Web 2.0

In The World is Flat, Thomas Friedman writes that global interconnectedness due to the internet and technology has leveled the playing field for international competition in economics and business. He writes that in this “flattened” economy, the United States is rapidly falling behind in educating our youth in sciences and technology. While the fundamentals of multiplication, Colorado history or electricity—fourth grade curriculum—have not changed, the means in which students apply and pragmatically utilize these understandings drastically relies on the technologies which interconnect our world. Students adept at computer and internet skills will be better prepared for the global economy into which they were born.

In addition to creating leaders in a technology and knowledge based economy, in the classroom, student computer and web use challenges and educates children in a way that values diverse contributions and abilities and promotes innovation. The utilization of web technologies could enhance student learning in three specific ways: student engagement, student-led inquiry and participation in environmental change.

First, technology in the classroom supports the ubiquitous technological environment that children are accustomed to in their homes and daily lives. It allows for students to be actively engaged in their learning in cross-curricular ways because it provides interesting, modern and relevant support through the myriad resources available to support instruction. Optimum engagement and motivation relies upon students engaging with authentic work and seeing connections to the world beyond school (Alderman, 2004). Putting this power to learn in students hands increases their buy-in and desire to learn, when they are able to see an immediate application of their learning as well as see a connection to real-world experts in the field. The impact is the creation of lifelong learners with the desire and resources to seek knowledge and deepen understandings throughout their life; thereby creating a more educated and engaged citizenry.

Second, students learn best with a meaningful curriculum in which they can explore and experiment through first hand experiences, driven from their own curiosities (Alderman, 2004). Given the limitless programs, games, resources and research centers for children online, computer and internet access would give children the opportunity to pursue their interests and thoughts, to make choices and to take responsibility for their own learning. As the teacher providing open-ended guiding questions for students to pursue on their own, I would encourage curiosity, imagination and creativity. Given the environmental, political and economic challenges we face in the world today, we must prepare students to be innovative and self-invested in finding answers to challenging questions.

For example, as an Earth Day activity, I challenged students to work in small groups and design their own project which they believed would leave a lasting positive impact. The childrens' projects greatly exceeded any assignment I could have given, because of their desire, choice and resources to assist them. One group of students decided to research, publish and present an informational poster regarding how children can help save energy. The results were pragmatic and held impact, as the students were the creators and teachers of a children-based environment plan that they presented to younger grades. They found their information online, discussed their findings and created a finished product they were proud to call their own. Such is only one example of how student’s first hand experience with technology deepens meaning and extends learning for children.

Finally, the use of technology in the classroom promotes responsibility for our environment and community. At the end of my first year of teaching, I held a forum that asked students what challenges they have for me in the future. My students challenged me to do more to stop using paper to help the environment. I realized that my teaching about the environment held great impact, yet the modeled implementation of my ideals was required as part of a meaningful learning process. With student computers in the classroom, students could work in groups or individually to submit assignments electronically or demonstrate learning in an alternative mode, thereby saving paper and also reaching greater modalities of learning. With assignments completed online, I can also enhance my frequent communication and feedback with students. Through the Motivation course I’ve taken online I’ve learned the basics of blogging, which opens access for many students to demonstrate their knowledge in an engaging way. Demonstrating the use of environmentally friendly methods of teaching by saving paper enhances student learning because it cultivates the ability and desire to be responsive and contributing members of the world.

My goal in the use of Web 2.0 technology as to enhance student learning, as explained above, in all areas of the curriculum. I have utilized the opportunity to use the school computer lab in my teaching to have students investigate and formulate questions from Discovery Education Science and also to have students publish their writing. I would like extend the use of computers beyond science and writing to all areas of the curriculum. The majority of technology use will remain in the classroom due to the economic boundaries created if only some students are able to access the web from home, as is the case in many low-income schools such as mine.

