I have created an avatar to introduce my Webquest. It has been designed for year 7 students and Mrs Saunders from Education Queensland shares with the students what role they will take on to help with educating young people of today.
Get a Voki now!
As I have not been able to embed this file into the Mahara view for assessment I have placed it here and created a link for assessment purposes.
Sunday, May 23, 2010
Sunday, April 18, 2010
Webquests - Hard work, but worth it!
I am embarking on creating a Webquest for my Assessment 3 item for ICT. It is not an easy journey and I am finding it quite difficult to put all my thoughts and ideas together to form this quest. Saying that, I am persistent and particularly want to succeed in producing something of a reasonable standard.
A Webquest is an inquiry based, on line learning activity. Incorporated into a Webquest are the higher order thinking skills of Marzano & Pickering (1997) Dimensions 3 & 4. Life long learning comes when students are encouraged to Extend and Refine Knowledge and to Use Knowledge Meaningfully. Because many Webquests incorporate authentic scenarios or problems the outcomes and learning opportunities for students is internalised. When group work is undertaken in a Webquest students learn to problem solve, inquire, investigate, analyse and produce an authentic product based around a scenario. It is designed so students don't waste time searching for information from inappropriate sites as the list is already there for them to go through. This means that the final product should be of a high standard as the teacher has done all the hard work sifting through appropriate sites.
Students are able to work at their own pace - therefore covering the areas of student-centered learning, active learning and learning engagement theories.
I am excited about putting this quest together - even though I am also finding it quite difficult getting the information formatted correctly. One advantage to Webquests is that it is almost entirely student based and therefore the students teach each other and support one another through the process of learning and gathering information. This is a skill that is not often learnt at school due to students relying on teachers to provide the information to them. Webquests require the students to seek out the information to complete the task.
Once I have semi-mastered the designing of Webquests I believe I will continue to use them within the classroom for not only the experience of group work but also for the great life learning skills that will be gained by each student.
What a lesson to learn!
References:
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
A Webquest is an inquiry based, on line learning activity. Incorporated into a Webquest are the higher order thinking skills of Marzano & Pickering (1997) Dimensions 3 & 4. Life long learning comes when students are encouraged to Extend and Refine Knowledge and to Use Knowledge Meaningfully. Because many Webquests incorporate authentic scenarios or problems the outcomes and learning opportunities for students is internalised. When group work is undertaken in a Webquest students learn to problem solve, inquire, investigate, analyse and produce an authentic product based around a scenario. It is designed so students don't waste time searching for information from inappropriate sites as the list is already there for them to go through. This means that the final product should be of a high standard as the teacher has done all the hard work sifting through appropriate sites.
Students are able to work at their own pace - therefore covering the areas of student-centered learning, active learning and learning engagement theories.
I am excited about putting this quest together - even though I am also finding it quite difficult getting the information formatted correctly. One advantage to Webquests is that it is almost entirely student based and therefore the students teach each other and support one another through the process of learning and gathering information. This is a skill that is not often learnt at school due to students relying on teachers to provide the information to them. Webquests require the students to seek out the information to complete the task.
Once I have semi-mastered the designing of Webquests I believe I will continue to use them within the classroom for not only the experience of group work but also for the great life learning skills that will be gained by each student.
What a lesson to learn!
References:
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
What is bookmarking and what are the benefits?
My Delicious account is a very important tool for me as a prospective teacher. I believe everyone can benefit from the use of this tool, as my 10 year old son already has one up and running.
Bookmarking (often referred to as social bookmarking)is a way of organising your web addresses. It is similar to 'your favourites' on your desktop but with this type of bookmarking because it is on the internet you will never loose it, never not have it (as long as you have internet access!) and you can continue to tag and share your bookmarks with other people all over the world - especially if you have a specific community of practice. You can even have your students jump onto your site and open up specific pages for homework etc - things they can do in their own time or even fast finishers could find appropriate sites to access work appropriate to what they have been learning about. When students are given the opportunity to make choices about their learning it becomes more student centered and there is more internal drive for improvement to seek out further knowledge.
