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In education, simply integrating technology into lessons fails to qualify that lesson as a cooperative learning experience. In order to reach the level of cooperative learning, it takes software and strategies that permit interaction with one another (Orey, 2001). Google Docs provides a means for several students in a group to work on a project, such as a PowerPoint presentation, and have every member in the group be responsible for a particular task such as slide design, topic research, typing and or embedding into a slide. Therefore we could then call the project a cooperative learning experience. If all are working on the same project, but also with different elements to be brought together as a whole, then by my understanding it is a collaborative affair (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The interaction of individuals as feedback and suggestions to a Voice Thread provides a means to complete a collaborative project if more than one individual shares their slides, text, or voice. The Voice Thread provides a very authentic means of collaborative approach because through investigating the site one could use it during a meeting in a professional setting. The meeting can be run with objectives, notes, and minutes being generated as well. Webspiration is another fine example of a way to work on a project, organize and take minutes, delegate assignments or responsibilities in a classroom or in a corporate boardroom.
With the advent of today’s technological advancements, there are plenty of software applications that educators can use in the classroom that replicate the professional world, therefore not only are we teaching content material, but we are also teach technical and social learning skills where students who continue through with their lives actually have those skills developed and more ready to enter the professional world. Within the confines of the classroom, it also opens the walls to permit outside exposure and collaboration with professionals. The student becomes more responsible and in control of the direction of the project therefore they end up being more motivated.
References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
Seven Mind Mapping Tools to Try This Year
2 years ago
I agree with you. VoiceThreads are such a great way for students to do group projects. They will learn so much while at the same time be having a blast. I am very excited that we were introduced to it this week. Even my 2nd graders will be able to produce a VT in class. I'm anxious to see what your older students will be able to do.
ReplyDeleteI agree that teachers have to use technology effectively. As educators, we have a responsibility to create a learning environment that produces critically thinking students. I believe that using technology that mimics the workplace is a great idea. In particular, VoiceThread technology allows students to produce an artifact or comment on another student's artifact. This is a valuable tool for students because it creates more social learning and student interaction.
ReplyDeleteDo you at times feel like their are so many options out there that there is pressure to use the "right" application? What I mean by that is with so many applications out there I sometimes feel like there are trendy ones and ones that will evolve and be used for years to come. I totally agree we are teaching students how to problem solve and use new applications that will make them stronger for the work place. My concern is that kids don't get to master applications because so many are presented to them. How do you judge which social networking tools are useful?
ReplyDeleteThanks for the kind analysis and support. I think we all agree on the importance of constructivism in theory and especially in practice using the software made available through this course.
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