Should all teachers be encouraged to create online activities for students within traditional classrooms? Please explain.
Creating online activities for students in any classroom, including traditional classrooms provides a numerous amounts of learning benefits for the children. As November had mentioned, just because an activity is online does not mean that the students need to only utilize the Internet or computer as a means of learning (November, 78, 2001). Teachers can use the Internet as an opportunity to have students explore research and data outside the classroom, which will be incorporated into the online activity, producing more meaning and relevance to the students doing the actual work. This can easily be done in more traditional classrooms. Teachers can be encouraged to see the importance of students connecting with peers and parents through online activities, enhancing skills they would be using inside a traditional classroom, like collaborative work. A teacher in a traditional classroom should integrate the online activity in a thought-provoking and well organized manner so that the students know the purpose of using an online activity and are able to work with the activity online in an efficient manner just as they would in the classroom.
Envision the role of social networking in 21st century learning environments. Write a brief description of this vision
With the enormous amount of people online and in networking sites, connecting and interacting with new or old friends will have harnessed a multitude of relationships that help build new and creative ways of learning, sharing, and acquiring knowledge. In sites such as twitter, educators all around the world are following other educators and get on the moment ideas, questions or answers, that are helping to foster creativity throughout the educational system and solve problems quicker through "expert" educators (Richardson, 86, 2010). Social networking, like social bookmarking, "redefines" the way others may view certain topics or helps others, through bookmarking different sites, people are molding the new information into their existing knowledge, creating a new learning environment for themselves. Social networking is allowing kids to become "self-directed" and learn through and with peers about numerous topics and interests (Richardson, 132, 2010). Students are keeping connections with other peers around the world, and are growing rapid interpersonal relationships with peers of all different backgrounds, with all different perspectives, and forms of knowledge.
Wednesday, June 30, 2010
EDCI 5825 PowerPoint Presentation
• Brief description of the lesson/topic presented on the PowerPoint
-The lesson that was presented in my PowerPoint is on the immune system. The lesson focused on active and passive immunity and different lines of defense. I used a constructivist approach to the lesson, and included a video that went along with the material.
• Brief description of the features used in your PowerPoint. Did you use any "challenge" features? Why/Why not.
-I used WordArt/SmartArt a lot because it makes the titles to the PowerPoint slides stand out and catch the audience’s attention. I found that the animations gave many different options for pictures and text and made sure I included many different kinds in my PowerPoint. I wasn't sure exactly how to use the narration for my PowerPoint because most of what needed to be discussed could be done so in the classroom by the students.
• Did you learn anything new in the process?
-Whenever I use PowerPoint I feel as though I learn something new. PowerPoint offers many different options in creating a unique presentation. I learned that you can download backgrounds from online if you desire that are represent your lesson better, although I did not do this for my presentation, I still thought it was neat. I also realized that PowerPoint allows you to change the color of the SmartArt graphics.
How can a lesson be enhanced with Presentation Software (e.g. PowerPoint, Google Docs Presentation software, etc.)
-When a teacher uses Presentation Software she/he is making their lecture accommodate different learning styles of students. Students are able to visualize what the teacher is saying, look at pictures relating to the topics, graphs, charts, videos and much more. It makes what could have been a boring lecture, turn into a more lively and fun presentation that may make a more lasting impression with students. Teachers can do so much more with Presentation Software for their lessons then just speaking with students. They can get students involved with the presentation more.
-The lesson that was presented in my PowerPoint is on the immune system. The lesson focused on active and passive immunity and different lines of defense. I used a constructivist approach to the lesson, and included a video that went along with the material.
• Brief description of the features used in your PowerPoint. Did you use any "challenge" features? Why/Why not.
-I used WordArt/SmartArt a lot because it makes the titles to the PowerPoint slides stand out and catch the audience’s attention. I found that the animations gave many different options for pictures and text and made sure I included many different kinds in my PowerPoint. I wasn't sure exactly how to use the narration for my PowerPoint because most of what needed to be discussed could be done so in the classroom by the students.
• Did you learn anything new in the process?
-Whenever I use PowerPoint I feel as though I learn something new. PowerPoint offers many different options in creating a unique presentation. I learned that you can download backgrounds from online if you desire that are represent your lesson better, although I did not do this for my presentation, I still thought it was neat. I also realized that PowerPoint allows you to change the color of the SmartArt graphics.