Although Bookmarking is generally just a tool and not so much a learning device it also has its place in supporting student centered learning. I have witnessed a teacher use his Delicious account as a way of encouraging students to seek out further information in a subject they have a particular interest in. The students log onto the teachers Delicious account, search the tags and then select a site that is appropriate to their current learning. The student knows ahead of time they will not spend hours 'surfing' the net searching for appropriate information about the required subject - the teacher has done the work and selected the best sites available. I see huge potential in reducing wasted computer time and making the most of the possibly limited time available in a computer lab or at home.
Students will love the chance to share, borrow and interact with other people's delicious site in order to either build up their own bank of resources or just to see what other people find useful.
Bookmarking (often referred to as social bookmarking)is a way of organising your web addresses. It is similar to 'your favourites' on your desktop but with this type of bookmarking because it is on the internet you will never loose it, never not have it (as long as you have internet access!) and you can continue to tag and share your bookmarks with other people all over the world - especially if you have a specific community of practice. You can even have your students jump onto your site and open up specific pages for homework etc - things they can do in their own time or even fast finishers could find appropriate sites to access work appropriate to what they have been learning about. When students are given the opportunity to make choices about their learning it becomes more student centered and there is more internal drive for improvement to seek out further knowledge.
Although Bookmarking is generally just a tool and not so much a learning device it also has its place in supporting student centered learning. I have witnessed a teacher use his Delicious account as a way of encouraging students to seek out further information in a subject they have a particular interest in. The students log onto the teachers Delicious account, search the tags and then select a site that is appropriate to their current learning. The student knows ahead of time they will not spend hours 'surfing' the net searching for appropriate information about the required subject - the teacher has done the work and selected the best sites available. I see huge potential in reducing wasted computer time and making the most of the possibly limited time available in a computer lab or at home.
Students will love the chance to share, borrow and interact with other people's delicious site in order to either build up their own bank of resources or just to see what other people find useful.
Learning Theories - how to decide????
All students are different and we all learn in different ways. As Learning Managers it is vital that we not only know what to teach but also have some understanding of how students differ in learning styles. We need to be able to cater for as many various learning styles as possible. Using a variety of ICT’s and other quality teaching resources throughout each lesson will help to ensure that the information being shared with the students will be engaging and receivable by most.
According to Smith and Lynch (2003) the 8 Learning Management Questions assist in the development of a quality learning program. By answering the 8LMQ’s in sequence you will be able to design and develop learning activities that meet the desired outcomes for students.
Student centred learning is an approach to education that focuses on the needs of the students, rather than those of others involved in the educational process (for example the teachers, administrator or other stakeholders).
Teaching today should be based around Mode 2 of the New Knowledge Environment. This mode is different from Mode 1, which is very teacher centred. Mode 2 is based around a knowledge rich environment, is student centred, is trans-disciplinary and has application of its content.
Engagement Theory is a theory that takes into account the needs of students learning for life. It requires students to be able to Relate to the activity, to Create a product of some kind and then to Donate it back to a prescribed audience. This is best completed with an authentic learning base that is valued in the real world – something that will assist in the development of life long learning. According to Kearsley & Shneiderman (1999) “Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements for past theories of learning. The major premise is that students must be engages in their course work in order for effective learning to occur.”
Maslow’s Hierarchy of Needs is a theory that is taught in many different learning environments. I remember delving deep into this theory during my BArts degree. In short Maslow believed that students need to feel belongingness in order to be able to achieve a sense of self-worth. This theory holds true today with the recognition of the importance of belonging. Marzano & Pickering's (1997) Dimensions of Learning connects directly with Maslow's Hierarchy in Dimension 1, Attitudes and Perceptions and Dimension 5, Habits of Mind. When students are connected, feel a sense of belonging, have good attitudes to learning and the people around them, have created good work habits and have life long learning skills they are more likely to succeed in learning and life.
Bloom’s Taxonomy of Learning is another theory that is dominant in today’s education system. Only last week did I get a book out of the library titled: ‘Thinking Themes: Applying Bloom’s Taxonomy in the Classroom’, written by Currie and Robertson (2005). This book breaks down the order of the thinking skills as prescribed by Bloom into the following workable categories:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Siemens (2004) talks of a time now when we are learning in a digital age. A time when we need to continue to change our learning patterns and that young people today are different in the way they view their future.
One time people went to school and then took up a job that they stayed at for 40 or 50 years. Now days the trends have changed and the education system is changing with society.
