Tuesday, August 23, 2011

Wiki Reflection Blog



It is the tendency of human beings to simplify everything; it saves our time. Wikispaces provided same experience to me. Starting wiki was fast and simple!

While creating the page,I found that there is an option for discussion to interact with the people with whom the page is shared. The 'Notify' option makes it possible to get an email if someone makes a correction on the  page. We can also find out about the number of times anyone  has visited a shared page and made the changes to the document by clicking on the 'History' button.

The 'widget' category has amazing options to choose from. One can insert the slideshow, bookmark  (delicious), chat box (skype), videos, images, audio and so on. Glogster edu allows us to embed the glog in the page.The pages on wiki are advertisement free and the wiki which is used exclusively for primary and secondary education (K-12) is absolutely free. It  was a great relief to know that only the individuals who belong to my group can view my page.


The strengths of wikispaces that I could think of while doing collaborative work are
  • Creating pages collaboratively is much faster
  • Lot of different resources are used to create a collaborative work ,thus it enriches the creation.
  • Editing of the page can be done by all who share the page.
  • Different perspectives help in making the information more precise. Mistakes can be rectified immediately when different people work on same page.
  • All the revisions for every page are saved therefore there is no chance of loosing the data all together.
  • The  history option provides the details of the users who edited the pages. 
  • There is also an option on the left hand side of the page which provide the details of the users who are working on other pages. 


Weaknesses of wikispaces while doing collaborative work:

Everyone finished creating one's own assigned page but for collaborative work the confusion prevailed amongst the users as to who would do which page and which part of the page. Ultimately they got over it by posting the queries and doubts in the discussion forum.


As a science teacher, I can think of using wiki in my class in the following ways:
  1. A bigger concept can be chunked down into sub-topics and these can be assigned to the groups of students. 'History' option will enable me to check who all worked on the project. (This feature will ensure that everyone in the group works).
  2. For Science Fair, the students have to write a detailed report. Wiki can be used to teach these steps before they work on their real project.
  3. Wiki can be used to write the lab reports also. Investigative labs and their  reports are very elaborate and they have different steps, therefore pairing the students and assigning them one step for one lab and then asking them to move to second step for next lab will ensure that each student learns all the steps of writing the lab report.


Monday, August 22, 2011

Digital Natives vs Digital Immigrants and Residents vs Visitors

  

According to the definition given in Wikipedia, 'Categorization is the process in which ideas and objects are recognized, differentiated and understood'. But I feel categorizing people as Digital Natives and Digital Immigrants, is not fair.

The terms Digital Natives and Digital Immigrants are more or less based on the age of the user. My students fit in the definition of Digital Natives. They were born in a time when technology had invaded every home.  They were aware of the presence of  technology in the form of mobiles, computers, laptops, internet, video games, i-Pods,  ....... and this  list can go on. But being Digital Native doesn't make anyone tech savvy. One can sit on computer whole day playing a game but using it as a learning tool needs  the willingness of that person as well as guidance from a facilitator. On the other hand  as a late Generation X member ( if 1965-1980 is considered to be its range) I find myself wedged between baby boomers and Generation Y.  The main characteristics of Gen.X  such as being independent , resourceful , technologically adept, flexible and value the work (described by Sally Kane); somewhat allows me to fit in.  The mindset that technology should be used wisely and appropriately is so firm that having any new gadget just because it is in the store, doesn't go down my throat so well. I believe in buying the new gadgets only if their need is there not because they are possessed by everyone around me.

Though I find myself being categorized as  Digital Immigrant;  neither do I  print my e-mails nor turn to internet for information second rather than first. Probably as an 'Immigrant'  I might have a faint 'accent' ( foot in the past) as  suggested by Marc Prensky because I think that everything can not be fun. Some concepts need deeper and serious thinking on the part of a learner. One can be creative only when one has the ability to get inspired and  imbibe information from different sources, reflect on  them and then come up with something original . Lack of concentration due to multitasking takes a toll on the development of critical thinking skills amongst the students. One can't become  a rocket scientist or a surgeon by engaging in 10 different tasks at the same time as a learner.  Just as 'split attention' is not good for cognitive learning (as described by Clark, Nguyen and Sweller), the focus and dedication  needs to be in one place too.