How can a lesson be enhanced with Presentation Software (e.g. PowerPoint, Google Docs Presentation software, etc.)
-When a teacher uses Presentation Software she/he is making their lecture accommodate different learning styles of students. Students are able to visualize what the teacher is saying, look at pictures relating to the topics, graphs, charts, videos and much more. It makes what could have been a boring lecture, turn into a more lively and fun presentation that may make a more lasting impression with students. Teachers can do so much more with Presentation Software for their lessons then just speaking with students. They can get students involved with the presentation more.
Tuesday, June 29, 2010
T2P Week 5
If a teacher develops a relationship with his students that is structured around trust and caring, that relationship will allow a pathway to the curriculum that promotes autonomy, motivation, and individual growth, then if a problem arises in the schooling environment with the students, the teacher will be more aware of the variables at play in the issues and have a more constructive approach in how to solve that problem according to the relationship and data that he/she has already been collecting on their students throughout the year.
I added into my T2P hypothesis the importance of using a scaffolding technique in solving problems in the classroom. With so many variables contributing to the "schooling" environment on a day to day basis, a teacher could easily get caught up in the "mess" that is consuming the curriculum and students to get off track and wound up in a multitude of different problems. In consideration of these variables, if a teacher is more aware of them then that teacher will be more constructive in recognizing the issues and the different ways to solve those issues. A way that a teacher can become more effective in this approach is to develop that relational-care approach with their students. If students have a foundational relationship with their teachers they will be more apt to respect what the teacher is telling them and be honest in reflecting what they truly want out of the class or lessons. I also believe that demonstrating this relational-care as a teacher to your students, and showing them that their voices matter and are respected, they will be more likely to model this behavior in their own relationships.
I added into my T2P hypothesis the importance of using a scaffolding technique in solving problems in the classroom. With so many variables contributing to the "schooling" environment on a day to day basis, a teacher could easily get caught up in the "mess" that is consuming the curriculum and students to get off track and wound up in a multitude of different problems. In consideration of these variables, if a teacher is more aware of them then that teacher will be more constructive in recognizing the issues and the different ways to solve those issues. A way that a teacher can become more effective in this approach is to develop that relational-care approach with their students. If students have a foundational relationship with their teachers they will be more apt to respect what the teacher is telling them and be honest in reflecting what they truly want out of the class or lessons. I also believe that demonstrating this relational-care as a teacher to your students, and showing them that their voices matter and are respected, they will be more likely to model this behavior in their own relationships.
Monday, June 28, 2010
T2P 3 Hypothesis
*Social Hiatus in the Middle School*
Youtube Video:
Middle School Gossip
If a student’s social status or relationship with other peers is not healthy then the student will be easily distracted from their schoolwork. For example, in the video “Middle School Gossip,” middle school girls expressed the social issues that were consuming their day-to-day lives. Each student discussed different social predicaments they were in including ex-boyfriends, trying to impress, puberty, fights, friends, and clothing style and mentioned compared to schoolwork, social life is much more important. In the same video, the 7th grade teachers expressed the student’s ideals. One 7th grade teacher in the video said, “Until you work through the social issues, until you work through the like distractions, there is no point in the academics, because they will always be distracted.” According to Maslow, some of these children’s lower staged needs are not being met. The issues facing these students touch upon safety, social belonging and security. Maslow would contend that if you don’t help those students fulfill the lower levels of needs, they would not be able to move up to self-esteem and desire to learn school material. As a teacher, it will be imperative to create an environment for my students to come into to feel like they belong, and a relationship that opens up trust and care. By creating a positive, welcoming environment, students who’s lower level needs are not met, may be able to look at the classroom as a way for satisfying those lower level needs, allowing them to flourish in their creativity to learn and grow academically.
*****************************
*Oppression of our Youth Voice*
Youtube video:
Finding Our Turf: Youth Voice
If students feel as though their opinions are not being respected, their culture is not important, and they do not matter to higher forms of authority, then they will feel oppressed and invaluable to society, building a mindset of distrust, helplessness, and anger. These ideas were expressed in the video, “Finding Our Turf: Youth Voice.” Many young people expressed their feelings of frustration with adults because they did not feel as though adults valued their opinions or ideas and that no matter what they said they would not be listened to since adults always discriminated against younger ages. Nel Noddings would say that this mindset of youth could be detrimental to their growth as individuals because adults of power are not talking the time to build relational-care with the teens. This is therefore demonstrating that teenagers are not an important part of a growing and dynamic society, adding to their feelings of being oppressed. As a teacher I can understand how it is important show students that their unique identities do matter on a larger level and that every opinion matters. Showing your students that you respect and value their thoughts help provide them with a foundation of trust and care to grow as an individual. By showing students the significance of their own voices I am showing them how to build positive perspectives of themselves.
