Blog Post 3: Networked Classrooms

• 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 (sped, gifted, ESOL, etc.)?

In my experience, as well as in my research, I have to say that the single most important advantage of having a networked classroom is the opportunity to have complete student engagement in important discussions.  Social media like Twitter, YouTube, or Facebook provide an effective way to enhance communication between students in regards providing an opportunity to have every one's opinions heard.  Students who often would not participate in a classroom discussion have an easier time posting or tweeting their thoughts that help to create a more meaningful dialogue than what would be expected in a traditional setting.  Although there are many other advantages mentioned by Richardson and Mancabelli, and I do believe that "none of us is as smart as all of us", I have found that getting total engagement from my students in my government class on topics that I want to check for understanding on means more to me than the collaboration piece of a networked classroom.  However, all the things mentioned demonstrate why we should be striving for having networked classrooms, or at the very least networked lessons on a regular basis.

If there are any disadvantages to a networked classroom, I would say that students using inappropriate etiquette has to top the list.  Too many times students often mistake my being "friendly" as being their "friend".  In addition, many students do not treat others with the same kind of respect in an digital post as they would if comments were made in front of them in a public setting like a classroom.  Also, there are still too many students who simply do not have access to the digital tools.  Even though there may be a majority of students who know how to use a networked classroom to its full potential, all it takes is one or two students who do not have access and it can shut down an entire class.  It is very similar to when you ask students to bring their books to class so you can complete your daily lesson and a handful of students do not have their book so you have to scramble to try and accommodate those kids....very frustrating.

In spite of all the advantages/disadvantages mentioned, there is no doubt that networked classrooms are the way of the 21st century.  I think in many ways we have all already started the transition.  We have slowly gotten rid of gradebooks, over-head projectors, televisions, and film strips while replacing them with smart boards, lab tops, and supplying the internet. Richardson and Mancabelli suggest starting slowly, and encourage teachers to embrace the failures that are sure to occur.  I think this is the best advice to take.  We have to change.  There will be problems.  However, there will be success as well.  Every time I try and change a lesson from what I was doing (having students make a "silent film about the 1920's" and turn it in on a VHS tape) to adapting it to technology today (no film the movie on your iphone and post it on YouTube) it comes with some failures. However, it is always better with each year.  Therefore, I embrace the challenge because I know the benefits will far outweigh the drawbacks. 

 In addition, a networked classroom has the potential to allow all students to learn and create at their own pace while accessing various tools that can enhance those students who need more images, visuals, and examples before completing their work.  Having a networked classroom can actually accomplish the impossible task of differentiated instruction for each student for every lesson.  As students have access to all these tools, they can seek endless assistance online by seeking out the very things they feel like they need to finish an assessment. Instead of waiting to ask the teacher for constant clarification, it will be possible for the students to take charge of their own learning and whenever they "don't get it" they can seek out assistance online (via chat, discussions, etc.) without having to rely on the teacher alone.

Twitter Blog- week 3

To wrap all your learning up this week, I want you to post another reflection to your blog. Please post about your first reflections of learning about and using Twitter. Feel free to mention anything from the reading or resources I have given you this week. You can also share other great resources that you have found. 

I have been on the bandwagon of using Twitter for the past couple of years.  I was never a real strong advocate of Facebook, but for some reason Twitter seemed to meet the needs I have in regards to social media.  After using it solely for social networks, it was easy to see how many other ways this tool could be used as a teacher. However, like so many other tools when they are first uncovered, we were told that we shouldn't use Twitter to engage students because of the fear that something "bad" could happen.  Of course something bad can happen anytime students and teachers interact, yet there were a few news headlines across the nation that seemed to confirm that social media was a bad idea for the 21st century classroom.  As time has passed, I believe the stigma of teachers and students using Twitter has subsided to a degree.  Therefore, I have Twitter accounts that are for direct communication with my players/parents as well as an account that is more humorous and inspirational.  I am now going to start an account for professional development and classroom research/participation.  My accounts are @coachbcissell, @FHCsoftball, and @MrCissell.  Each of them have a different purpose and require a different amount of engagement.

My experience is that when you choose to follow an account that is professional in nature such as @edublogs or @internet4classrooms, you will get lots of ideas but many of them are impersonal.  I prefer to follow people that I know and respect as educators.  They have proven to be more beneficial to me in terms of practical application than professional accounts.  I think this is what the "Twitter Handbook for Teachers" was referring to in regards to creating your own "radio stations".  The more people that I know as professionals/personally who Tweet their ideas allow me to fine tune my station instead of following a larger, generic "station".  For anyone who has ever used Pandora or Spotify Internet radio, the same concept applies to Twitter in that the more you use it and "like" things the more satisfied you will be with your account.  The best advice that I can give to anyone who is new to Twitter is use it anyway you wish.  Like so many other digital tools that are available, they will be of no use to you if you don't find a practical way to implement it into your personal or professional life.  Twitter is one of the few digital tools that can be great for both!

EDET 543 Blog Post #1- Professional Learning Networks

For your blog post this week, I want you to reflect on the reading from the Introduction and Chapters 1 & 2 in the Personal Learning Network book. Back up your reflection by referring to content in the book or linking to additional resources you find

After completing the readings this week in regards to Professional Learning Networks, it is apparent through both the research that has been conducted and my experiences over 18 years that educational pedagogy must change in regards to how we conduct our classrooms as well as how we obtain our own professional development.  Too many schools are still holding onto the believe that the way things have been done in the past is the best way to achieve success today.  The fact that schools must reevaluate their policies in how they view cell phones and other digital technology in regards to the access they allow students to have throughout the school day is irrefutable.  However, what is often overlooked is that professional development may be more antiquated than the philosophy that disallows digital tools in the classroom.  For instance, I have been involved with countless professional development days in the last 18 years where I have left my training feeling as if the presenter had no idea what life in the modern classroom even looks like.  I am sure many of us have left PD training wondering why the presenter feels it necessary to simply read off their power point slides when there are so many other digital methods that could be used to engage educated professionals.  I would have little success in my classroom if I delivered my subject matter in that fashion, however this seems to be the protocol more often than not.

As a result, I completely agree with Richardson and Mancabelli who advocate that teachers need to take ownership of their own professional development by taking advantage of PLN's.  I recently have started utilizing various networks through Twitter.  In one of the few professional development days that was dedicated to technology, we had a teacher share their insights into all the accounts they had discovered on Twitter that are designed for teachers or direct educators to useful digital tools, 21st century digital lessons, and educational discussions. After leaving that training in particular, I was sold on the idea that if I wanted to grow professionally I needed to pursue my own network where I choose to follow those who I find most interesting and those who I find most beneficial to my classroom. Through my MET program I have also been introduced to Blogger and how to use RSS reader, both of which continue to be a great source of professional growth.  As Richardson and Mancabelli alluded to in their text, it is important for all of us in education (not just students) to understand that social media, Twitter, Facebook, and other 2.0 tools are not just for socializing and entertainment.  These tools can be the best opportunity we have to obtain a greater level of education than we have ever been given before...we just have to learn how to incorporate them in a productive fashion.