I remember the day when smart board was installed in my classroom. I was overjoyed to possess it. Me and some of my colleagues who started using them extensively and got their  students hooked onto various online resources and activities were Digital Natives as well as Digital Immigrants. On the other side, there were some Digital Immigrant complainers, who thought that old ways of teaching-learning methodology were the best in the world. This makes it ample clear that attitude towards the use of technology is irrespective of  age or gender.

The terms 'Residents' and 'Visitors' given by David White appear agreeable to me because they are not based on gender or age. He has not made these terms rigid and impermeable. He agrees on this fact that these terms are  not based on the skill to use Web either.  Definitely some people thrive on web all the time. It's their source of entertainment; it's their place  for socializing and it's their place to study. Their personality is entwined with the web. The opinions expressed in their blogs allow them to extend their thinking beyond their state or country. Those people who are extremely enthusiastic to share their thoughts, ideas and work with everyone in the World definitely fall in the category of Residents. They can be Digital Natives or flexible, progressive Digital Immigrants. He also states that being 'Resident' doesn't qualify anyone to be adept at using web. A 'Visitor' can be more skilled than a 'Resident' while doing a research using the web.   David White's terms are extremely helpful to a teacher who plans to use Web as a tool for online learners. 'Visitor learners' will not feel comfortable to use blogs, feeds and  social media as they see it as an invasion on their privacy. Whereas the 'Resident learners' will prefer expressing their opinions and socializing around the program of study.

Finally I can conclude that it is the attitude, motivation level  and adaptability of a person which can make him/her Digital Native or Digital Immigrant or a Resident or a Visitor. There 'ain't no mountains high enough' for those who are determined to be progressive and adaptable. The video given below emphasizes  that determination and attitude helps one to make a mark in the history.




 
Video from Remember the Titans
                                                                                                                                                          


References:
  • Kane S. (2011) Generation X [Web page] Retrieved August 22,2011 from http://www.legalcareers.about.com/od/practicetips/a/GenerationX.htm
  • princessmia (Jan 28, 2010) Ain't No Mountain High Enough [Video] Retrieved August 22,2011 from http://www.youtube.com/watch?v= -nxkTD7VXEo&feature=related
  • Clark R. C., Nguyen F. and Sweller J (2005) Efficiency in Learning
  • Prensky, M. (2001)Digital Natives, Digital Immigrants [pdf] Retrieved August 22, 2011 from http://learn.education.illinois.edu/file.php/1647/Digital_Natives_Digital_Immigrans.pdf
  • White D. (2008) Not "Native & Immigrant" but "Visitors&Residents" [Blog] Retrieved August 22,2011 from http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-native-immigrants-but-visitors-residents/
  • Senior Citizen using laptop [Picture] Retrieved August 23 from http://office.microsoft.com/en-us/images/similar.aspx#a:MP900422342




Sunday, August 21, 2011

Web 2.0 -An empoweing tool of 21st century





Anna Hazare,  is a well known name for anyone who is following news from India at present. He's a  74 years old Gandhian, social activist who had entered the seventh day of  indefinite fast  (no food at all, just water) to pressurize the present Indian government to bring  Jan Lokpal Bill (Citizen's Ombudsman Bill) in the parliament.

What made him so well known in India and around the World?

