:What no one knows yet…

 The concept of social bookmarking is new to me and carries powerful implications for me professionally. Social bookmarking can be used as a tool for my students to use in their learning, for me to use as their facilitator, and for my own long-term professional development.

I can envision using social bookmarking extensively in my future high school current events class. As the facilitator in the room, I might develop a series of on-going tags students could use as a reference source, while having students add bookmarks of their own. I envision the course content developing as a collaborative project involving me, the students, and any outside resources willing to contribute something meaningful. Truly, a current events class does not come with a textbook. Hence, the opportunity for a non-linear collaborative curriculum is exciting. Students and I could filter through information and identify common areas of interest via tags. Indeed, the act of tagging an article is an act of evaluation and comprehension. A class based on what students are interested in and researched by students. Constructivist learning driven and led by students.

Perhaps the above scenario is a bit utopian or even Montessori-like, but the possibility in our corner of small town America is exciting. Equally exciting is Open PD. I’ve only recently become aware of this professional development movement. The concept is invigorating. As this course progresses, I will work to develop my del.icio.us, pageflakes, and google reader to reflect the on-going development of my professional practice.

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 After a lot of frustration (computer problems, network problems, among others) I was finally able to establish an account on del.icio.us and subscribe to the BOCE class feed. As I was reading through the different items my classmates posted, the power of social bookmarking hit me. This ability to share information through tags is terrific. I can now understand why it is used to sort through the mass of information on the web.

The use of del.icio.us would change the nature of the information in my class. The relationship of teacher to student information would be turned upside-down. In the traditional classroom, the teacher is the researcher, editor, and sometimes producer of information. The information is then delivered to the students. Social bookmarking, as I presently conceive it in the classroom, would have the students conduct the research and determine what information they felt would be important for class consideration; then collectively (teacher and students) would determine the usefulness of the information to classroom understanding. Perhaps, the students use tags to accumulate information for independent learning and research. As the modules progress, I’ll be looking for and considering new ways for del.icio.us use in the classroom.

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 This is the link to my pageflakes page. I am attempting to make each aggregator unique and complimentary. This is taking some time as it is an on-going process. I have focused my pageflakes currently on podcasting.

http://www.pageflakes.com/jbrinling/

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 4-B-2 Learning via RSS

RSS is tool I am familiar with, but am considering in a new way. I use RSS to incorporate MSNBC and CNN video from nightly broadcasts. I incorporate the video into lessons on a semi regular basis in my social studies classes. The use of RSS is teacher driven and directed. RSS is used exclusively by me, and topics and information shared with the students are my choice. Although I had personally used RSS for news articles and news videos, until 4-B-2 I had not considered the use of RSS by students.

As I am thinking more about my job change, the use of RSS becomes a more valuable tool for my future students and for my continued professional development.

The use of RSS in my future high school classroom will take a different form. In utilizing Web 2.0 in the classroom, an RSS almost becomes necessary. It saves times by bringing new information to the reader, rather than going out and searching for it. In the classroom, I could select a series of “anchor” blogs and topics. These would be blogs and sites we all have delivered; then allow the students to find their own content appropriate sites to personalize their own learning. This will be particularly useful in a course on current events I will be teaching in the spring of 2009.

Furthermore, I see the use of my google.reader as tool to stay current on topics and best practices. I can identify areas of interest and find others with common interests. I enjoy looking at the notes and personal observations from conferences and meetings regarding the use of Web 2.0 in education. The Open PD idea is something I want to explore further.

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 Today’s learning exercise (3-D-1 for those in my BOCE class) took me farther into the uses of podcasting. I learned about the various tools, some free, used to create and edit podcasts. I explored exemplary podcasts, and came up with a few ideas of my own.

In looking for information about podcasting, I ran across KidCast. This series by Dan Schmit at http://www.intelligenic.com/ has really struck a cord with me. Schmit understands the urgency of civic education and the role podcasting in schools can play in open dialogue. See his podcast on Kidcast 47 – Ethical Dilemmas, Civil Discourse and Citizenship. My comment follows.

I came back to YouthRadio. The youthradio podcasts demonstrate the power of podcasting and student blogging. Their podcast “Many Voices for Darfur” opened the door for classroom uses of podcasting. Contrary to common (mis)understanding, social studies does not reside in the memorization and regurgitation of facts and dates. The meaning in social studies occurs in students understanding their relevance in society. The “Many Voices for Darfur” demonstrates these students understand they are a part of this world, and recognize they have a voice in its future. We can see Web 2.0 helping these students learn how to be effective citizens. My comment follows.

The above leads me to a larger topic. There is something inherently democratic about the web. Both Web 2.0 and democracy are about empowering the individual. Web 2.0 decentralizes experience to the most local level, while simultaneously contributing that experience to the multitude of ideas and views from around the world. For me, these tools and the social studies seem to be a natural fit. I am pursuing the use of technology in my classes not because I am hooked on the gadgetry, but because I think it is the right way for individual students to learn about and express their understanding of the world.

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 I currently teach sixth grade social studies, and next year I will be moving to the high school. I have a desire to be the best high school teacher I can be. I incorporated technology in many different ways in the middle school classroom. As I anticipate my high school career, I want to prepare now. Fairview is a Pennsylvania state designated “classroom of the future” site. Several of our high school teachers have already been working with this technology. I understand I need to prepare to teach in the style the students learn; and push those students to learn at levels I could not achieve in the middle school.

I’m stunned by the variety of the approaches, the ideas, the connections and collaborations, the management and facilitation of student learning, the classroom without walls; they are all very impressive. As I begin to explore the blogs, wikis, and resources on-line I am astonished, overwhelmed, and ultimately inspired.

In the back of my mind, daydreaming about the future; I would occasionally say, “what if….” Now I am aware of a network of educators taking action on the possibilities and forging the collaborative world.

Some of the links are to sources and techniques I never even dreamed. I am intrigued and enthused by the blogs, wikis, podcasts, and learning taking place in classrooms all over the world.

One of the ideas I’ve had in the back of my mind, podcasting, has been bravely pioneered by others who shrugged off convention and jumped in to do it. . For over a year I’ve been thinking seriously about incorporating podcasting. I’m very impressed and energized by youthradio and Podcasting in Education. I’m awed by the way these podcasts have connected classrooms and demonstrated student learning.

More importantly, after reading George Seimens’ Connectivism: Learning as Network-Creation, I can see Web 2.0 changing the very way we conceptualize learning. Non-linear curriculum and instruction may become the new paradigm.

I would like to accomplish an understanding of Web 2.0. I want to find ways to arrange learning for my courses next year, as I plan the course curriculum. I want to establish a clear philosophy and approach to teaching. I see the high school move as a new opportunity in many ways. What better time to try new approaches?

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“We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.”

 - Margret Mead

For a long time my impression of blogs included an assumption: the blogg-er must be an author of authority. Someone who’s knowledge and experience imparts salient truths for the masses to find and aggregate. An expert writing so others may join for the weekly or monthly guideposts of wisdom.

Unfortunately, this is not one of those blogs. “What no one knows yet” could (and probably should) be restated in the above title as “What I don’t know yet”. Although the title may lack precision, the Margret Mead quote fit the vision for my blog. I intend for this blog to serve as a shared professional dialogue to obtain understanding of the best uses of and practices for integrating Web 2.0 in the middle and secondary classroom.

I am aware there are experts in this field. Part of this site will be a catalogue of expert information and review. Part of this blog will be practitioner implementation of Web 2.0, including success stories and opportunities for learning.

Finally, this blog is an opening for any educator to propose questions, or provide an answer for our common understanding. Perhaps, we can become knowledgeable together….

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