***************************
*Teaching for the Youth*
Youtube Video: Whole Brain Teaching
If students participate in student-centered learning through application of “whole brain teaching,” then they will be more likely to comprehend the material and participate. For example, in the video, “Whole Brain Teaching High School Math,” students mirrored their teacher’s explanation of slopes to the peers. Through mirroring the description of positive and negative slopes, the students reinforced what they were learning and showed a quicker understanding when the teacher assessed them. Whole brain teaching, as showed in the video, helps students stay on task and participate. Lev Vygotsky would say that Whole Brain Teaching is a way that the teacher brings a student to a higher level of cognitive development by guiding each student in the process of application and thinking. As a teacher I understand that students each learn in multiple ways such as visual, audio, verbal, and hands-on and direct instruction will not accommodate all the learning styles in the classroom. For students to be able to excel in the classroom they have to be given different tools for thinking and learning. Whole brain teaching takes direct instruction and opens it up to a more student-centered approach, where the students are doing full participation in the understanding and teaching of the lesson.
Youtube Video:
Middle School Gossip
If a student’s social status or relationship with other peers is not healthy then the student will be easily distracted from their schoolwork. For example, in the video “Middle School Gossip,” middle school girls expressed the social issues that were consuming their day-to-day lives. Each student discussed different social predicaments they were in including ex-boyfriends, trying to impress, puberty, fights, friends, and clothing style and mentioned compared to schoolwork, social life is much more important. In the same video, the 7th grade teachers expressed the student’s ideals. One 7th grade teacher in the video said, “Until you work through the social issues, until you work through the like distractions, there is no point in the academics, because they will always be distracted.” According to Maslow, some of these children’s lower staged needs are not being met. The issues facing these students touch upon safety, social belonging and security. Maslow would contend that if you don’t help those students fulfill the lower levels of needs, they would not be able to move up to self-esteem and desire to learn school material. As a teacher, it will be imperative to create an environment for my students to come into to feel like they belong, and a relationship that opens up trust and care. By creating a positive, welcoming environment, students who’s lower level needs are not met, may be able to look at the classroom as a way for satisfying those lower level needs, allowing them to flourish in their creativity to learn and grow academically.
*****************************
*Oppression of our Youth Voice*
Youtube video:
Finding Our Turf: Youth Voice
If students feel as though their opinions are not being respected, their culture is not important, and they do not matter to higher forms of authority, then they will feel oppressed and invaluable to society, building a mindset of distrust, helplessness, and anger. These ideas were expressed in the video, “Finding Our Turf: Youth Voice.” Many young people expressed their feelings of frustration with adults because they did not feel as though adults valued their opinions or ideas and that no matter what they said they would not be listened to since adults always discriminated against younger ages. Nel Noddings would say that this mindset of youth could be detrimental to their growth as individuals because adults of power are not talking the time to build relational-care with the teens. This is therefore demonstrating that teenagers are not an important part of a growing and dynamic society, adding to their feelings of being oppressed. As a teacher I can understand how it is important show students that their unique identities do matter on a larger level and that every opinion matters. Showing your students that you respect and value their thoughts help provide them with a foundation of trust and care to grow as an individual. By showing students the significance of their own voices I am showing them how to build positive perspectives of themselves.
***************************
*Teaching for the Youth*
Youtube Video: Whole Brain Teaching
If students participate in student-centered learning through application of “whole brain teaching,” then they will be more likely to comprehend the material and participate. For example, in the video, “Whole Brain Teaching High School Math,” students mirrored their teacher’s explanation of slopes to the peers. Through mirroring the description of positive and negative slopes, the students reinforced what they were learning and showed a quicker understanding when the teacher assessed them. Whole brain teaching, as showed in the video, helps students stay on task and participate. Lev Vygotsky would say that Whole Brain Teaching is a way that the teacher brings a student to a higher level of cognitive development by guiding each student in the process of application and thinking. As a teacher I understand that students each learn in multiple ways such as visual, audio, verbal, and hands-on and direct instruction will not accommodate all the learning styles in the classroom. For students to be able to excel in the classroom they have to be given different tools for thinking and learning. Whole brain teaching takes direct instruction and opens it up to a more student-centered approach, where the students are doing full participation in the understanding and teaching of the lesson.
