Web 2.0

The article Generation Web 2.0 is an encouraging, relevant and interesting insight to the "latest internet technologies". These can range from social network sites (for example: myspace, facebook, etc) which link people all around the world through sharing personal information through pictures, music, comments and so on; the other is community tagging tools.

This article describes how theres internet technologies can be integrated into the classroom. Teachers can use blogs and wiki's to create collaborative exercises through writing and commentary. These can "amplify and extend" the experiences of the students.

It suggests that the majority of students are already using the internet, but for social reasons, and therefore it would be at an advantage to incorporate sophisticated and educational skills into this environment.

Teachers are able to create their own Learning area activities that can be relevant and meaningful to their specific teaching methods. This can provide a greater insight into the learning outcomes, and can also satisfy student knowledge.

Having the ability to incorporate the internet into a desire learning area allows students to privately or publicly converse with other students in a different way, and can enhance their desire to learn more.

I believe that Web 2.0 needs to integrated into classrooms as students can engage more with different and interesting internet technologies, therefore increasing the stimulation of their minds and leading to a greater appreciation of learning.

Teaching Pedagogial Beliefs - Peggy Ertmer

Peggy Ertmer wrote in her article about how there is an increase in the attainability of technology in schools and in classrooms, however, the training available is still "surprisingly low" according to Ertmer. She believes there needs to be an understanding between a teachers beliefs and a teachers practice, which is prohibiting the use of ICT's in the classroom because teachers beliefs dont incorporate technologies, but more the traditional/old-fashioned styled education.

Ertmer suggests that teachers beliefs are linked to their identity, therefore reflecting themselves, and therefore, creating difference between their pedagogical beliefs and those about technology.
She believes that in order to increase the benefit of technology to students, depends on how (skills) teachers can use the tools provided. These skills are unlikely to be used unless they conform with the teachers existing pedagogical beliefs.

Ertmer believes that the establishment for successful ICT integration there needs to be a breaking down of the barriers that are preventing this from happening. She states that it is unknown whether "beliefs precede or follow practice" and you cannot change on of those aspects, without contemplating the other.

I believe that teachers should try to incorporate technology into their beliefs because it would be extremely beneficial to the students and to themselves. Whether it is done by re-shaping their previous beliefs, or slowly introducing them to new ones, whichever is best suited to the teacher, as long as in the end, they are able to understand, appreciate and incorporate ICT into their teaching.

A Social Constructivist Approach - Sara Bradshaw

When I read this article, I understood that Sara Bradshaw was referring to Vygotsky’s Social Constructivism of how learners “extrapolate their own meaning from various experiences and assimilate new knowledge with their existing schema”. Which I agree with, because thats how society learns and evolves from new ideas, by interpreting new information with their existing knowledge.

Bradshaw stated how Maur (1999) identified 5 components that technology integrates:
· Personal constructions of reality
· Simulated authentic learning environment
· Multiple representations of data
· Active learning
· Collaboration
In her article, Bradshaw goes on to expand on each of those components and their relevance to learners. These are effective in the "creation of constructivist learning environments."

Bradshaw also explains examples of ICT's and how to integrate them into everyday classroom activities and how they help learners develop their own understanding and meaning. Sara also includes that teachers don't use computers due to the lack of training and understanding of technology.

Bradshaw was effective in demonstrating how ICT's can be used in a classroom environment and its significance and impact.

Computers as Mindtools by David Jonassen

Jonassen mentions the several types of Mindtools that can “engage learners in critical thinking.” These include: semantic organization tools, dynamic modeling tools, information interpretation tools, knowledge construction tools, and conversation tools. Jonassen Describes each of these and examples of their use which as a teacher is helpful because they can be easily integrated into the classroom environment. Such simple tools as databases (tables) can be incorporated into subjects such as Mathematics or Biology etc.

However, I agree with Jonassen when he mentions that these Mindtools are a construction of our knowledge and how we construct our knowledge depends on what we already know. He also suggests that the “process of articulating what we know forces the leaner to reflect on what they are studying in new and meaningful ways” which I think is the most effective way Mindtools can help shape students learning, hence there needs to be active learning involved, where the students interact with technology.

I believe that computers are an extremely important and effective tool for teachers to incorporate into their classroom, as long as it is done appropriately and relevant to the subject. Students have an amazing ability to manipulate and utilise computers in ways that can enhance their education.