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Will Richardson graduated as Bachelor of Science in Journalism, Ohio University, Athens, OH in 1980 and Master of Arts (Teaching), College of New Jersey, Trenton, NJ, in 1983. He is a very active presence on the web; he has both a Twitter and YouTube channel and a highly ranked edublog on Weblogg-ed. Richardson is now an independent presenter and owner of Connective Learning, LLC. He promotes the implementation of Read/Write technologies in K-12 classrooms. He is also an advocate for school reform which encourages the integration of technology in learning. He was also recently named to the National Advisory Board for the George Lucas Education Foundation. Along with Sheryl Nussbaum-Beach, he is co-owner of Powerful Learning Practice, a company that delivers job-embedded, year-long professional development to schools worldwide around the pedagogies of Web 2.0 tools. District Administration magazine publishes a quarterly column by Richardson titled The Online Edge. Will Richardson has been part of a panel presentation at the 2006 Milken Global Conference and has given presentations all over the world.
Over the years in the history of Education, Educational Technology has taken New Avatars from the Programmed Learning Movement to the present era of Web 2.0 Technologies and Social Media. By using Social Media Platforms such as Wikis, Blogs, WhatsApp, Facebook and Twitter in the classroom, teachers have seen an increase in achievement and classroom participation – even less sociable students have become more participatory. Tablets not only offer the present digital learners the chance to browse for information in quick fashions, but they also allow them to more easily collaborate on projects and become more engaged in their learning process. They have become exceptional tools that soon every classroom will strive to have. The Smartphones, like the tablet, have had different receptions. In addition to providing access to social media platforms which allow students to more freely interact, the Smartphones also provide easy access to useful information which betters a child’s overall learning experience. They also offer numerous apps designed to help students better budget their time and create more efficient schedules to complete their school work. Like never before, students are able to access any type of information about any subject matter through free web resources. They choose Khan Academy, YouTube, NROER, OER and numerous other forums which have bettered the learning experience and allowed student access to resources necessary to supplement their own education. Since the start of online programmes, anybody is able to pursue education anytime, anywhere. “With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centered, lecture-based instruction to student-centered, interactive learning environments” (John Daniel, 2002). Today, the world of education stands loaded with unprecedented hope for a new paradigm of ‘anybody, anytime, anywhere learning’ through collaborative and constructive pedagogical models, thanks to the all-new web technologies. According to Douglas Kellner (2008), this technological revolution will have a greater impact on society than the transition from an oral to a print culture. George Siemens (2009) observed, “Technology is altering (rewiring) our brains. The tools we use define and shape our thinking”. Today’s teachers, whether in school or college are working with students whose entire lives have been immersed in the 21st century media culture.“The previous teaching practices of teacher directed, ‘chalk and talk’ no longer can engage the learner, nor can it provide the learner with the knowledge needed to connect and stay connected in this digital era (Siemens, O’Neill & Carr, 2008). The New York Times (2011) observed, “Learning, like culture, is a dynamic thing. It was an oral thing once, then it became a printed thing and is becoming a digital thing.” The much-hyped 21st century education is bold. It breaks the mold. It is flexible, creative, challenging, and complex.
INSTRUCTIONAL TECHNOLOGY, 2010
December 2010 Vol. 7. No. 12. 3 Blogs, Wikis, Podcasts: Harnessing Technology for Enhanced Learning Achievement through Powerful Web Tools Jephias Mapuva, Juliet Stoltenkamp and Loveness Muyengwa South Africa Abstract Technology and the employment of etools ...
