I was delighted to welcome yesterday Theo Kuechel and Leon Cych who came over to my school to interview me and some of my pupils as they worked on a Web 2.0 project in our ICT room. Theo and Leon are filming a number of practitioners across the country in order to put together a number of case studies for an online CPD course on behalf of Naace for the Training and Development Agency for Schools.
Their questions made me reflect about why I use technology and Web 2.0 (nope, I don’t like that term either, but, hey, it’s all we’ve got) in my classes. Using web based applications has become so natural for me now, you could even say normal, that I always forget that those of us opting to enrich our pupil’s learning experience in this way are very much in the minority, for one reason or another.
My interest in using web based applications to enhance teaching and learning started early. Having used computers a lot in a previous incarnation working for a large transport and logistics company, I already felt comfortable with the idea of using computers to help me manage teaching administration, such as assessment data or lesson planning, by the time I started my teacher training,
But it was once I was placed in schools as part of my teacher training, teaching real students, that I realised that ICT could make my life easier as a teacher in terms of administration, and also that pupils were actually engaged and enthused by the prospect of using computers in learning languages.
The use of web applications also allowed my pupils to use software which they didn’t have to install and which could be accessed from any computer as long as it was connected to the internet. This meant that they could work on the same piece of work, the same project, both from school and from home, allowing me to bridge the gap in between the two.
Examples of Web 2.0 tools applied to school work
Looking back to only five years ago or so, it is obvious that I have incorporated Web 2.0 into my schemes of work more and more without really noticing or even without having made a conscious decision to do so. It just happened, because it worked for me and my students. Nowadays, my classes do a project every two or three weeks which involves the use of Web 2.0 applications in one way or another.
These are some of the projects on which we have worked in the past year:
What makes these applications so special and why should you care?
The visual qualities of web 2.0 are very important. When I was a student, I went home after school and relaxed watching tv or reading a magazine. In comparison, the first thing my pupils do, however, is switch on their computers, not the tv. In their computers, they are faced with a world which is bright and visual, rich in images, video and sound.
Using web 2.0 at school taps into this world of theirs and allows pupils to express their creativity in a way which they find familiar, because these websites operate on the same principles of social networking and content creation and sharing to which they are already so used to. So, if we teach them in a way that reflects how they live their lives when they’re not in school, and if we help to ensure that the gap between their school life and real life is minimised, we then become better able to guarantee the commitment and engagement of the vast majority of our students.
Perhaps Prensky had a point after all…
In my experience, pupils come into secondary schools nowadays having already become very familiar with computers and able to easily navigate websites and communicate using the internet. If they are faced with new tools, they have a go and generally learn impressively quickly how to use them.
Yes, of course, this doesn’t apply to every pupil and, of course, they still struggle with spreadsheets and, of course, they don’t really understand what internal computing processes make the animations in Go!Animate come about. And does it really matter? If you think about it, they don’t have to know: you manage to drive a car perfectly well with only a basic understanding of how a gear-box operates or how the fuel is fed to the engine; you are probably perfectly fluent in English but, unless you’re a linguist, you might struggle to tell the difference between the indicative and subjunctive mood or the passive and active voice.
This doesn’t mean you can’t really drive or that you can’t really speak English, just that you don’t need to know the internal workings of how it is achieved, just in the same way a Formula 1 driver does not need to know the width of a piston or a writer does not need to know how many phonemes the English language has. Let’s face it, not everyone is going to be a Flash developer.
My inkling is that my younger students come to us already having developed something akin to web sytax, an internet universal grammar if you like, which they have often already mastered by the time they make the transition from primary. We, teachers, therefore ought to be able to make the most of what abilities these students already posses so as to transform the way we teach them.
Many thanks again to Leon and Theo for coming to see us and for making me think about why I do what I do. As ever, do feel free to let me know, by way of comment, what your thoughts are.
Photos by Theo Kuechel