If we look at Richard Felder’s approach to learning styles and strategies we can see that students learn differently and sometimes one style will suit specific types of learners.
Felder divides learners up into the following categories:
So with all this information on hand about the theories of learning (and I have only mentioned a few here) how then can we assist our students to best learn in an environment that encouraged quality learning for all?
This is a difficult question to answer and I think that if we incorporate a few different learning styles into each of our teaching plans we will be able to assist many different students. I like to look at it quite broadly and incorporate learning that is student centered, engaging and can assist students who are kinesthetic learners, visual learners and auditory learners. One important thing to remember is that if we dismiss any of the theories we may limit the effectiveness of our teaching. We should be open to incorporate many different theories into our teaching pedagogy. We can do this by not only incorporating ICT's into our learning plans but also using some 'old fashion' products as well. These could be simply books, writing on paper or drawing pictures as opposed to graphic work on a computer. I am looking forward to the opportunity to create a balanced learning environment for all my students which supports quality learning by all - no matter what the preferred learning style might be.
References:
Currie.C & Robertson. S (2005) Thinking Themes: Applying Bloom's Taxonomy in the Classroom. User Friendly Resources
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Kune, N (1992) The Need to Belong: Rediscovering Maslow's Hierarchy of Needs. Paul H. Brookes Publishers
Marzano, R & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
Siemans, G (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved 18th April, 2010 from http://www.connectivism.ca/?cat=3
According to Smith and Lynch (2003) the 8 Learning Management Questions assist in the development of a quality learning program. By answering the 8LMQ’s in sequence you will be able to design and develop learning activities that meet the desired outcomes for students.
Student centred learning is an approach to education that focuses on the needs of the students, rather than those of others involved in the educational process (for example the teachers, administrator or other stakeholders).
Teaching today should be based around Mode 2 of the New Knowledge Environment. This mode is different from Mode 1, which is very teacher centred. Mode 2 is based around a knowledge rich environment, is student centred, is trans-disciplinary and has application of its content.
Engagement Theory is a theory that takes into account the needs of students learning for life. It requires students to be able to Relate to the activity, to Create a product of some kind and then to Donate it back to a prescribed audience. This is best completed with an authentic learning base that is valued in the real world – something that will assist in the development of life long learning. According to Kearsley & Shneiderman (1999) “Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements for past theories of learning. The major premise is that students must be engages in their course work in order for effective learning to occur.”
Maslow’s Hierarchy of Needs is a theory that is taught in many different learning environments. I remember delving deep into this theory during my BArts degree. In short Maslow believed that students need to feel belongingness in order to be able to achieve a sense of self-worth. This theory holds true today with the recognition of the importance of belonging. Marzano & Pickering's (1997) Dimensions of Learning connects directly with Maslow's Hierarchy in Dimension 1, Attitudes and Perceptions and Dimension 5, Habits of Mind. When students are connected, feel a sense of belonging, have good attitudes to learning and the people around them, have created good work habits and have life long learning skills they are more likely to succeed in learning and life.
Bloom’s Taxonomy of Learning is another theory that is dominant in today’s education system. Only last week did I get a book out of the library titled: ‘Thinking Themes: Applying Bloom’s Taxonomy in the Classroom’, written by Currie and Robertson (2005). This book breaks down the order of the thinking skills as prescribed by Bloom into the following workable categories:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Siemens (2004) talks of a time now when we are learning in a digital age. A time when we need to continue to change our learning patterns and that young people today are different in the way they view their future.
One time people went to school and then took up a job that they stayed at for 40 or 50 years. Now days the trends have changed and the education system is changing with society.
He observes a significant trend in learning:
• People take up more than one job in the space of their life time – often in unrelated fields
• Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our leaning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks
• Learning is a continual process – lasting a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
• Technology is altering our brains. The tools we use define and shape our thinking
• The organisation and the individual are both learning organisms.
• Know how and know what is being supplemented with know where.
If we look at Richard Felder’s approach to learning styles and strategies we can see that students learn differently and sometimes one style will suit specific types of learners.
