An Invitation to the Web 2.0 Dance
June 11, 2009 by Thom
I'm a big advocate for integrating contemporary technology into the learning process and the schooling process because technology is by definition a connecting device. Contemporary learning is about being connected to both people and resources. Web 2.0 technologies extend, enhance and enliven the human condition. They wouldn't be in such wide use if they didn't. Everyone is in awe of what YouTube shows and shares, but teachers often aren't sure how they can apply it in the classroom. Twitter and other social networking sights look really neat, but don't seem all that relevant to most teachers. I recently spent some time searching for education blogs and found many more student blogs than teacher or principal blogs. Why do educators seem so reluctant to embrace and include the use of Web 2.0 technologies in their schools? Why aren't they lining up to learn about how to connect students with each other and resources that will help them direct their own learning? Why are computers still sitting unused in classrooms around the country? A recent column by New York Times columnist Thomas Friedman retold an old Middle Eastern joke; many of you have heard it before. It seemed appropriate to this topic: There is this very pious Jew named Goldberg who always dreamed of winning the lottery. Every Sabbath, he'd go to synagogue and pray: "God, I have been such a pious Jew all my life. What would be so bad if I won the lottery?" But the lottery would come and Goldberg wouldn't win. Week after week, Goldberg would pray to win the lottery, but the lottery would come and Goldberg wouldn't win. Finally, one Sabbath, Goldberg wails to the heavens and says: "God, I have been so pious for so long, what do I have to do to win the lottery?" The heavens parted and the voice of God came down: "Goldberg, give me a chance! Buy a ticket!" As educators we need to buy tickets to this Web 2.0 dance. Most every teacher or administrator who looks at CELLT's student and faculty ePortfolios is impressed. Everyone sees potential (which is sort of like describing a blind date as someone with a nice personality). Many seem to want to use ePortfolios to primarily serve the needs of the present or past curriculum requirements rather than as an alternative form of assessment of contemporary student performance. Our teachers at The Charles School at Ohio Dominican University learned that developing their own faculty ePortfolios was very rewarding. But the teachers also learned that their experience in building their own portfolios, didn't completely prepare them to answer all the questions students have in making student ePortfolios. This takes time, effort and a great willingness to learn and direct our own futures. Buying a ticket into the process is necessary for us to have a chance at transforming teaching and learning. CELLT help teachers learn the Web 2.0 dance.