Journal of Digital Learning in Teacher Education, 2019
Children and teens live media-saturated lives, spending several hours per day engaged with cell phones, computers, and other multimedia. Frequently, their time is spent using Web 2.0 tools: highly interactive technologies and participatory spaces that are open, collaborative, and distributed. Examples of Web 2.0 tools include wikis, blogs, social networking sites, video or image sharing sites, multiplayer video games, and texting applications (apps). Contrary to stereotypical views of such technologies as nonacademic pastimes, these tools are full of possibilities for powerful, engaged learning that connects students' academic work to their everyday lives. A growing body of scholarship suggests that participatory culture can help children and adolescents master core academic subjects as they develop proficiency with technology for communication, collaboration, research, and creation of new works. Because they are specifically designed for sharing information and ideas, Web 2.0 tools are ideal for building relationships that can sometimes extend beyond the school walls to include friends, peers, teachers, and subject matter experts. Through these interactions, students learn to analyze and evaluate evidence and alternative points of view, and to synthesize and make connections between information and arguments. They become part of a collective knowledge community where they assume shared responsibility for posing and solving problems in creative, collaborative ways. Participation in these interactive spaces encourages students to take risks and engage in friendly competition but also to collaborate with others and learn flexibility in decision making. This, in turn, advances academic goals by increasing student engagement, boosting comprehension, and facilitating inquiry-oriented learning. In the process, students learn how to be safe, ethical, responsible citizens in online environments.
2004
The best thing about Web 2.0 is that… nobody knows what the hell it really means. Even the ones who coined the term are still struggling to find a compact definition. And this is the true beauty and power of Web 2.0-it makes people think."-Kathy Sierra ABSTRACT Web 2.0 can provide learners with increased interaction and online collaboration. Among its applications, weblogs have gained an increasing popularity as they allow bloggers to voice their own perspectives which can be delivered to a large audience through the Web. Weblogs can be integrated into teaching-learning process as they encourage learners to collaborate and freely voice their ideas. However, innovative technologies might not always lead to innovative distance education practices if timely adaptation lags behind. This study presents a review on instructional use of weblogs along with implications for open and distance learning. BACKGROUND Learning can be defined as persisting changes in performance which occur as a result of the learner's experience and interaction with the world (Driscoll, 2000). The success of this process primarily depends on learners' capability to reflect on their own experiences (Schön, 1983). This self-regulated learning is mediated by the community in which individuals live through voices, views, papers, rules and all other cultural artifacts (Baggetun & Wasson, 2006). Thus, practitioners are always looking for innovative ways to improve learners' communicative skills in this mediating community. Nourishing learners' communicative skills become more complicated particularly when learners are studying online since it is a real challenge to replicate communicative characteristics of face-to-face learning in online learning endeavors. Nevertheless, engaging in formal and informal communication, sharing and reflecting on experiences has been facilitated through innovative Web 2.0 applications. Web 2.0 and Weblogs: What is new? Web 2.0 refers to second generation web services emphasizing online collaboration and sharing among web users. These services provide a perceived transition from static and isolated information chunks to a self-generated and open communication where the authority is decentralized through allowing end-users to use the web space as a conversation field.
TechTrends
It has historically been difficult to find reliable, up-to-date information about educational technology trends, such as what researchers are studying and what tools practitioners are using, thereby making it difficult for researchers and practitioners to synergize their efforts in meaningful, socially-responsive ways. In this editorial, I analyze titles and abstracts of 7708 research articles from prominent journals over the past 5 years to identify common topics-such as "online," "mobile," and "learning analytics." I also extract links from 51,496 K-12 school and 1317 university websites in the U.S. to identify common tools that they are linking to-such as Facebook, Twitter, Google Docs, and YouTube. I propose that these sorts of metrics provide a baseline understanding for other researchers and practitioners to draw upon when situating their work and that they can also give us insights into areas that merit greater attention for addressing real-world problems.
The field of online learning is an ever-improving art and science. There are many lessons that schools can learn from the online learning industry. Over the last five years, the industry has learnt to separate technology from methodology and channel more resources into instructional designs and approaches. Every few months, a new trend hits the online learning industry in corporations around the world. This paper aims to place three interrelated new trends (reusable learning objects, blended learning and instructional design) in online learning within the context of schools and their implications for schools. These implications include the need for schools to coordinate and collaborate in the creation of learning objects, adopt a learning management system that searches distributed catalogues of learning objects, acquaint teachers to instructional design principles, redefine the roles of students and teachers, and reassess the curriculum and mode of assessment.
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