Web 1.0 vs. 2.0: How Big is the Difference?

Last summer, our ITS cohort participated in coursework conducted entirely online. I was able to take a road trip throughout the southern United States with my fiancee, to whom I had recently become engaged, while actively participating in all assignments. Using email and Blackboard, my team and I completed a variety of projects asynchronously. I also worked with a mentor to finish individual assignments, communicating via email. Overall, there were no major issues with the completion of the coursework. Throughout, though, I wondered...

What if Web 2.0?

What if we had access to more robust web-based tools? Could Edmodo have allowed us to more seamlessly share multimedia in a clear, direct way? What are the affordances of the tools that make one better than the other?

What if we used a Pinterest-type tool for collaboration and sharing of ideas? Could something like eduClipper have been more useful for us?

What if we (in a fantasy world) all had access to iPads or other tablets and could utilize Explain Everything to compile our work and make multimedia presentations?

Whew! Lots of questions.

The bottom line is that our class was fine, if not a bit impersonal. In addition, there were limitations in terms of our ability to manage ourselves because the software to which we had access was a bit clunky. A web app like Edmodo is much easier to use, though it does not necessarily offer a greater array of features.

EduClipper could be great, but boundaries must be set and clear objectives outlined. The same goes for Explain Everything, which would significantly alter course output and dynamic.

What if Web 2.0? If Web 2.0, then the concept of the online course changes. Engagement changes. Student expectations change. Instructor expectation changes. Time will tell if learning increases.

What about Web 3.0??? The future is exciting.

Digital Video Editing: Authentic or Cost-Prohibitive?

Video has existed for well over a century, and editing has developed hand-in-hand with progression made in the visual arts and technology world. From splicing tape, to in-camera editing, to AVID, to Final Cut and iMovie, the options vary widely in terms of technological advancement and complexity. What makes digital video editing so exciting, however, is its newly discovered accessibility and flexibility in school environments.

My father has been a videographer in the DC area for around four decades, working for a variety of government agencies, contractors, television stations, and art professors. He has taught photography and video at multiple universities. He knows his stuff! However, he has started going to classes and trainings frequently in the last ten years. I have asked him why, and his explanation is always the same: The video world is changing quicker than the old geezers can keep up. In a new millennium where anyone can be an iReporter if they have a phone with a camera and creative ideas, the need for sit down, production-heavy interviews is gradually on the decline. In-camera editing has taken on a new meeting with machines like the iPad, which allow users to take video and access quality editing software on the same device. The key, though, is that any human can now become a journalist with the next big break on a story. How do we guide our students to become skilled, effective users of technology to which they are already seemingly native?

I see digital video in the same vein as general internet use: There is not a right way and a wrong way to take advantage of the resources. However, teaching responsibility and ethics are important. In addition, we can provide students with authentic experiences without breaking the budget. What about having students bring their own device? Refurbished Flip Cameras and Bloggies are being sold at reasonable prices. In addition, the multitude of tablet options out there now have cameras and can be used for other purposes. In terms of editing, there are free options (depending on your operating platform) and programs that do not cost much. We need to encourage our students to visually document their world so that they may have the chance to be the next Woodward or Bernstein.

Which Comes First: The Process or the Product?

The chicken or the egg? The age-old conundrum continues to confound us. There are arguments for both the animal and the 3-dimensional object from which it came. There is a similar argument that exists when working to incorporate technology. Which comes first: The objective or the app? Our online world is flush with myriad applications. A technology user has multiple app-based options for essentially anything he or she wants to do. But is that the first step when working to integrate technology?

In my opinion, the answer is no. When planning to expose students to technology hardware and software, we must not use the flash of the iPad, laptop, or engaging application as our means to an end. We must plan as we have always planned: By focusing on the objectives and our curriculum frameworks. Once we have identified what our objective is, only then can we search for an app that meets our objectives. We cannot force the app to meet our goals; we must be clear with out objectives and then determine the app that works best.

By going about this the opposite way--choosing an app before we have establish objectives--we run a variety of risks. If we do not make our objectives clear before we integrate technology, our lessons will devolve in the same way they would without technology. This will snowball into students becoming confused and overwhelmed by the technology, thus not inspiring confidence in use. Because so many students today are naturally gifted when it comes to the use of technology, we must set them up with objective-based lessons for success. Their future success in the 21st century, globally-connected economy depends on it. By modeling the need for an objective first, we are showing our students the best way to go about their work as they move through school and into careers.

We return to the question: Chicken or egg? Process or product? In order to have a successful product and process, the goals (Read: Objectives) must be clearly delineated and the application must be matched to the goals.

Social Networking: Slippery Slope or Safe System of Sharing?

The world of social networks knows no bounds. Depending on the tool used, users can communicate and share information both synchronously and asynchronously. There are interest groups and forums for just about any topic imaginable. Many of us have used social networks for personal reasons for years. But do social networks have a legitimate spot in the classroom?

