Journal 1 - Do Web 2.0 Right

Light, D. (2011). Do web 2.0 right. Learning & Leading, 38(5).

In, Do Web 2.0 Right, Light discusses the success and opportunities technology has in the classroom. The three elements identified that help create a successful learning environments are instituting daily practice, carefully considering the audience and teaching and enforcing appropriate behavior. Daily practice was instrumental in creating an atmosphere that made technology a part of the everyday class setting. This was used in individual student blogs and in classroom blogs. Teachers found more success using individual blogs for students that were timid and did not want others criticizing their work. Classroom blogs were good for collaborative work about what the students had learned about a topic or as a warm up for prior knowledge about a topic. The second portion of a success was the audience. This was done through choosing topics that were suitable for the age group and also by limiting access to the students work from outside sources. Since students are reaching their peers, teachers and parents they are more inclined to present thoughtful subject matter as opposed to the interactions they might have on popular social network sites. This leads to the final successful element, appropriate behavior. Teachers have to monitor discussions to make sure they provide an environment that fosters a successful learning environment.

Q1: What youngest grade Web 2.0 should be introduced to?

A1: I believe that web interaction should be introduced in the 4^th grade. This is when the preparation for the transition begins to occur along with the development of personal opinions on a deeper level. Here they have to demonstrate reading comprehension, answer critical thinking questions, complete research assignments, participate in group projects and delve further into science and social sciences. These are all good mediums that web 2.0 can be integrated into.

Q2: How would you make inter-district web posting for the same grade levels successful?

A2: I think that you can take the same grade levels that are working on the same curriculum and integrate them together. This magnified form of communication allows students to communicate with peers they do not know which might open up their communication since they are less likely to feel the pressure of criticism from peers that they know. This could also lead to relationships when they enter into middle school and high school. From the prospective of the teacher, it could help teachers collaborate on their lessons plans and see what works and what areas need to be reassessed as a whole.