From UniversityAffairs in Canada comes this technology tale of mayhem, menace, mischief and malice: The Wild Web. There’s even a really scary picture to go with the now fairly familiar story of social networking sites and web 2.0 users run amok.
It’s important to think about these things because they are not going away. The article is about the impact and response at the university level but of course the same issues apply in schools and wherever computers and internet access are available.I.e pretty much everywhere.
If this is something that interests or concerns you then join us on Monday November 3rd for an Evening with John Palfrey. He is the co-author of the recently published Born Digital that looks at the world of the digital generation and the social, professional and emotional impact of growing up digital.
The question posed by the article is: “Should universities control behaviour on line?”
What do you think?
Here is a study from the UK on the use of Web 2.0 (from Ewan McIntosh's blog)
UK Government Research: Web 2.0 does improve learning
New research from Scotland and the UK Government shows that Web 2.0 and gaming can and do make a difference to educational attainment and student experience.
Since the birth of most "web 2.0" technology in the past six years I've been there gathering and even doing some of the research into whether it offers up any improvements on pedagogy and/or student experience in the classroom. It's not stopped healthy questioning of the validity of data, normally in midflow during a keynote, but there has always been a layer of distrust in stats and research that has not been peer reviewed, to the extent that there has been a great excuse for the lack of change by haughty educators and States that don't want to make the effort.
So I'm delighted that colleague Derek Robertson and University of Dundee researcher David Miller have, through their large-scale study, found that playing 20 minutes of Dr Kawashima's Brain Training every day is much more likely to improve attainment and speed of calculation in mathematics (up to 50% faster than the control group). Their results are to be peer-reviewed, hence the frustrating but necessary wait for the graphs, stats and data.
Furthermore, Becta's research into Web 2.0's impact in the classsroom, for which I presented the opening keynote at the expert seminar earlier this year, has just been completely published, and shows
Web 2.0 helps to encourage student engagement and increase participation – particularly among quieter pupils, who can use it to work collaboratively online, without the anxiety of having to raise questions in front of peers in class – or by enabling expression through less traditional media such as video.
Teachers have reported that the use of social networking technology can encourage online discussion amongst students outside school.
Web 2.0 can be available anytime, anywhere, which encourages some individuals to extend their learning through further investigation into topics that interest them.
Pupils feel a sense of ownership and engagement when they publish their work online and this can encourage attention to detail and an overall improved quality of work. Some teachers reported using publication of work to encourage peer assessment.
You can read the full research report online, which includes some input from myself and colleague Matt Locke at Channel 4. The recommendations state that all teachers need to be given more significant time to do more complex work with Web 2.0 in their classrooms, directing students learning in these tools. It also, thankfully, helps us see realistically what students do with technology.
Above all comes the caveat that we must not over romanticise what young people are capable of doing with technology without the structure of learning and teachers acting as guides on the side.
Fascinating stuff on which to start building more daring policies. Essential reading for all those who lament the lack of interest in new technologies from "those up top".
Pic from David Muir, his blog is here.
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October 04, 2008 in Assessment, Audience, Building Schools, Creativity, Curriculum, GlowScotland, Leadership & Management, LTSFutures | Permalink | Comments (1)
October 01, 2008
Thanks so much for the information and the references. Great to see Scotland continuing to take a lead in education!
These are important research findings.
I especially like the key role assigned to the teacher in all this. Students have ownership. There are real-world connections and:
“Above all comes the caveat that we must not over romanticise what young people are capable of doing with technology without the structure of learning and teachers acting as guides on the side.”
This is a new (to some) and very important role for the teacher. We can no longer pretend that we as teachers have all the answers. We never did. But we do have an incredibly important and awesome role.
In the end – there is no going back to an imagined golden age. We have to start figuring this out.
What does it all mean for middle school?
Thanks for helping.
To answer your question: I wish we could control it – well I know that sounds bad – but we can’t. Better get used to it.
I have confidence teachers at PDS can help our kids be ethical with the use of this stuff. We can’t stop it. These kids are a part of this new world. PDS must help them do it right.
I hate the crap on facebook but I love facebook. Duh! The parents who want to control their kids are making a BIG mistake.
I would like to focus on some of the really positive things as well as the stuff that worries us. Our kids today can make a real contribution with their ideas. They don’t just have to sit and passively consume. Just the way mine presents information is amazing to me. And then share it. And they work together ALL the time. Even when they are home sick from school!