet to provide them with information. Often students have questions that I am not able to provide the answer to, I suggest that we find the answer together. This is important because it indicates to the students that the teacher is not always the source for all knowledge. As the teacher searches for information with the student, the teacher seizes the moment and enriches the learning experience for this by asking challenging analytical questions about the source of information. Often at this point students make connections to video games that they have played or are currently playing at home. This discovery is very important because this is an indication of the possibilities of enriched learning after school time.
2. Analysis & Impact
I believe that students are able to optimize their learning inside the classroom and outside the classroom by using the internet. I believe that students can develop, create, analyse, share, recreate, think critically and develop social skills while participating in online social affinity websites. I understand that there are many opportunities for learners to continue the learning out of school by participating in online experiences, in website communities, called an affinity space this is a place where participants can share their ideas and discuss topics affiliated with the website. Users are able to be involved in the shaping of the content of the space and the interactional organization of the space (Black, 2008, p. 22). My student was able to seek out the information that she was after with my assistance in one of these web spaces. Her willingness to seek out and search for the answers reflects these 21st Century learner skills. I have learned that many of my students are engaged in online learning activities outside of the instructional day using the internet and a computer. Furthermore, affinity spaces are not the mechanism for basic or fundamental learning, but rather a space for enhanced learning, which is highly motivational due to the willingness of the youth to participate in the practice- which facilitates the learning. Traditional classrooms generally do not allow students to network together, with various 21st Century digital skills or tools in technology. (Gee, 2004, p. 89) In addition, by tapping into affinity spaces and participating, youth are therefore able to gain or further develop their learning. Moreover, it is through the act of participating in the social affinity web site that youth and learners can be involved in their own unique interests and be engaged in learning the 21st Century skills. I have learned that Learners are able to further develop or reach a deeper fuller level of learning (Gee, 2007, p. 172). The Web or affinity site is the vehicle where we learn and how we learn further skills that are not necessarily worked on in the classroom thereby enhancing the learning.
I strongly support my students actively participating in online affinity spaces. I feel that it is an excellent learning experience for the student. I feel that it is a positive learning experience. My personal concern with the students participating is that I would strongly urge the parents to be involved in this activity to monitor what is being discussed. I would want to discuss the significance of this social online affinity and the dangers of being online with the parents and the students together. It is important to note however that little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. (Hrastinski, 2008)
My reaction to this online learning opportunity is similar to my reactions with my thoughts on implementation. I believe that it is worth while to allow time for the students to become familiarized with any new technology innovation being implemented into the classroom. I see the innovation of the computer implemented in the classroom as a tool that supports and extends students understanding of the… multimedia… (Moersch, 1998) I believe that implementing this technology following the philosophical approach of Pragmatism, which aligns with the needs for the learner to develop skills in dealing with changing environmental situations, interacting with other learners using the affinity web sites to interact with online communities to build social relationships and most importantly develop critical thinking.
I see using a web site to develop social interaction as a major issue for students who are using affinity web sites that are not under the watchful eye of an adult, an affinity web site may be an age inappropriate space for students in grade 2. Certain students may have difficulties expressing themselves clearly and safely in a chat room or affinity site. There is evidently value in having the students participate or even search out these web sites and not engage in conversation so that they are just getting information. A difficulty with this is that searching out information is not entirely participatory in essence and the child would benefit further should he/she engage in a conversation. Major educational issues with online learning that I see as possible limitations are: Access to the internet because they do not have the interned, and, the possibility of students who may not have a computer or other media to access internet at their home. How can the teacher, school, or community answer to these fundamental issues? As stated in a recent film called: Where is Superman there are social inequities that are affecting the learning of students throughout the world according to the film review "One of the unmentioned features [in the film] is the inequality of resources. In a lot of states, you have a three to one ratio" of resources between the most affluent and poorest schools, said Darling-Hammond. "You can see in the film the lack of investment in the physical plants." (Haven, 2010) I feel that with significant classroom discussions with students about how to safely search out information online, discussing topics of best practices for internet safety, as well as communications sent home to the parents by a note. As the literature states, online collaboration and participating in affinity sites is a means to enrich the learning that is going on in the classroom, furthermore the students will develop those needed 21st century skills.
3. Intent
As a result of my learning of these issues I intend to create a handout to the students indicating safe use of the internet and best practices of staying safe online. I will discuss the use of the computer as a means for optimal learning both inside and outside of the classroom to my parents and students, explaining my reasons for enabling the students to search out information using the internet. I will provide an increased amount of time for students to gain access to computers that are connected to the internet for those students who do not have access at home. Based on the literature that I have read there is value in the learning that occurs while students are actively participating in these online affinity spaces. I will provide further opportunities for parents to inquire and get involved with students with to develop safe internet use practices. I intend to provide instruction regarding processes of searching information online and developing a sense of critical awareness of the authenticity of certain web sites extending the learning from just the classroom to anywhere the students can have internet access.
References
Black, R. (2008). Adolescents and Online Fan Fiction. New York: Peter Lang.
Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York: Routledge.
Gee, J. P. (2007). Good Video Games +Good Learning: Collected Essays on Video Games. New York: Peter Lang.
Haven, Cynthia. (2010, October 6). Waiting for superman: don't look for easy answers the film implies, panel of educators says. Stanford Report, Retrieved from http://news.stanford.edu/news/2010/october/superman-education-film-100610.html
Hrastinski, S. (2008). What is online learner participation? a literature review. Computers & Education, 51. Retrieved from http://journal homepage: www.elsevier.com/ locate/compedu
Moersch, C. (1998). Levels of technology implementation (loti): A framework for measuring classroom technology use. Learning and Leading With Technology, 40-42.
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