A Lens for Looking Forward: How can Web 2.0 enhance my teaching?

After a term of moving at the pace of graduate studies, I am left feeling a little nervous/skeptical/unprepared to navigate the Web 2.0 on my own. My greatest fear is that, left to my own schedule and comfort zone, I won’t continue to move forward with my practice. I have already shared my intimidation factor that I felt (and so did my husband!) while creating and posting my first podcast (October 13). And I made my frustrations with wikis clear in an irreverent post on October 26. There have most certainly low points as I have explored tools that challenged my technological abilities, as well as my ability to see the big, educational picture. As I reflect on the term, read my recent posts and look ahead, I am left with one over-arching question: How can we be sure that learning drives the technology in our classrooms, rather than technology (for the sake of technology) driving the learning? I am aware that this question makes me sound like a stick-in-the-mud practioner, but as a passionate teacher I know that if I continue to see technology as tool that will enhance my teaching and my students’ learning, then I will make time and space to continue to explore and learn.

The question that lies between technology facilitating learning or driving it, can also be asked of our view of teaching and teachers. As we begin to make the Big Shifts which Will Richardson (2009) suggests are essential, we must now take on the role of facilitating, rather than being the sole conduit through which all information and learning must pass. When students are given information, and then told to present/record it in a format such as a PowerPoint presentation, the result is a project with finite creativity and possibilities. Collaboration and interaction between students is minimal, with the exception of learning how to insert a particular object or the steps to a certain outcome.

Web 2.0 tools, however, necessitate a deeper and more meaningful use of technology. The public audience and the Read/Write nature of the tools implies that others are invited and expected to participate and contribute. That is the purpose of Web 2.0 tools, just as the World Wide Web developer Tim Berners-Lee originally intended the Internet to be. But, just as the Internet was initially viewed and used as a source rather than a space for collaboration. Similarly there is potential for Web 2.0 to be used in ways other than they were intended.

For example, when I began my exploration of wikis during this course, I was tempted to post information for my students, and they could provide brief responses. This was an example of the tendency to use new tools in a way that fits with our existing philosophy and pedagogical understandings. And for others that are less comfortable with the technology (some are still not sure about computers, nevermind the Internet, nevermind the Read/Write Web), that tendency is even stronger.

Several Web 2.0 are already engrained in our classroom, thanks to this university term. Students each have their own blogs in which they communicate each week with their families. Our class has a collective Delicious account on which we store all of our favourite websites so that students can access and revisit the learning 24/7. Students use wikis to source ideas and to contribute their thoughts. Each student has their own VoiceThread account. And their teacher is using a reflective, professional blog as a form of professional development.

While my university course has challenged me to fully explore and reflect upon a number of Web 2.0 tools, I am still tempted to adapt the tools to fit my existing understandings and strategies. By pledging to continue blogging and reflecting on my practice, it is my intent to self-monitor and ensure that this doesn’t happen. By collaborating with colleagues I can gather new ideas, and build upon my own. By sharing my goals with others (administrators, colleagues, student teachers, students and parents) I will hold myself accountable and keep my purpose in mind. My students ought to hold me accountable for my goals, just as I do for them. If we are truly a collaborative community of learners then I must surrender my fears and perceived obstacles to seek out better ways to teach my students. This is what drives good teachers. What may help me to become a great teacher is to seek out Web 2.0 tools that will enhance my students learning. I will continue to seek out ways that Web 2.0 tools can bring the Read/Write, collaborative, up-to-the-minute, collective, evolving, connected world to our classroom.