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| Photograph By: Deborah Sanders |
To coin the phrase, “You’ve Come a Long Way Baby”, so has the World Wide Web! Donna Baumbach, (2009), discusses the changes that have evolved within the World Wide Web during this past decade. The WWW has advanced from the simple consumer seeking knowledge, and the code writers of the HTML, to allowing a web participant to enter their own thoughts on a page, in order to collaborate with others around the world. This new expansive, ever-changing, media promotes greater interactivity with other web participants, and even allows participants to create, publish, and share their material. Baumbach, (2009), further examines reasons why School Library Media Specialists should and could use Web 2.0 tools: Some of the most important reasons include: “increasing the libraries budget”, “showcasing activities” within their program for teachers, providing “additional digital tools and resources”, “searching for information” “share information and labor” “do more in less time” and “create a website in seconds” post information, images, video, hyperlinks, and sound”.
To further take a look at the positive uses for Web 2.0 tools in today’s schools, this study gives a comparison of the resources which we are accustomed to: (“Paper, pen, scissors, glue, crayons, construction paper, typewriters or word processors, watercolor…” Baumbach, 2009). Then Baumbach compares these to the web-based resources we have at our fingertips today: (“Computers, social bookmarks, RSS feeds, blogs, wikis, photo editing and photo sharing sites … etc”). An online survey was conducted using 631 Library Media Specialists. This study group was composed, by gathering Elementary, Middle, and High School Library Media Specialists. The questions varied from the knowledge of their use of different tools; to how much time they spent completing various tasks using the tools. One of the noted limitations of this group included lack of knowledge of, and little experience using, many of the tools we use today. In other cases, tools such as blogs could not be accessed. Due to the in-district regulations and state politics that many schools are facing these days, this resulted in a lack of time to research, review and acquire the tools for enhanced training. There are other districts where there has been no training at all. There is a need for professional development to encourage today’s LMS professionals to share their ideas on how to integrate Web 2.0 tools in the classroom, and improve their skills, using the many free tools available.
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| Photograph By: Deborah Sanders |
This program examines the usual standard formats for professional in house options for teacher professional development, versus the new leisurely online “anytime” options. Yes, what a mouthful. In other words, teachers in some districts are choosing alternative venues and methods for their PD training. Opting to use the online virtual world as a venue, would eliminate the necessity to employ an increasing number of substitute teachers repeatedly throughout the district. The flexibility of online programs offered within the districts would provide teachers with variable time schedules within which they can complete their PD. Instead of having only one-day, in-house service, they can participate in programs that could last from one week, six weeks or more. The classes can be tailored in conjunction with what the teacher is doing in the classroom, to what the teacher is doing online. As stated by Michelle R. Davis, (2009), “Online professional development, allows access to high-quality instruction and courses that may not be provided locally.” Davis equates this by stating that even with all the documented tracking of information on what teachers are doing and the importance of the experience, “Still, many district-level officials are skeptical on the value of online professional development for their purpose.”
In some cases, it is foreseeable that online PD can eliminate half day or full day recesses for students in order to provide teacher PD. For large school districts, online PD allows reasonable training flexibility in schedules, locations, and times. Various districts are working with universities in their area to provide college credits for their extended courses.
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| Photograph By: Deborah Sanders |
Different Spaces: Staff Development for Web 2.0 was a Professional Development exercise conducted by two Australian universities offering new pedagogical technological skills teacher training. Samarawickrema, G., Benson, R., & Brack, C. (2010) noted a study that performed experiments using, “wikis, blogs, social bookmarking, and social networking services, for their learning and teaching value” (Choy & Ng, 2007; Elgort Smith & Toland, 2008). The participants collaborated through group learning. Being a part of this environment provided the participants with more insight and a greater understanding of how their respective students would function in the classroom under similar circumstances. Samarawickrema, et. al. (2010) discusses how learners learn by exchanging and incorporating dialogue between each other. As a result of these initial conclusive findings, the basis of this study was set in motion.
It is interesting to note that the findings of this experiment came as a surprise, particularly since the participants struggled in the Wikis online environment. The participant’s work suggested that instead of using this tool, a face-to-face encounter would have served them better. However, the participants did recognize and understand the dynamic conceptual impact of the tools, thereby directing their focus towards integrating the tools in their future teaching.
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| Photograph By: Deborah Sanders |
This review focuses on children between the ages of 3 to 8 and the effects from interactive whiteboards and web sites being incorporated into their classroom. Peggy Lisenbee (2009) discusses her personal use of these tools to create connections for her kindergarten students as they engage in authentic activities. This article provides information on the tools and valuable resources used to impact their learning. As a result of the introduction of these tools, the children were more engaged and were shown to focus more intently on on the task at hand. Interactive technology changes their social interaction by providing a means to communicate with each other. These technologies foster the Constructivist theory into their learning. Lisenbee (2009) noted a study by (DeVries et al. 2001) which stated, “Constructivism highlights children’s own role in learning, how they build their own understanding of experiences, especially when an experience intrigues them. Children refine their thinking through exploration in a social environment.”
Lisenbee (2009) offered suggestions of activities for the whiteboard and web sites that were successful within her classroom environment. One of the most profound and prominent tools she used was the digital whiteboard. The children loved to input their own themes and backgrounds into the task, in order to create and retell their own stories. With regard to websites, Lisenbee (2009) admitted she only used 4 web sites over the course of the school year. She spoke specifically about “. . . streaming videos to enhance learning and help children review and retain information.”
In conclusion, there are myriads of technological experiences available for early childhood students. Exposure and use of these tools has been shown to equip the constructivist self-learner with a clearer understanding of life, learned through their own explorations. For these reasons the need to provide on-going teacher professional development, with these tools integrated into their professional practice, is without a doubt a necessity!
Reference
Baumbach, D. (2009). Web 2.0 and you. Knowledge Quest, 37(4), 12-19. Retrieved from
ERIC database.
Davis, M.R., (2009) Creating value with online teacher training. Teacher Sourcebook, Retrieve
October 16, 2010, from URL. http://www.edweek.org/tsb/articles/
2009/03/16/02onlinepd.h02.htm
Lisenbee, P. (2009). Whiteboards and Web Sites: Digital Tools for the Early Childhood
Curriculum. Young Children, 64(6), 92-95. Retrieved from ERIC database.
Samarawickrema, G., Benson, R., & Brack, C. (2010). Different Spaces: Staff Development
for Web 2.0. Australasian Journal of Educational Technology, 26(1), 44-49.
Retrieved from ERIC database.
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