Thursday, June 24, 2010
Website EDCI 5825
Hi Everyone! Here is my website: Melanie's Website
What is your reaction to the entire web development process? Please describe any positive and negative reactions.
I was surprised with how easy it was for me to make a Website. I thought that there was a lot more to it then there actually was. My reactions were very positive. I created my website using Weebly. Weebly had it set up so that it was easy and quick to use. I learned how to add different things and become creative with my website. I thought that the website offered many different tools to use for the website I was creating. The only negative reactions I had was Weebly didn't allow me to add in a hyperlink or picture at certain points in the process. It seemed as though Weebly wasn't working 100% the entire time, but mostly I had to click out of it and restart up the program.
What was involved in the process of developing your site? What obstacles did you encounter? How did you overcome those obstacles? What successes did you encounter?
Weebly is set up so that finding design layouts, adding pictures or text, and other fun things like video is easy to find and easy to use. I first constructed the different webpages that I wanted to include on my website. After I added text, pictures, and video the only obstacle that I encountered was uploading images or videos did not work all the time. When this happened I had to cancel the site and reload the page. I would say that being able to create my own webpage is a success in itself! ha!
Will you continue to build on/update this site after this course ends? Why/Why not? Please explain.
I made a theme around my webpage, specifically a project that my students would be doing on the Rainforest. I could see myself adding onto the webpage to make it more flexible for my needs as a teacher, although I am not sure what sort of projects I will be using, or if I will make the webpage strictly for assignments and blog posts. I can see myself using it as a tool in my classroom. With practice in making a course wiki, I have been thinking of using the website I created instead as a more fun biology page that is centered around what we are doing in the classroom. It would be cool to use the website as a way to express what the students are doing in a different and creative way.
What errors/issues did you find when you tested your web site for 508 compliance? Based on those errors/issues, what changes would you make to your site?
Compliance Page
My multimedia was not synchronized on my website, which mean that there was a problem with loading the page and having the youtube video appear or work at a right rate. I also saw that my color did have an issue with compliance, which I understood as the text color compared to the background color may not be assessable for someone that is colorblind. Therefore I would need to change the color options for my website to accommodate everyone.
What is your reaction to the entire web development process? Please describe any positive and negative reactions.
I was surprised with how easy it was for me to make a Website. I thought that there was a lot more to it then there actually was. My reactions were very positive. I created my website using Weebly. Weebly had it set up so that it was easy and quick to use. I learned how to add different things and become creative with my website. I thought that the website offered many different tools to use for the website I was creating. The only negative reactions I had was Weebly didn't allow me to add in a hyperlink or picture at certain points in the process. It seemed as though Weebly wasn't working 100% the entire time, but mostly I had to click out of it and restart up the program.
What was involved in the process of developing your site? What obstacles did you encounter? How did you overcome those obstacles? What successes did you encounter?
Weebly is set up so that finding design layouts, adding pictures or text, and other fun things like video is easy to find and easy to use. I first constructed the different webpages that I wanted to include on my website. After I added text, pictures, and video the only obstacle that I encountered was uploading images or videos did not work all the time. When this happened I had to cancel the site and reload the page. I would say that being able to create my own webpage is a success in itself! ha!
Will you continue to build on/update this site after this course ends? Why/Why not? Please explain.
I made a theme around my webpage, specifically a project that my students would be doing on the Rainforest. I could see myself adding onto the webpage to make it more flexible for my needs as a teacher, although I am not sure what sort of projects I will be using, or if I will make the webpage strictly for assignments and blog posts. I can see myself using it as a tool in my classroom. With practice in making a course wiki, I have been thinking of using the website I created instead as a more fun biology page that is centered around what we are doing in the classroom. It would be cool to use the website as a way to express what the students are doing in a different and creative way.
What errors/issues did you find when you tested your web site for 508 compliance? Based on those errors/issues, what changes would you make to your site?
Compliance Page
My multimedia was not synchronized on my website, which mean that there was a problem with loading the page and having the youtube video appear or work at a right rate. I also saw that my color did have an issue with compliance, which I understood as the text color compared to the background color may not be assessable for someone that is colorblind. Therefore I would need to change the color options for my website to accommodate everyone.