It's the web 2.0

India ranks 3rd in maximum users on Facebook after USA and Indonesia. Facebook, Twitter and Orkut which has new generation of India  as its "residents" is responsible for bringing the awareness about this campaign that he had started some eight months back. Today the youth of India is no longer satisfied with old channels of information like print or electronic media. The social media provides them the information and the freedom to express their opinions. Everyday 45,000 new users get connected to various social media websites and their total number is estimated to be 45 million by the year 2012. They've showcased their liking of web 2.0 by tweeting, blogging, and YouTubing (is this a term or  have I coined a new one today?). Mr. Hazare’s Facebook profile page itself has over 103,000 ‘Likes’ and more than 2000 video related to 'India against corruption' have been uploaded by the supporters of Anna on  the YouTube.

In the beginning of this civil movement, the Government of India expected it to be a low level affair. But they were surprised  by the presence of large number of youth (whose number is swelling day by day) in this protest; few politicians as well as some bureaucrats even ridiculed it as a passing frenzy of the youth. According to them these immature young people ( majority of whom are students of engineering, medical and management institutes)  just tweet and banter on different  platforms of social media . They were proven wrong when  the message of this movement was campaigned using the same platforms they ridiculed. The ruling party members forgot to realize that this uncorrupted generation is tech savvy, they are well connected with each other and the rest of the world 24X7, they read and write blogs and  they have downloaded apps like 'India against corruption' on their smart phones.

Yesterday,when these digital natives landed on the ground zero (Ramlila Ground) to support Anna Hazare,I think many apathetic bureaucrats and politicians must've lost their sleep.



                       Facebook users reach ground zero to support Anna 

 

Today, in a peaceful protest march from India Gate to Ramlila Grounds, around 100,000 people participated and more than 50% of the participants were 'Digital natives' of India. 

                                               

 

                                                 ANNA SUPPORTERS AT INDIA GATE 


This 'social movement' for eradication of corruption has now transformed into 'social networking movement'. People of India are showing to the world that social media is not just for sharing pictures  or just staying in touch with each other; it can be used to show their solidarity for a cause as well as voicing their opinions. Today in India, the social media is proving itself to be worthy of playing a role in bringing major change in the society. If this peaceful civil movement will yield the desired result then the social media will make a mark in the history of the nation.




References: 
1. Facebook users reach ground zero to support Anna[Video] Retrieved August 21,2011 from http://www.youtube.com/watch?v=6eM7X74TTjU
  
2. ANNA SUPPORTERS AT INDIA GATE [Video] Retrieved August 21,2011 from http://www.youtube.com/watch?v=HAElt8uaUzA 

3. Anna Hazare [Picture] Retrieved August 21, 2011 from http://en.wikipedia.org/wiki/Anna_Hazare

4. Hindu Story on the Role of Social Media in Anna Hazare's India Against Corruption Campaign(April 11, 2011) [Blog]Retrieved August 21,2011 from
http://www.gauravonomics.com/blog/hindu-story-on-the-role-of-social-media-in-anna-hazares-india-against-corruption-campaign/

5. Mukherjee, D. (April 8, 2011)Social Media takes on Social Responsibility-India Against Corruption! [Blog] Retrieved August 21,2011 from  http://brajeshwar.com/2011/social-media-takes-on-social-responsibility-india-against-corruption/

6. Jain,S. Power of Social Media in India (August 20,2011) [Web article] Retrieved August 21, 2011 from http://tech18.com/power-social-media-india-infographic.html



Tuesday, August 9, 2011

How do we learn to teach in ways in which we never learned to learn?

                            


Walking down the memory lane I distinctly remember myself seated as a student, listening to my teacher delivering her lecture. The classroom set up was strongly teacher-centered. We were supposed to be docile, obedient and punctual. Strict discipline was the motto. Computers were there , but they were supposed to be used only for completing the assigned work and loads of homework was a common routine. 

