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Constructive use of disruptive technologies

NXTGEN ICT - The Next Generation - Web 2+ Innovative - Imaginative - Inspiring - Integrated. Constructive use of disruptive technologies. Ken Price. How is Web2.0 influencing School 2.0?. What does Web 2.0 mean for education?. Implications for teachers? How can we best use it?

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Constructive use of disruptive technologies

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  1. NXTGEN ICT - The Next Generation - Web 2+Innovative - Imaginative - Inspiring - Integrated Constructive use of disruptive technologies Ken Price How is Web2.0 influencing School 2.0?

  2. What does Web 2.0 mean for education? Implications for teachers? How can we best use it? What does it mean for school systems? How might it affect models of education?

  3. "The reasonable man adapts himself to the conditions that surround him... The unreasonable man adapts surrounding conditions to himself... All progress depends on the unreasonable man." George Bernard Shaw

  4. “You can only tell the shape of things by looking at the edges” anon

  5. improved!!! new!!! The hype…

  6. Choose your own definition • Web is the platform – webtop not desktop • The read-write web (not the read-only web) • Data comes from users… many users • Location of data is irrelevant • Sometimes data combined from multiple sources – often XML • Authentication taken care of by site (sometimes transferable eg Google, Gmail, etc) • Usually AJAX-based (Asynchronous Javascript and XML).

  7. Technical stuff

  8. Disruptive technology Web 2.0 is inherently a disruptive technology… this has two faces.

  9. Disruptive technology • Disruption is Essential to innovation

  10. Disruptive technology • Disruption is Evil for some (many?) school leaders, school systems and maybe some teachers

  11. Web 2.0 is disrupting the way people use IT in their lives

  12. Top 20 Australian web sites (data source Alexa, August 2007, http://www.alexa.com/) Web 1.0 Web 2.0 Web 1.0 with some 2.0 features

  13. Students are using Web 2.0 now • Blogs,e.g. Blogspot, Blogger, Mo’time, • Social network software, e.g. Myspace, Facebook, • Tagged photo stores, e.g. Flickr • Del.icio.us • Wikis,e.g. Wikipedia • Communication networks, e.g. Skype • News and audio services, e.g. podcasts and hosted video

  14. Top 20 Educational tools © Centre for Learning & Performance Technologies, 2007 Web 1.0 Web 2.0

  15. Web 3.D Web 2.0 Virtual Worlds 3D portals Avatars MUVEs Integrated Gaming Social Computing Web 1.0 Weblogs RSS Wikis Podcasts Websites Text Flash Internet Users: Web 1.0  Web 2.0  Web 3.D 1 billion Information |Participation| Immersion Number of Users 100 million 10 million 1995 2000 2005 2010 Fetscherin, M & Lattemann, C. (June 2007) User Acceptance of Virtual Worlds

  16. Web 2.0 disrupts some beliefs about knowledge, understanding and learning

  17. Metaphors • Web 1.0 – web as digital reference library, largely a source of information for students. strive for content to be authoritative. • Web 2.0 – web as place for students to build knowledge, interact, share ideas. accept that content may be unreliable.

  18. Web 2.0 and pedagogy “I'm not surprised to read …that most of the activities involving broadband are teacher-led (or what I call the Dick Turpin style of teaching - stand and deliver) because we're not encouraging this symmetry, with pupils creating content and using broadband to share it with others. There needs to be this peer-to-peer type of learning and this why broadband hasn't yet delivered the properly personalised curriculum. Sadly, today, broadband is about delivery and not about what it truly should be: participation.” (Stephen Heppell, 2006)

  19. Web 2.0 disrupts people and their roles

  20. Extending a metaphor…McKeown, L.http://www.teachers.ash.org.au/lindy/pencil/pencil.htm Lead-ers at the pointy end Sharp ones- take up from early adopters Wood – Would do it with the right support from the leaders The dead wood –hard to get results with these The eraser– can undo most of the work of the others given half a chance Chewed up- still active but happy for others to lead Hanger-on: looks like part of the act, but does nothing

  21. And in a Web2.0 world…

  22. RSS feed weather feed RSS feed podcast RSS feed

  23. Pageflakes www.pageflakes.com/ • A sort of customisable dashboard that can draw data from a wide range of other Web2.0 applications • My pageflakes page

