3 Challenges to Wiki Use

Reynard, R. (2009). 3 challenges to wiki use in instruction.  Campus Technology.  Retrieved from       http://campustechnology.com/Articles/2009/02/11/3-Challenges-to-Wiki-Use-in-Instruction.aspx?p=1.

Summary

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Wikis used in instructional settings offer many benefits including evaluating, synthesizing, elaborating, analyzing, problem solving, decision making, knowledge construction, argumentation, and learning communities.  A group from Wake Forest University says that Wikis facilitate collaborative generating, editing, and synthesizing of knowledge. This is a high-level thinking skill that teachers want students to develop.

There are challenges for teachers in using this technology.  The first challenge is creating a meaningful assignment.  The task needs to be well designed and have a meaningful purpose for the students.  A teacher can make it effective a number of ways.  First, the assignment should be dynamic, not static.  Participation must be necessary, and students' participation should move the assignment forward.  The next challenge is grading.  The assessment needs to reflect the whole process and not just the end result.  Areas that should be assessed in a collaborative wiki assignment are gathering of new information and synthesis of ideas.  A third challenge in using a wiki is collective knowledge use.  The wiki captures the work in progress, letting teachers assess how students are learning from the process.  Three potential barriers to effective use of the wiki are problems that are too simple, problems that the teacher has already solved, and not allowing enough time.  If a teacher an avoid the challenges that arise, a wiki can be a useful teaching tool.

Reaction

Web 2.0 applications are interesting tools to use for learning in the classroom.  Wikis offer teachers the opportunity to create collaborative assignments but the projects need to be made thoughtfully.  In order for students to really synthesize the information and form knowledge, they need to be working collaboratively on a problem that needs a solution and that challenges them to think critically.  Teachers need to let students have control so they can take ownership of the project and make it their own.  Wikis are an innovative way for students to collaborate and teachers need to embrace this technology for the benefit of their students.

Virtual Field Trips

Platoni, K.  (2008).  Internet explorers: Virtual field trips are more than just money savers. Edutopia.   Retrieved from    http://www.edutopia.org/virtual-field-trips . 

Summary

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Virtual field trips have been around since the Internet got its start, with the promise of exotic destinations that no bus could ever go to. This offered excitement for low-income schools that lacked money for field trips.  But the reality at the time was that the trips ended up being a lecture with some pictures and often more entertainment than education.  Finally, technology has caught up with the idea of virtual field trips, and students can actually interact with the people in the exotic locales.  Additionally, trips  can be adapted to standards-linked curriculum, making this a very useful tool in the classroom.  Here are summaries of four sites listed in this article, but there areothers to be found online.  

Blue Zones is the first site described.  The researchers for Blue Zones are trying to find out why people in some parts of the world live longer than others.  Students vote for moves researchers make in their quest to find information.  In addition to videos, photos, and standards-aligned lessons, there is a four week fitness challenge that encourages students to increase fruit and vegetable consumption while cutting back on screen time.

GoNorth!, although currently on a short break, lets students virtually experience a real-life around-the-pole dogsled journey.  Students will learn about Arctic ecology, its communities, and its role for the planet.  There is live chat, "collaboration zones", and standards-based curriculum.  The trip helps students be a part of something bigger than themselves.

Yellowstone National Park's Windows into Wonderland offers flash animations that are cartoons mixed with actual photos of the park.  Also included are short quizzes and games.  Students learn about natural science and history.  There are live Q and A sessions with rangers, but only for 2 days after a new video appears.  Lessons are offered that help students better understand the phenomena found in the park.

National Geographic: Lewis and Clark allows students to trace the path of Lewis and Clark while experiencing animals (photos) and descriptions of what it was like for the explorers.  You can learn more about the animals, many of which are now endangered species.

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Because schools are faced with the challenge of tight budgets, virtual field trips offer a fantastic way to get students thinking about and experiencing the world.  Although looking at a picture or video of a location isn't the same as going there in person, these online trips offer great learning opportunities.  Project-based learning can easily be tied to what is obtained from the people exploring these exotic and fascination locations. Additionally, information from these virtual field trips usually crosses many disciplines, which offers students a chance to make important learning connections.  This is definitely something I will use in a future classroom.

Blended Learning

Wolpert-Gawron, H. (2011)  Blended Learning: Combining Face-to-Face and Online Education. Edutopia.  Retrieved from     http://www.edutopia.org/blog/

Give Girls a Chance

Furger, R. (2003).  Give girls a chance: building a bridge to science and technology. Edutopia.  
   Retrieved from http://www.edutopia.org/techbridge-science-technology-girls

Summary

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Techbridge is a program, funded by the National Science Foundation to promote gender equity in science, engineering, and math.  It is a partnership between the Oakland Public Schools, two universities nearby, and The Chabot Space and Science Center.  The program is offered to girls only, and is designed to show girls what opportunities there are when they excel in science and technology.  The program offers hands-on experiences, field trips, and role models.  Throughout the school district, Techbridge is offered in many different ways.  At some schools, it is offered as a girls only after school club.  Other schools offer it as an elective.  Weekend and longer summer programs are also offered.  

A study in 2000 shows that girls who do well in science and technology way be viewed as aggressive and treated poorly by their peers.  On the flip side of that girls who do poorly may be ridiculed.  The hope is that Techbridge will offer an encouraging, supportive, and nurturing environment where it is OK for girls to excel but also to take their time and figure technological and scientific ideas out.  Girls who are taking part in the program are becoming more self-confident, speaking up in class, and taking on leadership roles.  They are also supporting and encouraging each other for getting good grades.

Reaction

This program seems like a good idea so that girls can be allowed to experience science without the normal peer pressure experience. Offering girls the chance to do more in science than they do during the normal school day is great.  Exposing girls to more science, technology and math is very important because these are subjects that girls tend to struggle in.  Offering children mentors and access to real-life applications to subjects can also create excitement because they see how it applies outside of school.  Helping girls see what sort of jobs are available in science and technology can help them feel optimistic about their future opportunities.

While I agree that girls need extra encouragement in these subjects, a similar program for boys would also be beneficial.  All young people can benefit from hands-on experiences in science and technology because these are areas that can often be too abstract. Helping them see how things really work will make these subjects fun and exciting.   When kids are more interested, they tend to perform better.