In addressing my role as a "creator of learning," I will rely on my teaching experiences, my own online learning experiences and education in educational technology . In terms of creating or facilitating online learning experiences for my students, I chose blogs, Wikis, WebQuests, and electronic portfolios. These were chosen based on my own experience and ability to facilitate a quality online experience and an evaluation of the quality characteristics outlined for each experience in the Michigan Merit Curriculum Online Experience Guideline Companion Document.
Since Wikis included the greatest number of quality characteristics, I chose this as my technology to discuss. This included collaboration, integration, life-long skills, and teacher involvement which could be used to model appropriate ethics. I also chose Wikis because it allows integration into an existing curriculum which enhances learning as described in the guidelines. I see a Wiki as a quality technology for teaching reading or science ( in this scenario at the primary level).
In the past, I have had students partner up to read the same book and carry out a "Siskel and Ebert at the Movies" scenario. I see a Wiki as a place for students to debate their thumbs up or thumbs down review of their shared book. This could be modeled by the teacher and would allow for other students to comment on all the reviews when and if they choose to read that book at a later time. I also like that a real "poll" can be embedded into the Wiki. Additionally, I like that a Wiki can be embedded with hyperlinks and blog posts. In the end, the students would be left with an online resource to find their next "great" read. Wikis in general seem to be a good resource for online reading discussions.
I would also use a Wiki as a place for students to collaborate and document observations during a science experiment or discuss different methods or variables that could change the outcome. The choice of choosing a Wiki as an online experience influences pedagogical decisions that would allow teacher led but more student centered interaction. This online experience would further allow divergent learning, allow long term development of Wiki, and create an authentic and relevant online learning experience based on their individual responses in a collaborative format.
I think a Wiki also has the potential to use the jigsaw technique with student groups. I also like the idea of using a Wiki for in time teaching. In this way, I can post information in advance and assess student knowledge or provide background information to support future learning.
I wanted to know more about how I might use Wikis in the classroom. So I did some online research to see how other teachers were using Wikis and found the following informational sites (including one that is a Wiki!) : http://www.teachersfirst.com/content/wiki/wikiideas2.cfm
I think challenges on using some online experiences would be influenced by my own proficiency in using the technology as well as age, and ability level of students. For example, I have experience with WebQuests, Wikis, Educational Blogs, RSS Feeds, PodCasts, Learning Management Systems, Online Research, Electronic Portfolios, Online Simulations, and Test Preparation Tools. Keeping in mind that the guidelines have been established for use with students in grades 6-12 , and based on working with primary students, I feel Career Planning Tools may be challenging due to their more "live in the moment" thinking. Also, RSS feeds could be utilized but would probably need to be very guided particularly at the early primary level. I also feel Learning Management Systems, Online Research, and Online Resource Validation would be challenging. In terms of Interactive Discussions with Experts and between Students, learners might need advanced planning, participation guides, and modeling. Online field trips, simulations, and educational gaming may be less challenging. In all these examples, it is obvious that there would need to be more teacher involvement, scaffolding and modeling at the primary level.
In ending, I feel first assessing my students online abilities each term or year might be apporpriate based on last week's reading Internet Literacy: Young People's Negotiation of New Online Opportunites by Sonia Livingstone. This article discussed evaluating what young people know, what they need to know, and who is responsible for designing and providing instruction. In terms of student challenges with online experiences this would be determined by assessing students ability to "search for information, navigate, sort, assess relevance, evaluate sources, judge reliability, and identify bias." In my reference librarian experiences, many undergraduate and graduate students struggle with all of these tasks. For this reason, I feel that while we want to lay the groundwork at the elementary level that the Companion Document is appropriately outlined for grades 6-12.
REMC Association of Michigan. (2006) Michigan Merit Curriculum Online Experience Guideline: Companion Document. Online:http://www.michigan.gov/documents/mde/OE_Companion_Doc_12-06_184084_7.pdf
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