Final Course Reflection

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.

Module 10

Gosh. There is a lot of overlap from one Web 2.0 tool to the next. I think the message that is coming through from exploring these collaborative networking platforms, is that internet users are really taking possession of the technology now, rather than simply accessing it. As educators, it is really valuable to recognise the changed nature of this relationship, particularly as it will be second nature to younger users. Google sites seems like another step in the evolution of user-generated content from wikis and nings. Essentially, the primary advantage of any platform is in its ease of use and Google sites appears (to me) to be the most user-friendly.
Facebook has had a massive impact on how users routinely create and share information. So many groups and businesses of all shapes and sizes have been able to capitalise on this technology, where previously they may have relied on third parties to set up websites for them. I imagine that the teaching community will also adopt the technology which is most familiar to them through personal usage and that the need to research options for optimal online collaboration and effective virtual communities will become obsolete, as better and easier technology presents itself.

Module 9

Online Networks

Scootle: this is a great resource that I have used in the past and will continue to use. It is really useful to have a bank of online resources linked to the Australian Curriculum and reviewed by other teachers. Learning Paths give students the opportunity to access set resources from home or school, engaging students in an inquiry-based approach to learning which is likely to be engaging.

The Scootle community is available, but I don't think I can face another virtual community anytime soon.

Second Life: I can appreciate that there may be educational opportunities within this virtual world, but I won't be pursuing them. I believe that students spend more than enough time in virtual simulations of the real world and there are much more appropriate examples of educational simulations which are not so engrossing and which link more clearly to learning objectives, e.g. australianhistorymysteries.info

Facebook: It's important to discuss the advantages and disadvantages of this social network with students (especially bullying and privacy) and this discussion should lead to an exploration of more appropriate networking opportunities for primary school children.

Twitter: I am aware of schools using Twitter to update parents on daily events. I can't see any other significant advantage to using this network in the classroom.

LinkedIn: I am not really interested in this network.

http://t.co/tqee3OfMJZ
— Brigid Little (@teachington) September 27, 2013

Module 8

I can really see the benefit of using an RSS feeder service for identifying new and relevant web content more efficiently. It is clear from speaking to students, that their experience of news in print or on TV is less consistent than in the past, and it would be valuable to demonstrate how news from around the world can be managed effectively, and in line with personal interests, through a feeder account. 

I would be much more likely to use my feedly account to keep up to date with global news and educational developments than to download podcasts, but that is just a matter of preference.

Module 7

I had a go at using Delicious for bookmarking. Not sure that this is something I will pursue, although it might be a useful way to group resources for different teaching areas. The best sites change so quickly, that bookmarks might quickly become outdated. On the other hand, if I could find appropriate educational/tech experts to follow, it might cut down my own search time.
Blogging (or writing in general) can be a good way of articulating thoughts, but I think there are a lot of blogs out there that would hold limited interest for anyone but the writer. I feel a bit embarrassed to publish a blog which not only replicates the content of other, similar blogs but is also equally boring.

Module 6

This post is brought to you by Picasa's own Happy Quokka. Nothing too new to me in this module. Since the introduction of digital cameras, and then mobile phones as digital cameras, we have been using various software and websites to edit, save and share photographs. I was surprised at how lovely some of the public images were however.
Still concerned about the use of personal images in terms of digital footprinting, cyber-safety and general privacy, regardless of security settings.

Module 5

I did feel as though this module was helpful. Reflections as follows:

Bubbl.us - I wasn't very excited about this resource. I often think that mind maps are more fun to do on paper.

Glogster - I think this is a great site for kids to bring together selected online resources alongside their own work and creative vision.

Prezi - this is quite a complex resource for primary students. I can see how the skills required for effective use of this resource would be useful to students in future study and employment.