Why Web 2.0 Will Not be an Integral Part of K-12 Education: A...

Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

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Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

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Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

Highlighted by ggatin

Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

Highlighted by ggatin

Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

Highlighted by ggatin

Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students.

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If we assume that the best predictor of the future is the past, then the answer is “no.” Web 2.0 is new, but the structure and assumptions underlying its use and benefits, as outlined by Steve Hargadon in this forum, are not new.

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predictor of the future is the past,

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advantages for Web 2.0 learning: engagement, authenticity, participation, openness, collaboration, creativity, personal expression, discussion, asynchronous contribution, and critical thinking.

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dvantages for Web 2.0 learning: engagement, authenticity, participation, openness, collaboration, creativity, personal expression, discussion, asynchronous contribution, and critical thinking.

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Most or all of these advantages accrue not from Web 2.0 in particular, but from its collaborative nature, and from the fact that students have a significant voice in selecting and shaping the project.

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recent large-scale studies sponsored by the National Institute of Child Health and Human Development show that classroom time is occupied primarily by teacher talk.

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classroom time is occupied primarily by teacher talk.

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Yet, recent large-scale studies sponsored by the National Institute of Child Health and Human Development show that classroom time is occupied primarily by teacher talk.

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But why don’t teachers use some sort of projects?

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As Hargadon notes, the advantages are “significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students

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advantages are “significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students.”

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on 2009-09-19 by billgx

This is the essence of a great teacher- one who recognizes her or his strengths and uses them every day in the classroom.

Probably because project-based teaching is really hard to do well

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unpredictability in what they must know and be able to do

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teacher’s perspective,

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guide such a project,

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in-the-moment

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in part, student-directed.

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From the teacher’s perspective, there is great unpredictability in what they must know and be able to do to effectively guide such a project, exactly because the project is, in part, student-directed.

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decisions as to how to guide students

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how to help them evaluate

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Most or all of these advantages accrue not from Web 2.0 in particular, but from its collaborative nature, and from the fact that students have a significant voice in selecting and shaping the project.

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Probably because project-based teaching is really hard to do well. As Hargadon notes, the advantages are “significantly enhanced, if not dependent on, devoted adults helping to mentor and guide students.”

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essential

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teacher strike the right balance of intervention:

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nd it is essential that the teacher strike the right balance of intervention:

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struggle to align projects with content standards

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hen too, teachers may struggle to align projects with content standard

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From the teacher’s perspective, there is great unpredictability in what they must know and be able to do to effectively guide such a project, exactly because the project is, in part, student-directed.

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From the teacher’s perspective, there is great unpredictability in what they must know and be able to do to effectively guide such a project, exactly because the project is, in part, student-directed.

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ial, either because they are not aligned to content standards or because the teacher has softened the content demands to

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irect instruction methods are easier to align with content standards,

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asier to manage in the classroom.

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Direct instruction methods are easier to align with content standards, and they are easier to manage in the classroom.

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teacher’s work is in the preparation,

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Direct instruction methods are easier to align with content standards, and they are easier to manage in the classroom

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That’s not to say that the method is superior, but there is little doubt that these methods are easier for teachers to execute

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chalk-and-talk methods and project-based methods can work well.

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It’s worth remembering that traditional chalk-and-talk methods and project-based methods can work well. Properties inherent in methods are less important than whether or not the method is well executed.

If that’s true, then the question is really whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0 .

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question i

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whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0 .

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the question is really whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0

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f that’s true, then the question is really whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0 .

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Direct instruction methods are easier to align with content standards, and they are easier to manage in the classroom. Much of the teacher’s work is in the preparation, when mistakes and dead-ends are invisible to students. There are fewer in-the-moment decisions to make during class. That’s not to say that the method is superior, but there is little doubt that these methods are easier for teachers to execute, a point made by Dewey and by many observers since. When direct instruction goes wrong, it’s usually not because it is light in content but because the lesson has become an exercise in the memorization of trivia. One might say that you could hardly blames students for inattention to a lesson that is so far removed from their interests and passions, an attitude I detect in Wesch’s contribution.

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costs

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illions each year.

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“Teachers will need time and training to use these tools in the classroom.”

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Why has technology not revolutionized teaching, but rather been a series of “computer fads,” in Hargadon’s term, and an all-around disappointment?

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There has been an enormous push to leverage technology in K-12 education in the last decade. The costs in infrastructure, personnel, training, and ongoing access are difficult to pin down, but conservative estimates are in the billions each year.

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support personnel tend

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upport has been inadequate.

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Why has technology not revolutionized teaching, but rather been a series of “computer fads,” in Hargadon’s term, and an all-around disappointment?

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not to be specialized,

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support has been inadequate

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wisest course may not be to find “best practices” with the expectation that they will apply across the board, but rather to expect that teachers will select pedagogical practices based on their own strengths and the material they teach, and to support them in that choice.

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These teachers enjoy the technology and thus teach from the heart

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If that’s true, then the question is really whether Web 2.0 makes the student project more likely to succeed than project-based learning did before Web 2.0 .

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The wisest course may not be to find “best practices” with the expectation that they will apply across the board, but rather to expect that teachers will select pedagogical practices based on their own strengths and the material they teach, and to support them in that choice.

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teachers enjoy the technology and thus teach from the heart

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technology, and who are effective in the methods they use. The wisest course may not be to find “best practices” with the expectation that they will apply across the board, but rather to expect that teachers will select pedagogical practices based on their own strengths and the material they teach, and to support them in that choice.

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The wisest course may not be to find “best practices” with the expectation that they will apply across the board, but rather to expect that teachers will select pedagogical practices based on their own strengths and the material they teach, and to support them in that choice

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Why has technology not revolutionized teaching,

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Why has technology not revolutionized teaching, but rather been a series of “computer fads,” in Hargadon’s term, and an all-around disappointment?

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The wisest course may not be to find “best practices” with the expectation that they will apply across the board, but rather to expect that teachers will select pedagogical practices based on their own strengths and the material they teach, and to support them in that choice.

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Memorable projects (or learning that *sticks*): is hands-on, allows learners to create something that lasts, has elements of personal choice, allows learners to collaborate with peers and others, is uninterrupted, involves audience, taps creativity, is active, is self-paced, solves real-life or useful problems.

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Memorable projects (or learning that *sticks*): is hands-on, allows learners to create something that lasts, has elements of personal choice, allows learners to collaborate with peers and others, is uninterrupted, involves audience, taps creativity, is active, is self-paced, solves real-life or useful problems.

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In my mind, these new tools are not a fad. They allow us to change the way we do business. They open our classrooms and make the impossible possible.

Even our most ardent *chalk and talk* teachers are discovering that, if merely for purposes of convenience and easy publishing, web-based applications make the management of learning and teaching easier. The file cabinet, as well as artifacts and models of student efforts, can now be easily stored, disseminated, and shared, if the instructor so chooses.

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I agree that the benefits don’t come from Web 2.0, but the structure significantly informs the process–encourages, is a natural part of. Just as the interactivity of this forum changes the nature of what takes place

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on 2009-09-19 by billgx

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