Felder divides learners up into the following categories:
• Active and Reflective Learners
• Sensing and Intuitive Learners
• Visual and Verbal Learners
• Sequential and Global Learners
So with all this information on hand about the theories of learning (and I have only mentioned a few here) how then can we assist our students to best learn in an environment that encouraged quality learning for all?
This is a difficult question to answer and I think that if we incorporate a few different learning styles into each of our teaching plans we will be able to assist many different students. I like to look at it quite broadly and incorporate learning that is student centered, engaging and can assist students who are kinesthetic learners, visual learners and auditory learners. One important thing to remember is that if we dismiss any of the theories we may limit the effectiveness of our teaching. We should be open to incorporate many different theories into our teaching pedagogy. We can do this by not only incorporating ICT's into our learning plans but also using some 'old fashion' products as well. These could be simply books, writing on paper or drawing pictures as opposed to graphic work on a computer. I am looking forward to the opportunity to create a balanced learning environment for all my students which supports quality learning by all - no matter what the preferred learning style might be.
References:
Currie.C & Robertson. S (2005) Thinking Themes: Applying Bloom's Taxonomy in the Classroom. User Friendly Resources
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Kune, N (1992) The Need to Belong: Rediscovering Maslow's Hierarchy of Needs. Paul H. Brookes Publishers
Marzano, R & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
Siemans, G (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved 18th April, 2010 from http://www.connectivism.ca/?cat=3
Friday, April 16, 2010
EPL Wk 1 Reflection
What an amazing week it has been. My first day at EPL saw me take a small group for some inference work during English time. We incorporated roll plays into our 15 minute session and I had all 5 students fully participate and totally engaged in this vital English session. It was a great beginning to 10 weeks of full on learning.
Day 2 took me one step forward with interactions in computer lessons - my first introduction to Apple Macs - similar to what I am use to but, the kids were eager to point me in the right direction when I couldn't find something! I'm delighted to learn my Mentor teacher advocating on my behalf to be supported by other school staff to learn new skills. She had organised for me to undertake a session on Movie Maker with the ICT specialist and then work with a few students to 'train them up', so then the students can teach and guide each other. If this process isn't what we have been learning about - I don't know what is.
Teach the students to teach and support each other in their learning!!
What a great opportunity came to me today when I was able to observe the Literacy Coach in action with the class. She held these kids attention for 1.5 hours discussing, interacting, completing activities and generally engaging the students in learning about Reciprocal Teaching. Having the opportunity to see other teachers at work allows us to gain more skills and ideas for teaching on our own.
I am now planning for my first two teaching sessions next week. I will be taking 2 x 1hr lessons - one is English and the other Maths. Its wonderful to have the confidence of the mentor teacher and know that they will assist me to be the best teacher I can be.
Currently I am feeling on cloud nine with the great teachers at my disposal, great facilities (the library and teaching resources filing system are to die for!) and just a wonderful class who are so excited to hear I am with them until the end of the term.
I'm looking forward to our full day excursion next week to the Botanical Gardens - will keep you all posted.
Day 2 took me one step forward with interactions in computer lessons - my first introduction to Apple Macs - similar to what I am use to but, the kids were eager to point me in the right direction when I couldn't find something! I'm delighted to learn my Mentor teacher advocating on my behalf to be supported by other school staff to learn new skills. She had organised for me to undertake a session on Movie Maker with the ICT specialist and then work with a few students to 'train them up', so then the students can teach and guide each other. If this process isn't what we have been learning about - I don't know what is.
Teach the students to teach and support each other in their learning!!
What a great opportunity came to me today when I was able to observe the Literacy Coach in action with the class. She held these kids attention for 1.5 hours discussing, interacting, completing activities and generally engaging the students in learning about Reciprocal Teaching. Having the opportunity to see other teachers at work allows us to gain more skills and ideas for teaching on our own.
I am now planning for my first two teaching sessions next week. I will be taking 2 x 1hr lessons - one is English and the other Maths. Its wonderful to have the confidence of the mentor teacher and know that they will assist me to be the best teacher I can be.
Currently I am feeling on cloud nine with the great teachers at my disposal, great facilities (the library and teaching resources filing system are to die for!) and just a wonderful class who are so excited to hear I am with them until the end of the term.
I'm looking forward to our full day excursion next week to the Botanical Gardens - will keep you all posted.
