Reviewing the Web 2.0 course in relation to the CEO Melbourne Contemporary Learning Schema (above), it is clear that Web 2.0 tools align comfortably with many identified pedagogical objectives.
Tools such as Google Docs, Glogster, Blogs and Wikis offered tremendous opportunities to provide a Learning Environment that is connected, collaborative, flexible, innovative and inquiry-focussed.
With appropriate teacher support and direction, the learning opportunities provided in this environment should be increasingly relevant, personalised and equitable as students have open and equal access to resources that they can tailor to their own needs.
Web 2.0 resources such as YouTube, Glogster, Wikis and Google Sites offer immeasurable opportunities to engage in contemporary literacies which are culturally relevant and valued, multimodal and appropriate to a range of social contexts.
By enabling students to contribute to active online communities in a skilled and purposeful way, teachers are engaging learners in a contemporary world beyond the classroom and beyond the screen as well. Catholic teachers have a special duty to ensure that students develop a commitment to compassionate service and action for justice. Web 2.0 tools offer valuable opportunities to reach out to communities in need and make real connections, based on understanding, compassion and respect.
I wasn't particularly excited by the digital mapping of Bloom's Taxonomy. It should not be difficult for teaching professionals to identify the skills which would be developed with the use of appropriate digital technology in a worthwhile unit of work.
Overall, it has been a really useful experience of professional development. I feel much better informed of certain ways in which internet technology has developed and what this means for contemporary teachers and learners. I have been forced to extend my skills and knowledge and it will definitely impact on my professional thinking and my practice.
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