Newsgroups in the Classroom

Much like any other technology, using online discussion boards requires a learned set of skills, a lot of patience, and just a bit of luck when it comes to finding the right group, or creating your own.  I had no idea what the Usenet was a few hours ago, and even when I began looking into it more in-depthly, it took me a while to figure out this is not a physical group, but rather a concept that encompasses groups, discussion boards, and email forums on the Internet.  Because this is new to me, it was a bit trying for me to grasp the concept, and I had to really jump full-on into my investigations of Google Groups and Yahoo! Groups before I finally understood.  I think that, as students in this generation, we are often a step ahead of ourselves - we have to be, to try and keep up with the constant creation of newer and better technologies and systems of learning.  Of course I know what a discussion board is, how to put my two cents' worth into a forum, and where to find a Google Group.  But what I was missing was the all-encompassing aspect of this technology, and just how widespread it is, on the Internet.

I believe that groups could certainly serve a purpose in the classroom.  Much like we use BlackBoard, WebCT, and Moodle, creating a group for a class certainly allows the teacher to share resources and information with his or her students.  Whether this is links to various webpages, notes on a class topic, or reminders of quizzes, assignments, and projects, this is an invaluable resource.  Students are able to create an online connection with their teacher, and I believe that, by using a form of technology to communicate, students are much more likely to "get it", or to check their classroom discussion board.  I'm sure we can all admit to sitting down to a computer several times per day, to check e-mails, go on Facebook, search Google, or look up YouTube videos.  If students have an online resource that provides necessary information for a class, how easy is it for them to click a link on their bookmark bar, and quickly remind themselves of that test they need to study for, or that assignment that needs to be finished?  This all occurs in the snap of a finger…or really, the click of a mouse.

Moreover from this, students are also able to utilize groups when it comes to activities and assignments themselves.  Students could take part in an online debate for their social studies class, with a partner, via a discussion board.  A group could be created for students to post  and solve math problems, word puzzles, or riddles.  Students could post useful links for their fellow classmates to use in a research project.  These posts also give students the ability to link to online presentation sites, blogs, videos, and wikis.  Finally, students would be given the window of opportunity to collaborate with other students anywhere in the world (with an Internet connection).  Students could learn about the culture, beliefs, values, economic and social systems, and climate/environment of another nation from another student just like themselves, while exchanging information about their own nation.

The possibilities are truly endless for the use of such a technology in the classroom. While there are only a few drawbacks, I do believe they are important to touch on.  One of the biggest issues with using groups online is the fact that they are open to anyone.  Students would have to be discrete in posting any private information.  Teachers would be on the lookout for individuals joining the groups who are not students of theirs.  While some newsgroup sites do offer a "Request to Join" link, which requires individuals to be approved by the group creator, many are open to the public, certainly for viewing, if not for contributing as well.  In this case, censorship also comes into play.  In an open group, who is to stop someone from posting inappropriate links into a discussion board for students to find by mistake?  What blocks viruses and spammers from infiltrating the group?  I believe the issues of Internet security should always be at the forefront of any online student activity, as the risks are real, and it is difficult to ensure a sites' safety.  Is this any reason not to use newsgroups to their full potential?  Absolutely not!  But, students and teachers alike should be sure to proceed with caution, and use common sense when it comes to working online.


http://www.groups.yahoo.com

http://www.groups.google.com

Digital Storytelling - An Adventure in StoryJumper

In going through the readings assigned for the module, I came out a little blurry as to what digital story telling was, and what it wasn't. I decided, "Why not just try it for myself, to make more sense of it?"  A 3-4 page trial run of StoryJumper turned into nearly two hours of playing with the program, and putting together my own digital story on digital story use in the classroom, linked below.

I was not sold on digital storytelling to begin with.  It's easy to see where this technology fits into the elementary school classroom, with storytelling being such an essential part of language learning.  Often, lessons can be based around a story, so that students begin to think about the concept they are learning, whether it's sharing or how to properly use a verb.  It also provides a very relevant base point to relate lessons back to.  And, of course, with technology being more and more prominent in the classroom, it would be easy to throw a digital story up on the SmartBoard.  Every student could see and read along, the animations are there to make it seem like a real book, and the teacher can modify the content to suit his or her lesson plans perfectly.  This does require a little bit of extra creativity on the teachers part, but we all know that teachers are just teeming with that anyway!

However, it seems that, at least at first glance, this type of technology doesn't have much of a place in a junior high or senior high classroom.  In reading the various information we were given, it seemed to me that digital storytelling was all very juvenile, with lots of bright pictures and big words that would be easy for elementary students to use, but which older students may take as a joke.  Once I got onto the StoryJumper program, though, it became quite obvious that there are multiple uses for this in any type of classroom.  What most intrigued me was the fact that this has the potential to function a lot like a PowerPoint presentation, only with a few little differences.  It would be easy for students to put together an introduction about themselves to share with their classmates.  They could summarize what they've learned in a topic or unit, even come up with a study guide in online book form.  It would also provide a creative way for students to showcase work on a research project or presentation.  And of course, through English Language Arts, students could write a children's book.

I'm constantly baffled by the number of ways we are able to use Web 2.0 technologies in the classroom.  Often, I feel like I need to become a bit more open-minded to truly see the entire scope of benefits that programs like StoryJumper offer to all classrooms.

Check it out!
http://www.storyjumper.com/book/index/1320694/evagorny

Web 2.0 Students

I feel myself to be ignorant when it comes to Web 2.0.  While I would call myself fairly tech-savvy, I guess I never stopped to think about a change in the Internet as I've known it for 15 years.  Of course, I'm familiar with sites like Wikipedia, YouTube, and the like, but I saw the uploading and adding of information to the World Wide Web in a fairly seamless transition. "Web 1.0" smoothly flowed into Web 2.0 - so smoothly that I didn't even notice!  Looking back over this article, of course I'm a proponent and avid user of Web 2.0.  Like many students, I have a Facebook account, watch podcasts, find information on Wikipedia, and am constantly involved in communication.  Like this article speaks to, I too am able to simultaneously listen to music, answer emails, send text messages, and research papers or write up assignments.  Is that a good thing?  No, not necessarily.  But in this day and age, it seems like the status quo.

I'm surprised by the widespread nature of these participation-necessitated technologies.  Reading about how some Universities are choosing to incorporate them is a little terrifying, to be honest.  Sure, I've blogged for some of my classes, and I always appreciate a comprehensive class website, but to go so far as using iPods for everything from recording a lecture to uploading photos and information to a class group seems like a stretch.  (And I thought iClickers were weird!)  While it does worry me that, in the last 15 years, there has been a huge technology explosion, it does allow students to be engaged in the classroom.  When learning is fun for students, they are so much more likely to retain knowledge, and understand it.  I think that, when students can learn in a way that they are comfortable with, it's much more successful.  These days, students are constantly surrounded by technology.  Billions of text messages and emails are sent every single day.  The Internet is constantly accessible, between laptops, desktops, and smart phones.  Why not utilize the tools that students are already so proficient in, to teach them school subjects?  This class itself shows just one of the ways that technology and the Internet, with appropriate use, can benefit student learning, and truly expand the reaches of education.


Is Education 1.0 Ready for Web 2.0 Students:
http://innovateonline.info/pdf/vol3_issue4/Is_Education_1.0_Ready_for_Web_2.0_Students_.pdf