Sunday, April 11, 2010
Access 24/7
Some students today have access to the internet 24/7. This can be a formula for positives and negatives. I can see some real benefits for students who use ICTs wisely. Obviously, the appropriate and mature use of these technologies comes only with education, guidance and support from both teachers and parents.
When it comes to use of ICT’s some students now days have the luxury of being able to log on anywhere, anytime. Obviously with primary school students I would like to see most of the work completed during the school day as I don’t necessary agree with large amounts of homework, but saying that I know there will be many students when they interact with Blogs, chat rooms, Facebook, Twitter and other such platforms they will participate in interactions during their own time. My attitudes of using blog posting by students has changed over this course (see posting titled 'Why Blog?').
After listening to Clay Burell and using Blogs myself I have changed my views of allowing students to access Blogs for educational reflection.
Blogs, Twitter and Wiki’s have great abilities to keep students connected during class time and also out of hours. Students will have the benefits of connecting into a lesson if they are away on holiday, sick or simply just need support from other students at any time.
Twitter is being used in the USA as a means of interacting within a University lecture (see my blog posting Twitter in School). Currently I don’t see any benefits in a primary setting but as a high school or university community of practice it is certainly a positive way of engaging students in the lessons and also encouraging students to actively participate in sessions they would not normally be able to.
I can see one of the disadvantages to students having so much access to ICT's is the lack of personal face to face interactions humans need. Evidence also shows that children who spend too much time in front of monitors, tv or video games are increasing the risk of related health problems.
As educators we need to be vigilant in encouraging the access to technologies but also encouraging personal face to face contact and physical activity.
When it comes to use of ICT’s some students now days have the luxury of being able to log on anywhere, anytime. Obviously with primary school students I would like to see most of the work completed during the school day as I don’t necessary agree with large amounts of homework, but saying that I know there will be many students when they interact with Blogs, chat rooms, Facebook, Twitter and other such platforms they will participate in interactions during their own time. My attitudes of using blog posting by students has changed over this course (see posting titled 'Why Blog?').
After listening to Clay Burell and using Blogs myself I have changed my views of allowing students to access Blogs for educational reflection.
Blogs, Twitter and Wiki’s have great abilities to keep students connected during class time and also out of hours. Students will have the benefits of connecting into a lesson if they are away on holiday, sick or simply just need support from other students at any time.
Twitter is being used in the USA as a means of interacting within a University lecture (see my blog posting Twitter in School). Currently I don’t see any benefits in a primary setting but as a high school or university community of practice it is certainly a positive way of engaging students in the lessons and also encouraging students to actively participate in sessions they would not normally be able to.
I can see one of the disadvantages to students having so much access to ICT's is the lack of personal face to face interactions humans need. Evidence also shows that children who spend too much time in front of monitors, tv or video games are increasing the risk of related health problems.
As educators we need to be vigilant in encouraging the access to technologies but also encouraging personal face to face contact and physical activity.
Why Blog?
When I first heard we needed to implement our own blog for this course I thought it was another technology I was being taught (and made to use) that I saw no real reason for - as I had no intention of ever using one with primary school students. Initially my thoughts were you can't use a blog with students because the whole world will see what they are writing about and how on earth would I use them within the school curriculum anyway?
My eyes have certainly been opened. My ideas and thoughts were very naive - basically because I really had no understanding of what a blog was. Just through using one myself for this course I can see the real benefits of allowing students access to a blog (not necessarily a public one) and providing them time to reflect on their learning - I like this the most - what a great way for them to engage in higher order thinking.
They can also allow feedback from other students, allowing different points of views about a specific topic. Students can take time in thinking about material they have read and interacted with throughout the day or week and provide a platform for them to share their thoughts and ideas with others.
Reflection is something I didn't do alot - if any of - during primary or secondary school and I now see huge benefits to life long learning when given the chance to do this. I wish I had a platform to share my views with others during this vital time of learning!
