- What are the advantages or disadvantages of a networked classroom?
- How can you slowly transition your classroom to become a networked classroom?
- How could a networked classroom address the diverse needs of all learners?
Wow. To say that the information in the first 2 chapters was overwhelming for me is an understatement! I thought I was pretty technologically literate, but the first two chapters made me realize how much more is out there for me to learn.
· On page 20, the authors described two snapshots. One black and white depicting the more traditional role of a teacher/student relationship. The second was a full color video of the same student not only learning from their teacher, but also interacting with teachers from all over the world.
· This quote from page 24 really spoke to me and how we, as educators, really need to get on board with all that technology has to offer in order to prepare and give our students the skills they need to function in this fast changing world: “What is defined as literate today may not suffice tomorrow, given the fast-paced changes in technology.” If we take too long to embrace the current, new technology is right around the corner to make us feel even farther behind.
· In the traits listed beginning on page 27 of schools immersed in global networks, trait 6 really spoke to me as an elementary teacher. The trait discusses how “students are safer” and how to go about teaching students beginning in the lower grades how to be safe when they are online including what information is appropriate to share.
· I appreciated how the authors spoke of having balance (p. 36) in this “constant access to information” world we live in. While I think this balance is SO important, I don’t know what I would do if I did not have online access. I feel strange if I go more than a day without checking my Facebook, Google Reader, Pinterest, email...everything. It certainly can get overwhelming to say the least! The “regular reflection” noted on page 37 reminded me that I need to weed out some of those Facebook pages that I “liked” a while ago that I no longer need to keep up with, as well as the MANY blogs in my Google Reader that either do not post anymore (or seldom) or just don’t fit my life interests anymore.
· I loved the tips on using Diigo starting on page 36. I came across my first website with sticky notes from other Diigo users. I looked up the website for the tree octopus http://zapatopi.net/treeoctopus/ and saw several stickies on the page.
Chapters 1 & 2 were difficult for me to get through simply because I had to wrap my brain around all of the different tools and strategies mentioned. Chapter 3 was a breeze! I loved reading about the many different ways teachers have created wonderful learning experiences for their students through networked learning. I wrote down so many websites to check out...as soon as I get this blog entry posted J.
· I love the analogy the authors used on page 76 comparing teaching students how to make smart decisions when they get behind the wheel of a car and teaching them how to also drive on the web. “They have to know that almost all of the rules that apply to face-to-face conversations apply online as well.”
· I had the chance to look at the Creative Commons website http://creativecommons.org/about and read a bit of information. I am really interested in getting deeper into this topic. The librarian at my school always spends a few lessons at the beginning of the year (and sporadically throughout) talking about copyright. To be honest, it goes right over my 3rd graders heads. As a future librarian and technology specialist, I want to find a way to explain this topic to kids at the elementary level that makes sense in their world.
· I appreciate the reminders and hints at the end of chapter 3 starting on page 81: it starts with you; start small; embrace uncertainty and failure; model, model, model; remember the goal. Oftentimes, I find myself wanting to jump right in to something new.
After reading these three chapters, I understand that this is a process I must take step by step for myself before I can begin the journey with my students.