Web 2.0 tool

Web 2.0 is a term that is used to describe the 2nd generation of the web that focuses on collaboration and evolution of the internet.  Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mash-ups and folksonomies according to Wikipedia.

Web 2.0 describes the trend in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, and can also get collaboration among users. Web 2.0 technologies provide a level user interaction that was not available before.  Now websites have become more interconnected, creating a ‘community’, which is easier to share information on the Web.  A lot of the Web 2.0 features are offered as free services, such as Facebook and Wikipedia which people like, and have grown at amazingly fast rates.  Web 2.0 continue to grow, adding more features, changing and evolving.  

An example of a Web 2.0 for the classroom is VoiceThread.  VoiceThread is a group of conversations that are collected and shared in one place from anywhere in the world.  This this not require a software to be installed!  VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate pages and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video.  Share a VoiceThread with friends, students, and colleagues for them to record comments too.  Users can doodle while commenting, use multiple identities, and pick which comments are shown through moderation.  

Click on this link to watch a video on VoiceThread VoiceThread Video 

What is the meaning of technology "affordances" and "constraints" in terms of education

What is the definition of affordance?

Affordance are properties of technology that facilitate activity and create “possibilities for agentic action” (Hutchby, 2001, p. 444).  The affordance is there, it has always been there, but it needs to be perceived to be realized.  A subsidiary idea is that affordances provide both opportunity and constraints.  The concept of technology educational affordances refers to the properties and the potential of technology that enable the educational interaction between teachers and students needed to carry out their educational plans.  Technology educational affordances are by nature dynamic and therefore should be identified and analyzed in the development of each educational situation.  To read more on a research that took place with the analysis you may follow this link. for a study that took place.  

In the figure above the affordances are push-able, flip-able, and rotate-able. The objects in the environment are buttons, switches and knobs. The action of pushing are for buttons rather than knobs, the constraint on buttons allows it only to be pushed, rotating it will not turn on the light bulb. The light from the bulb is considered feedback which tells us whether our action is successful or not. In the case of the switch and the knob, it tells us which way is on and off. Up or down for the switch, clockwise and counter clockwise for the knob. 

What is the definition of constraints?

Constraints are things that the design of the particular object MUST have and they must be included in the final design.  By creating a list of constraints, it can be used to determine which one will be a developed.  To get teachers to a point of constraints, it’s important to begin on  a common ground.  This article can help you get a better understanding and plenty of examples.  

Constraints limit the affordances and the properties of action associated with them.  To learn more about the students who wrote the contents on affordances and constraints you may follow this link.

Flipped classrooms in your teaching

How would I use the concept of flipped classrooms in my teaching?

     One might ask what is a flipped classroom.  A flipped classroom according to the article I read assigned by my professor, is the term used to describe almost any class structure that provides prerecorded lectures followed by in-class exercises.  

I can use the concept of the flipped classroom in my teaching by recording a short video lecture for my students to view before the next class session.  By the students watching the video at their own pace they can come to class with any questions or comments and move right along to projects or any hands on activities.  I can create my own video or chose one from other online resources. This is also useful for those students who were absent and they can watch the teachers video podcasts.  So now there isn’t any excuse for missing any information.  To see a visual concept of the flipped classroom concept please refer to this online referencehttp://www.knewton.com/flipped-classroom/.

An example of this kind of flipped classroom model I would be the implementing in my classroom is the website Khan Academy, with a real-world classroom results and over 235 million online lessons viewed.  This is just one component of many more ideas for a revamped approach to education.  

I feel this flipped classroom approach is a great tool to enhance students for the 21st century learning community.  Students are able to interact online and become comfortable in online platforms at an early age.  Flipped classrooms also gives the students the opportunity to become exposed to this method and get them used to online courses in the future.  

What are some important best practices for technology in the classroom

After reading the article Best Practices in Education Technology best practices I have learned that more learners are readily to adapt technology into their learning.  One of the important best practices for technology in the classroom is the relationships among teachers, students and parents.  Teachers need to know that there are alternatives to teaching by expanding their resources, options, and support.  With the use of the leading-edge technology in the classroom, educators can get the most accurate picture of students’ capacities and must also carefully consider the materials and tools available to them in the classroom.  Parents can get involved by promoting the technology in the classroom by becoming advocates for their children.  Involved parents can initiate other parents and teachers into the new technology trend, creating a powerful boost for change in their children's school. 

     Some students like to explore ideas and create their own individual approaches.  Others would be paralyzed by that degree of freedom.  By offering students a selection of materials from which to choose, each with varying degrees of learning, teachers can offer all students an appropriate learning context.  As mentioned in a article, the motivation and self esteem that is used with technology in the classroom among students is really changing students.  The students are becoming more successful.  The classrooms that use technology are giving way to new visions and possibilities for flexible learning tools and methods.  

Students; affective differences demand that teachers apply this flexibility to vary challenge, media, content, rewards, and learning context as teachers individualize each students’ instruction.  Technology in the classroom also gives students responsibility and independence with their studies.  Read the following article how Apple devices changed a classroom in a private school. 

What is TPACK?

What is Technological Pedagogical Content Knowledge (TPACK)?

Now expert teachers are able to bring together knowledge of subject matter, what is good for learning and technology and inter-act the two.  The combination is described as Technological Pedagogical Content Knowledge (TPACK).  It is a teacher knowledge framework for technology that can be used in content areas such as mathematics, science, social studies, history, language arts and many more subject area.  The teacher can make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).  You can get more info by following this link http://www.matt-koehler.com/tpack/tpack-explained/  The development of TPACK by teachers is critical to effective teaching with technology.  This is the generation that uses more teaching with technology in the classroom.  Digital technology such as, computers, handheld devices, iPad’s, tablets are being used more and more in the classroom and also being brought at home to continue the studies.

There are three knowledgeable core components with technology: content, pedagogy, and technology.  The three core components also form the core of the technology, pedagogy, and content knowledge (TPACK) framework.  In the model I have attached you will see there are three main components of the teachers’ knowledge and the also the following bodies are represented: PCK (pedagogical content knowledge), TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK (technology, pedagogy, and content knowledge). To find out more of the Technological Pedagogical content knowledge you may read the cite journal.

http://www.citejournal.org/articles/v9i1general1.pdf

To get on board with TPAC as a teacher it does require constant technology training and flexibly to navigate technology into the classroom.  Teachers must be open minded and creative to use technology with their students because we as educators must keep in mind its an advantage for the students learning and understanding.  

You may also watch a video on TPACK https://www.youtube.com/watch?v=FagVSQlZELY and this will give you a better understanding.