Groff, J. & Haas, J. (2008). Web 2.0: Today's Technologies, Tomorrow's Learning. Learning and Leading with Technology, 36(2). Retrieved on October 5, 2009 from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=MembersOnly.cfm&NavMenuID=4107&ContentID=2195&DirectListCombInd=D
Social networking, simulations, and digital gaming are not only fun and engaging for students, they can improve learning both in and out of the classroom. In the past, these technologies have been a big part of students' lives outside of the classroom, but have not been welcome in the classroom learning environment. Educators are now trying to bridge the gap between traditional classroom instructional materials and today's technology tools.
Social networking tools like Ning can be used to manage student accounts and records, and also to provide a forum for classroom discussion. A further benefit is the instantaneous sharing of ideas and learning between students and teachers, researchers and experts in the field. The community of learners can be as large or as small as a teacher wants to make it. Global issues can be discussed and explored through epals connections.
Simulations like Starlogo TNG, Second Life and other MUVEs, allow students to experience ideas, concepts and events, such as the principles of evolution, the effects of a natural disaster, or the function of the human circulatory system, in an interactive and engaging way. These can be explored from multiple perspectives.
Digital games like World of Warcraft (WoW), Ayiti, Diplomacy, or Muzzy Lane's Making History, provide virtual environments in which students can practice and develop collaborative, analytical and decision-making skills. Students experience the concepts and consequences of their decisions with immediate feedback instead of just watching a video documentary.
Disadvantages of using these technologies include their expense, access and availability to students. There is also a steep learning curve which may discourage many teachers from using them in the classroom. Because classrooms using these open-ended technologies are student-centered, it's more difficult to control their use and to accurately assess the outcomes of these discovery-based learning tools.
Successful implementation of these technological tools creates an open-ended, student-centered learning environment, setting the stage for experiential learning in which students engage in the learning process in meaningful ways. These technologies provide virtual "field trip" opportunities and are limited only by the imagination of teacher and student. The spark of interest in learning inherent in these technologies is well worth the effort and worth the risk. Everyone, student and teacher alike, will be left behind without acquisition of the technological skills and access to communication these technologies offer. We're not in Kansas any more.
How can I use Social Networking in my classroom?
Set up a private social network with access restricted to students in your classroom to communicate assignments and maintain student progress and records. This is a quick and easy way to communicate with students and parents, as well as a means for continuing discussion of hot topics outside the classroom.
How can these technologies enhance global learning opportunities for my students?
Explore the Ayiti: Cost of Life site and try it out with a friend or colleague. Use issues raised about poverty as a springboard for a meaningful discussion (both face-to-face in the classroom and online) on the effects of poverty and the economy on education around the world.
Where do I start?
Start by surfing Ning, Facebook, Club Penguin and other sites listed in the Resources section of this article. Find out how other schools in your area are using these tools. Find someone in your community or online to discuss your technological journey with. Attend a tech conference. Find another teacher or school to collaborate with. Take a chance and just do it.
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