Wednesday, June 23, 2010
Internet Workshop Part II
What feedback on your Internet Workshop did you receive from your two group members online?
-For my Internet Workshop, I chose to focus on MAPing a website. Feedback that I received from my group had concluded that I had good tools in assessing the students. The handout was to be done individually in small groups and then after the students were done MAPing the website they would come together in larger groups and discuss their findings. My group members said that including an evaluation page to the workshop that would be done individually by the students after the discussions was a good way in assessing what the students would take away from the lesson. One thing that I could have included was instead of having each student look at the same website, I would have them each assigned to a couple different websites. This would provide more information to learn from.
Will you use the Internet Workshop, or use a revised version of the Internet Workshop in your future classroom? Please explain.
-An Internet Workshop is a great way to get students to critically think about what they are viewing over the Web. For biology, students will have to do research papers (this is something we talked about for the quote as well) and they will need to understand how to search the Web to find what they need. Doing a workshop allows hands-on experience for the students in learning about Internet safety and knowledge. Therefore I can see me using a form of the Internet Workshop in my class.
Briefly summarize your group's discussion of the statement, "Students will become victims of the expansive dark side of the Internet unless we teach the critical thinking necessary to make meaning out of the overwhelming and potentially manipulative amount of information that is now available and growing every day" (November, 2010, p.27).
-With technology today it is very easy for a student to go onto the Web and find just about anything that is either false or true. Our group discussed a lot about how it is important for students to understand going into the Web of the type of information that they can find and be skewed into believing. Also because students are young adults, they haven't been taught a lot to be skeptical of different thinks, and challenge what they are told because school in itself rewards conformity and listening to the teacher, therefore students could easily "fall victim" to the Internet if teachers don't show them the ways that it can be manipulative.
-For my Internet Workshop, I chose to focus on MAPing a website. Feedback that I received from my group had concluded that I had good tools in assessing the students. The handout was to be done individually in small groups and then after the students were done MAPing the website they would come together in larger groups and discuss their findings. My group members said that including an evaluation page to the workshop that would be done individually by the students after the discussions was a good way in assessing what the students would take away from the lesson. One thing that I could have included was instead of having each student look at the same website, I would have them each assigned to a couple different websites. This would provide more information to learn from.
Will you use the Internet Workshop, or use a revised version of the Internet Workshop in your future classroom? Please explain.
-An Internet Workshop is a great way to get students to critically think about what they are viewing over the Web. For biology, students will have to do research papers (this is something we talked about for the quote as well) and they will need to understand how to search the Web to find what they need. Doing a workshop allows hands-on experience for the students in learning about Internet safety and knowledge. Therefore I can see me using a form of the Internet Workshop in my class.
Briefly summarize your group's discussion of the statement, "Students will become victims of the expansive dark side of the Internet unless we teach the critical thinking necessary to make meaning out of the overwhelming and potentially manipulative amount of information that is now available and growing every day" (November, 2010, p.27).
-With technology today it is very easy for a student to go onto the Web and find just about anything that is either false or true. Our group discussed a lot about how it is important for students to understand going into the Web of the type of information that they can find and be skewed into believing. Also because students are young adults, they haven't been taught a lot to be skeptical of different thinks, and challenge what they are told because school in itself rewards conformity and listening to the teacher, therefore students could easily "fall victim" to the Internet if teachers don't show them the ways that it can be manipulative.
Reflections EDCI 5825 Week 4
• What is the right balance between giving students freedom to explore the Web for research and providing them with structure and guidance?
I believe that the web has so many great opportunities for students to explore different subjects, and acquire information that may be limited without the Web. It seems important for the teachers to help students learn that exploration with multiple sources about the same idea or content, can give them different perspectives which will help enhance their understanding. Like the example in the text of the student looking up material on George W. Bush, and being able to connect a WWII plan crash with him, lead to great exploration and interest in the topic. The teacher can help a student critically think about different questions they might have with the primary source material that will lead them in finding more primary source materials that can help them connect to answers. An example that November gives is “to teach students to let go of the notion that the answers are more important than the questions and the process” (November, 2001, p. 61). By teaching in this way, teachers are helping their students learn research skills that are very helpful. It’s hard to pin point the exact amount of balance that a teacher should have, but I believe it should be enough to engage the student in critical thinking, but not enough that it restricts their exploration and desire to learn more.