An application like Edmodo provides a safe, secure environment for students to communicate online. Teachers can set up groups within which students can have discussions, turn in assignments, and respond to polls. All communication is password-protected. Thus, safety is not an issue. However, teachers must set up groups in a clear manner and discuss expectations specifically with his or her class. Otherwise, conversations will digress. As long as the teacher defines objectives for discussions and assignments, this type of communication can be very powerful.

What about other applications? Facebook, for instance, is another incredibly useful tool. Many of our students are aware of Facebook, having created their own accounts or using older family members' accounts. Security, though, is a serious issue. Students can easily lie about their age, pretending to be older than they are. There are no safety features on Facebook that can keep students from accessing inappropriate information or communicating with strangers.

Do the rewards outweigh the risks? The bottom line is that our students are well aware of social networking outside of school. As with other technology tools, we, as teachers, are often the ones holding students back. There are great ways to provide students with safe opportunities to communicate via social networks. In order to achieve this, we must provide clear objectives and set up groups and prompts in such a way that communication is on-task and relevant.

Podcasts: Potent or Powerless?

Podcasts are changing the way our technologically-connected societies obtain information. The word is derived from the term "broadcast," with the word "pod" implying that users listen to or watch podcasts on portable media players like iPods. The ability to incorporate multimedia in a creative way to impart information makes podcasts very flexible. In addition, podcasts can be downloaded to a device when Internet access is available, and can then be enjoyed without the Internet, since it becomes a file on the user's device. This creates a huge advantage in terms of the use of the information in podcasts. There are myriad apps that allow users to access content through podcasts. One great example is NPR's app for podcasts that allows users to download whole shows to listen to at their leisure. How, though, would podcasts work in our classrooms?

--In an ideal world in which all students have their own devices, podcasts level the playing field for those who do not have internet at home. At the end of each day, students can download content using the Internet at school, and then watch the podcasts that are saved to their devices.

--Students could create any variety of projects in the context of authentic scenarios. For instance, these students created podcasts as if they were art experts.

--Students at any age and level have the ability to create podcasts. Thus, there is incredible flexibility in connecting podcasts to standards.

Podcasts do require significant forethought. One of the hallmarks of successful podcasts is a clear structure, denoting a beginning, middle, and end. It is crucial for us as educators to establish clear guidelines for our students when they create podcasts. With this technique, the possibilities are endless. However, it also requires astute planning and guidance for students to make successful ones.

Wikis: Wacky or Wonderful?

One may not realize that wikis are everywhere, and we use them more frequently than we realize. This collaborative, open tool can be found all around the Internet. Wikipedia has become a go-to reference for anything and everything. Surprisingly, it is a wiki, meaning that users can edit pages freely and collaborate at any time. Anyone can be an author on a wiki, demonstrating expertise in the topic of their choice.

How can we utilize wikis in our classrooms? There are some important things to keep in mind. For one, wikis begin as blank slates; thus, it is up to us as teachers to communicate clear objectives to students for their use. Once outcomes have been established, however, the tool becomes a catalyst for both synchronous and asynchronous communication. The ability for multiple authors to contribute makes wikis incredibly powerful.

What about wikis as a reference tool? Everyday, more and more information is being added to Wikipedia and other wiki-information sites. Internet users are beginning to rely more and more on the expertise of these info-wikis. As teachers, we must instill a level skepticism in our students as they peruse the Internet for information. Because anyone can contribute to wiki sites, there is no guarantee that all of the information provided is factually correct. Wikis, then, become excellent tools to teach digital literacy and safety.

How might you use wikis in your classroom? Here are some ideas:

• Students create a collaborative e-book or alternate ending to a shared text.
• Students create a group study guided for an upcoming test.
• Students across time zones, continents, etc. can collaborate on research projects.

What are other ideas?

What's up with blogs?

Blogs, or weblogs, have proliferated the Internet during the first two decades of the 2000s. Their flexibility in terms of content and the ability for authors to maintain relative anonymity have helped to create an information powerhouse on the Web.

But is this tool for everyone? Can it be applied in the classroom?

During my undergrad years, I knew several classmates who had made forays into the blogging world. They blogged about topics of interest to them personally. To me, I didn't see why these conversations couldn't occur in person. In addition, I didn't feel that I had anything of interest about which to write. Thus, I avoided blogging during this time.

Now that I have started my career in education, I have begun to see benefits in the use of blogs. By sharing information on the internet about personal preferences, goings on in the classroom, and questions about teaching, I can connect with an endless community of like-minded professionals online. Once an author discovers a purpose for writing, the possibilities for blogs are endless.

In the classroom, I can envision a variety of uses for blogs. Once students are introduced to the structure, the opportunity for asynchronous collaboration provides classes with great flexibility. For instance, creating a sort of "blog-pal" relationship with classes in other states and time zones would be simple. The key is to show students the structure and let them explore the possibilities.