Learning Via RSS
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.
6 Comments
The biggest obstacle for me in regards to bringing technology into the classroom is getting support from administration and getting them to buy into it. Then of course there is always (especially in education) the funding matter. Where is the money going to come from to support this new technology? Once you get the support and backing of administration you have won 90% of the battle. The only real obstacle you have left then is educating yourself on how to use the tools. For your students this will most likely come naturally.
As a result of Web 2.0, I see education changing dramatically and most definitely in the direction of an evolution and not a revolution. Dictionary.com defines evolution as: “any process of formation or growth; development”, which is what I feel Web 2.0 will do for education.
I agree with O’Hagan in that I think that we are all overwhelmed by technology and making the link to curriculum. In Ontario we are not allowed to give computer marks in the elementary panel since the push is that technology should be fully integrated into the content. But O’Hagan is right – people go to the workshops, get the lists of pertinent websites and then go back to their schools and “file” them away, never to be used.
However I do agree with Hargadon and you, that Web 2.0 is the future of education, we just aren’t there yet. Some of the obstacles are time to consolidate the knowledge, technology (software and hardware) that consistently works, a lack of collaborative teaching and the usual slow ponderous change of any educational system. I think that it will be an evolution due to the fact that education and government are slow to adapt to any new ideas and systems.
Great post, Jim. I enjoyed the article and made a copy for my principal this afternoon for his weekend reading pleasure. We had a nice conversation with the topic being sending the article anonymously to the technology boss in the county. My principal is on the side of moving forward and encourages me to do so.
My district is a good combination of Hargadon’s idealistic view and O’Hagen’s pessimistic view. I live the dichotomy every day. Many teachers have left the district because of limitations on the technology that we are permitted to use in the classroom. No wikis, no blogs, no web 2.0 at all. No streaming video! They even blocked TeacherTube for a while! The reasoning of the powers that be is that the high school students will abuse the system and no one will be able to keep up with them. Also, the cost of bandwidth makes it prohibitive. My district is proud of being 24th out of 24 districts in the state on spending, but 5th in student achievement. Maybe a little short-sighted?
In a way, it will be an evolution because the change will take time, but in a way, I believe it will be a revolution. By the shear power of numbers, the tech blockers will be overwhelmed by requests to move forward with technology. Teachers will lead the way by first wikiing and blogging between themselves, then finding ways to get around the roadblocks until it becomes a force for change.
Sarah
I think the biggest challenge about Web 2.0 is that we need to remember to focus on student learning. We cannot get caught up in the tools that technology provide us with. Web 2.0 definitely provides us with collaborative environment was never available. But, we need to think about how we can use this technology to help the students and the community of learners. Setting up blogs or websites won’t do anything if we don’t have a good lesson plan. We have to make the lesson plan just the same. We want to capture student interest, challenge prior learning, help them connect new and old knowledge, and help them make connection to the real world. I think if used properly, Web 2.0 opens up the whole world to the student apply what they are learning.
My school is supportive of the staff learning Web 2.0 tools. We spend a day on learning about podcasting, RSS, and websites. The process overwhelmed me; I walked away with nothing more than the knowledge of their existence. What I need is a support to implement technology in the curriculum. I would like to have a person to go to discuss what I vision in my lesson plan and how can it be done.
Great thoughts to consider, Jim. I’m leaning more on the side of revolution. I believe that as more teachers learn about Web 2.0 tools and express the desire to integrate them into their classes, they will demand that their districts reconsider their stands against them or reluctance to use them. I think administrations and technology directors keep tight control because it is easier for them to avoid any problems that might develop if they just don’t use them. These tools do provide opportunities for abuse, but so do any other tools that we already use. We need to communicate to our districts the value of using the tools and that proper training will help us prevent abuses. If teachers are not allowed to use them within their classes, they can still benefit from using them to learn and communicate with their own peers in their professions.
Jim, this is a great article and echoes workshops of the social networking tools that I have recently attended (Marshall Breeding, Stephen Abrams, Helene Blowers).
The library is my classroom. The obstacles are the IT department and the Administration. I can’t imagine trying to get funding when our physical space has recently decreased. Our smart classrooms in the college have problems as well. And, our distance education department does not involve the library or its resources. The library personnel, for the most part, would eventually accept some of these social networking tools. Many of the library staff would be anxious as to the content. My work environment supports change as the administration wants. It is not collaborative. At the moment, we have tremendous change in the college and library needs are not at the top of the list. Institutional education will need to embrace social networking either as part of a class management systems (such as Angel or Blackboard) or as individual instructional design. Education has already changed and this began with the use of the Internet for online research. Now, we are using social networking tools and skills to motivate and engage our students. The use of anonymous blogging helps those students who don’t have the confidence to speak up in class. Wikis are setting the tone for group project participation as everyone in the group and/or class can look at the discussion.