  24. Web 2.0 uptake - initially • Web 2.0 tools are often used as Web 1.0 tools initially eg blogs and podcasts just a way of disseminating class tasks and notes, del.icio.us collections used only to convey websites, Wikipedia just as a “reference” tool

  25. Web 2.0 disrupts some ideas on student participation Students creating significant content, feedback and interaction can be a challenge

  26. Rate My Teachers… au.ratemyteachers.com/ • What would your school/system do if faced with this?

  27. Rate My Teachers… • Now has teacher response feature!!

  28. Web 2.0 and constructivism • If we accept that knowledge creation is at least a significant part of pedagogy, we need tools that work that way • Web 2.0 tools do

  29. Web 2.0 disrupts our perception of what is mainstream

  30. Overton Window • named after Joe Overton (Mackinac Center for Public Policy) • An acceptable "window" of public reactions to ideas under discussion,

  31. The Overton Window Unthinkable Acceptable Sensible Radical Popular Policy

  32. e.g. what should we do with children who steal? Smile at them, they will grow out of it Court + child detention centre Execute them, and their parents Gaol term, hard labour Social services intervention Adult gaol term { The Overton Window Raise public discussion about these ideas

  33. The Overton Window • moving the Overton Window - people promote ideas even less acceptable than the previous "outer fringe" ideas talk about extremes to shift the average person’s ideas

  34. Implications for leaders? We have a professional obligation to discuss and analyse somewhat extreme ideas to shift the popular view. Nobody else will! Web 2.0 (and 3.D) are such ideas

  35. Delicioushttp://del.icio.us/ • At its simplest - just a social bookmarks organiser • Nice way for students to maintain/share reference and personal collections of online material, or teachers to present these • Portable, device-independent • Based on user-determined tagging (folksonomy rather than formal taxonomy)

  36. Example - http://del.icio.us/practicalclassroomstuff

  37. Why use del.icio.us? • Save site found using multiple computers (home and school) to one place. • Access your bookmarks anywhere you have web access. • Continue to access your bookmarks even when your computer crashes or you get a new computer. • Shareweb sites with your students or peers. • Search your bookmarks by keywords and tags. • Use related tags to narrow or extend your searches. • Display your saved web site links by category. • Learn about new sites from your other del.icio.us users. • Subscribe to other users’ del.icio.us bookmarks. • Check out recently posted and popular sites. http://personal.strath.ac.uk/d.d.muir/Delicious1_2.pdf

  38. Web 2.0 disrupts some views on the tools students should use

  39. Would you be surprised if in 2005 • 84% of prisons had rules against online chatting • 81% had rules against instant messaging • 62% prohibited blogging or participating in online discussion boards. • 60% prohibited sending and receiving email • 52% prohibited any social networking sites?

  40. No? It was actually US school districts in 2007 • 84% - rules against online chatting in school • 81% - rules against instant messaging in school • 62% -prohibit blogging, participating in online discussion boards • 60% -prohibit email • 52% prohibit social networking sites National Schools Board Association/Grunwald Associates LLS, (2007). Creating and Connecting- Research and Guidelines on Online Social and Educational Networking http://www.nsba.org/site/docs/41400/41340.pdf

  41. Banning Web 2.0 in schools?

  42. Impact of Web 2.0 on education systems • There seems to be a pattern of how schools and systems respond to disruptive technology • Evident since HotMaiL (maybe before?) • 5 stages (maybe?)

  43. System responses to disruptive technology Some online tool becomes available freely

  44. System responses to disruptive technology Studentsuse it at home and school

  45. System responses to disruptive technology Some educators may (validly or otherwise) see this tool as a threat. They respond by restricting, renouncing or simply banning it.

  46. System responses to disruptive technology Tool becomes widespread in wider community (Gladwell’s Tipping Point reached?). Student use or expectation reaches critical mass, education sees its potential and the need to provide it securely

  47. System responses to disruptive technology Education responds with a secure and manageable replacement And everyone breathes a sigh of relief….

  48. System responses to disruptive technology • Where is your school/institution in relation to these 5 steps, regarding Web 2.0 ?

  49. Google Earthhttp://earth.google.com/ • As it stands, it’s really Web 1.0 • With student-generated and shared data, it’s an “almost Web 2.0” application. • Mashups of Google Earth or Maps with other data can produce neat educational products

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