I can now see that the use of a Blog can actually cover all 5 dimensions within the Dimensions of Learning (Marzano and Pickering , 1997). Blogging can be such a powerful tool for students to interact with it can provide:
Dimension 1: Attitudes and Perceptions
* to feel accepted by teachers and peers
* to experience a sense of comfort and order
Dimension 2: Acquire and Integrate Knowledge
* Through reflection and constructive feedback students can internalize procedural knowledge
Dimension 3: Extend and Refine Knowledge
* By reflection and analysis of learnt material students can refine and extend knowledge
Dimension 4: Use Knowledge Meaningfully
* By reflection and discussions with other students they can develop reasoning processes and receive clarification and higher order thinking for life long learning
Dimension 5: Habits of Mind
* By Critically thinking, thinking creatively and evaluating our thinking students will be able to develop great educational skills that will assist them throughout their lives.
If being able to cover the 5 Dimensions of Learning (Marzano & Pickering, 1997) wasn't enough I believe Blogs can also engage students in learning and encourage them to become involved in areas of the curriculum they wouldn't normally have interest. An example of this is if students don't like to write during English lessons they are more likely to want to write on their blog daily or weekly. Often writing on a blog is not seen as homework but as a communication tool to keep up with friends and share information. Should we be teaching students they need to write for the sake of writing or should we be putting meaning into why they write? A blog can provide the meaning and purpose for them.
When students communicate via a blog with other like minded people they are creating a support network for themselves and therefore creating a Community of Practice. This is vital in ongoing learning for not only knowledge sharing but also for support and encouragement.
I need to remember that we are teaching students in their world - not in the world that I grew up in. I need to extend myself and provide opportunities suitable to them, for them and relevant to them. It is a challenge. It is a task I want to take on with full force and provide the best educational experience I can for the young people of the 21st Century.
Reference:
Marzano & Pickering (1997) Dimensions of Leanring Teacher's Manual 2nd Ed. McRel. Colorado.
My eyes have certainly been opened. My ideas and thoughts were very naive - basically because I really had no understanding of what a blog was. Just through using one myself for this course I can see the real benefits of allowing students access to a blog (not necessarily a public one) and providing them time to reflect on their learning - I like this the most - what a great way for them to engage in higher order thinking.
They can also allow feedback from other students, allowing different points of views about a specific topic. Students can take time in thinking about material they have read and interacted with throughout the day or week and provide a platform for them to share their thoughts and ideas with others.
Reflection is something I didn't do alot - if any of - during primary or secondary school and I now see huge benefits to life long learning when given the chance to do this. I wish I had a platform to share my views with others during this vital time of learning!
I can now see that the use of a Blog can actually cover all 5 dimensions within the Dimensions of Learning (Marzano and Pickering , 1997). Blogging can be such a powerful tool for students to interact with it can provide:
Dimension 1: Attitudes and Perceptions
* to feel accepted by teachers and peers
* to experience a sense of comfort and order
Dimension 2: Acquire and Integrate Knowledge
* Through reflection and constructive feedback students can internalize procedural knowledge
Dimension 3: Extend and Refine Knowledge
* By reflection and analysis of learnt material students can refine and extend knowledge
Dimension 4: Use Knowledge Meaningfully
* By reflection and discussions with other students they can develop reasoning processes and receive clarification and higher order thinking for life long learning
Dimension 5: Habits of Mind
* By Critically thinking, thinking creatively and evaluating our thinking students will be able to develop great educational skills that will assist them throughout their lives.
If being able to cover the 5 Dimensions of Learning (Marzano & Pickering, 1997) wasn't enough I believe Blogs can also engage students in learning and encourage them to become involved in areas of the curriculum they wouldn't normally have interest. An example of this is if students don't like to write during English lessons they are more likely to want to write on their blog daily or weekly. Often writing on a blog is not seen as homework but as a communication tool to keep up with friends and share information. Should we be teaching students they need to write for the sake of writing or should we be putting meaning into why they write? A blog can provide the meaning and purpose for them.
When students communicate via a blog with other like minded people they are creating a support network for themselves and therefore creating a Community of Practice. This is vital in ongoing learning for not only knowledge sharing but also for support and encouragement.
I need to remember that we are teaching students in their world - not in the world that I grew up in. I need to extend myself and provide opportunities suitable to them, for them and relevant to them. It is a challenge. It is a task I want to take on with full force and provide the best educational experience I can for the young people of the 21st Century.
Reference:
Marzano & Pickering (1997) Dimensions of Leanring Teacher's Manual 2nd Ed. McRel. Colorado.
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