Many of the resources online are free and accessible, but need to be found and explored, just as I explored blogging for the first time through this course. Yet many of the resources require grant writing, for which I am prepared to do. I would like to create a “computer station” to support every area of the curriculum for students to rotate through, such that the computers are utilized at almost all times of independent and group work. This requires a restructuring of routines in the classroom that is based more on student choice and inquiry in all areas. This will impact my planning and instruction by planning not one, but several stations for students to experience areas of the curriculum. It also allows diversification of assessment methods, as students will be able to demonstrate understandings in multiple ways. This is especially important in my classroom, in which the special education forth graders will be clustered, and will allow them, and all students, to experience success in alternative modes.

However, most importantly, my goal as a teacher is to inspire a love of learning, for I believe this, more than any information provided through the curriculum is the determining factor for student success, now and in the future. I believe that the opportunity to use this student technology would help me meet this overarching goal.

My goal for students is to make them feel prepared to make a positive difference in the world, and know how to use the resources to be able to do so. Intellectually challenging projects matched with the technological tools to accomplish them reflects a real-world workplace, for which children must be prepared. I would like students to be fluid with computers and the internet and to submit assignments electronically. I expect to see an increase in student analysis, problem solving and synthesis of new information, as is the result of meaningful curriculum (Alderman, 2004).

Each child is unique and individual and should have opportunities to understand their own and other people’s strengths, challenges, learning styles, cultures and interests. By utilizing Web 2.0 technologies, I will be more equipped to provide these opportunities in a dynamic and challenging learning environment that motivates children to apply knowledge in a meaningful, hands-on context.

Recess: Does it affect motivation?

This week, my online discussion group has led to the impact of recess on children's motivation. With the curricular demands in public schools, recess has been shortened to a 10-15 minute breath of air followed by a 10-15 minute food-cramming session known as "lunch." It follows logic and common sense that this is not healthy or desirable for children.

Montessori, Piaget and Erikson agree that children learn best from hands on exploration and that play and self-initiated learning promotes development from sensorimotor intelligence to preoperational thought to concrete operations. It has been reinforced through my experience that children need time to be outside, to play and simply be children. I assume there must be research that supports the idea that the children at my school (perhaps most low-income public schools) need more than just 15 minutes to play outside. Therefore, I've done a bit of research into how the lack of recess affects motivation.

Evenson, Ballard, Lee and Ammerman (2009) assessed the effectiveness, challenges, and benefits of a state-wide policy requiring at least 30 minutes of moderate-to-vigorous physical activity during the school day for all children in kindergarten through eighth grade. The policy was the Healthy Active Children Policy, implemented in 2003 and amended in 2005 in North Carolina. The policy was implemented in response to North Carolina Department of Health and Human Services findings that rates of overweight children were increasing and rates of physical activity and physical education attendance were declining. They found that benefits of mandated recess included greater student focus on studies, student’s participation in physical activity, awareness of healthy habits, student alertness, student enjoyment and staff involvement (Evenson et al., 2009). So recess not only affects the motivation of students, but also teachers! This makes sense in consideration of Alderman's arguments to promote optimal motivation and engagement: children need time to build social connectedness and have opportunities for self-direction (Alderman, 2004).

Can recess outside really lead to engagement in the classroom? Jarrett et al. (1998) assessed the effect of a recess break on fourth grade student’s behavior, including working, fidgeting and listlessness. They observed the work habits of children with a recess break as opposed to those without recess. Many schools eliminate recess because of time limits, disruption of work patterns and student aggression; however recess does not disrupt work patterns or cause inattentiveness. Learning behaviors were positively affected by a recess break; children worked more and were less fidgety when they had recess (Jarrett et al., 1998). Perhaps this does not equate precisely with engagement, however ability to focus seems like a prerequisite to being engaged.

By reading articles on the topic, I've found out that a wide array of research demonstrates that although recess takes away from instructional time, recess periods throughout the day can promote academic achievement by increasing on-task behavior during academic engaged time. Perhaps teachers form misjudgments of a student's motivation (effort and ability) because inattentive/withdrawn and disruptive behavior makes it difficult for students to engage in learning, but really students physically need more recess. If we hope to help students develop self-regulatory strategies, shouldn't we set them up with the conditions necessary to accomplish them?

I think the potential to improve academic achievement by enhancing conditions for optimum student learning by including recess breaks is essential for school administrators to adopt. Motivational theorists may benefit from further research in this area.