When I compare my generation with the generation I started teaching then I see a clear divide. My students belonged to generation Z.  As we all know, this generations is used to all sort of technological gadgets. They can't imagine their lives without mobile, smartphones, i pods, i pads, PSP s, Wii s and XBox as these things are toys for this generation. They maintain their social network via MySpace and Facebook. They are quick and eager to upload any cool stuff they feel like sharing with their cool friends.
When I used to teach grade eight students in South Carolina (some one and a half year back), my class was a mix of students having access to computer, internet and printers at home and others who lacked all these facilities. The 'have nots' used to go to the public library to use the computer and  complete their school assignments. In school. the ability of almost all the students to use the internet and other technologies was at par with each other.
My learners were mostly  visual and kinesthetic. The lecture and note-taking method was a sure shot way of getting them uninterested in science. So I  incorporated simulations, online quizzes and 'brainpop' movies in my regular lessons. The differentiated instruction and flexible grouping was also done  to ensure that the students belonging to different learning styles and levels were catered properly. The variety of 'absorb','do' and 'connect' activities (Horton,2006) helped the students to understand the scientific concepts. I see this as a stark difference compared to the way I got educated where every student was treated in the same way and it was expected that our performance on exam should be excellent.

My eight grade learners were comfortable in using variety of  technology. They were able to use smart board, senteo clickers, curriculum on wheels with perfect ease. They were good enough in conducting the search for a given topic by using variety of search engines; could find nice visuals to accompany the text and could do all sort of animations. They knew about different websites to approach for uploading  the music. They also knew the ways of bypassing the block created by the district on certain websites and the idea of plagiarism was not clear to them. I think that Katherine Savitt in her presentation"Gen Z: The Age of Curator" was right in calling our students as having AADD (Acquired Attention Deficit Disorder ) because they have unprecedented ability to collect and process the information from various sources.The 'research' for my students meant cut, copy and paste from different websites. The idea of giving credit to real source and contributor under reference and citations' heading seemed vague to them. Apart from this their mathematical skills were not good enough to let them understand the numerical portion of physical sciences with ease.

The methods/approaches most effective with my learners were differentiated instructions, flexible grouping and integration of variety of  technology in daily lesson plans. My students used to do a lot of hands-on activities and  mini-labs. The use of  'foldables' also worked very fine with my students.This allowed my students to be creative in expressing their learning. Apart from this, the group presentations made the class  a vibrant learning  place. The quiz questions and common assessment exam questions were uploaded and the students used 'senteo' clickers to answer the questions that appeared on the smart board. They got immediate feedback after the completion of the test. Grades were exported to the grade book in a jiffy and there was enough time to review the questions attempted by them.
The constraints if any, were felt  when too much stress was laid on the performance of students on benchmarks and PACT exam (now called PASS-a state administered test). This race to score well on exam took toll on the time that could have been utilized in developing higher level of thinking among the students. Engendering the critical skills like investigation,observation, analysis, creation and evaluation require lot of class time. 
The only way I could think of overcoming this constraint was the use of more hands-on activities, efficient incorporation of variety of technology and imparting precise information  with the help of  self-supporting visuals (Clark, Nguyen and Sweller,2005 ) so that students had ample opportunities to create, share and express their thought process with their classmates and teacher.







References:

  • Horton,W.(2006). E-Learning by Design.San Francisco:Pfeiffer
  • Clark R.C, Nguyen F. & Sweller,J. (2005)Efficiency in Learning-Evidence Based Guidelines to Manage Cognitive Load.San Francisco:Pfeiffer
  • O'Reilly Media (Poster):Katherine Savitt,"Gen Z:The Age of the Curator"Web 2.0 Summit 2010. [Video].Retrieved from http://www.youtube.com/watch?v=ZfqF1r7LBCA 
  • JosePicardo (Poster):I teach,therefore you learn...or do you? [Video](Feb. 28,2009)Retrieved August 8,2011 from http://www.youtube.com/watch?v=6AWYIit1uNk
  • Bjnesbitt (Poster): A Vision of K-12 Students Today [Video](Nov.28,2007) Retrieved August 8,2011 from http://www.youtube.com/watch?v=_A-ZVCjfWf8