• What is the role of the teacher in helping students to make meaning of primary source material?
The teacher can help the students make meaning of the primary source material in multiple ways. As mentioned in November’s text, it is important for a teacher to help students acquire certain skills like database searching, identifying information sources, visual literacy, and perspective, to be able to accurately use the information on the Web in the most beneficial ways for the student (November, 2001). I did agree with November with the idea that students can learn from search mistakes that they make, like using the wrong type of word, because it helps them understand the importance of certain words and empowers them when they successful figure it out (November, 2001, p. 65). Perspective is an important variable in providing some structure to students. The example in the text talks about the students searching the “trail of tears” and coming up with no results (November, 2001, p. 64). I can understand how a teacher might want to guide the students attention to critically thinking of multiple words that can be used, helping them strengthen their skills in understanding language.
• How can teachers use Podcasting and/or multimedia tools to promote collaborative learning?
Using Podcasting and multimedia tools helps promote collaborative learning in different ways. By using Podcasts students will have to learn how to collaborate multiple technologies to produce what they want, and share or publish it with others. Just in designing, making, and publishing a Podcast, students work with microphones, systems designed in creating Podcasts, itunes, voicerecorders, garageband, googlevideo, or other online technologies. Developing the skills to work with different processes, while sharing the students own interests and knowledge, help shape and structure different ways of collaborative learning. I also looked at this question with the idea that collaborative learning happens through the use of publishing your Podcast, listening to other’s Podcasts, and using different technologies like video conferencing the same way (November, 2001). A student learns how to collaboratively work with the environment, and people around them. Through the use of all this technology, students are now able to expand their learning into a vast array of different people’s lives, and work with people from across the globe.
p.s. Just for better understanding, I have both editions of the text so sometimes I pull quotes out of November 2001, or November 2010
I believe that the web has so many great opportunities for students to explore different subjects, and acquire information that may be limited without the Web. It seems important for the teachers to help students learn that exploration with multiple sources about the same idea or content, can give them different perspectives which will help enhance their understanding. Like the example in the text of the student looking up material on George W. Bush, and being able to connect a WWII plan crash with him, lead to great exploration and interest in the topic. The teacher can help a student critically think about different questions they might have with the primary source material that will lead them in finding more primary source materials that can help them connect to answers. An example that November gives is “to teach students to let go of the notion that the answers are more important than the questions and the process” (November, 2001, p. 61). By teaching in this way, teachers are helping their students learn research skills that are very helpful. It’s hard to pin point the exact amount of balance that a teacher should have, but I believe it should be enough to engage the student in critical thinking, but not enough that it restricts their exploration and desire to learn more.
• What is the role of the teacher in helping students to make meaning of primary source material?
The teacher can help the students make meaning of the primary source material in multiple ways. As mentioned in November’s text, it is important for a teacher to help students acquire certain skills like database searching, identifying information sources, visual literacy, and perspective, to be able to accurately use the information on the Web in the most beneficial ways for the student (November, 2001). I did agree with November with the idea that students can learn from search mistakes that they make, like using the wrong type of word, because it helps them understand the importance of certain words and empowers them when they successful figure it out (November, 2001, p. 65). Perspective is an important variable in providing some structure to students. The example in the text talks about the students searching the “trail of tears” and coming up with no results (November, 2001, p. 64). I can understand how a teacher might want to guide the students attention to critically thinking of multiple words that can be used, helping them strengthen their skills in understanding language.
• How can teachers use Podcasting and/or multimedia tools to promote collaborative learning?
Using Podcasting and multimedia tools helps promote collaborative learning in different ways. By using Podcasts students will have to learn how to collaborate multiple technologies to produce what they want, and share or publish it with others. Just in designing, making, and publishing a Podcast, students work with microphones, systems designed in creating Podcasts, itunes, voicerecorders, garageband, googlevideo, or other online technologies. Developing the skills to work with different processes, while sharing the students own interests and knowledge, help shape and structure different ways of collaborative learning. I also looked at this question with the idea that collaborative learning happens through the use of publishing your Podcast, listening to other’s Podcasts, and using different technologies like video conferencing the same way (November, 2001). A student learns how to collaboratively work with the environment, and people around them. Through the use of all this technology, students are now able to expand their learning into a vast array of different people’s lives, and work with people from across the globe.
p.s. Just for better understanding, I have both editions of the text so sometimes I pull quotes out of November 2001, or November 2010
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