The assigned chapter in Personal Learning Networks does a stellar job of highlighting benefits of and concerns regarding networked classrooms. The benefits are numerous, but one I cannot help but focus on is that networked classrooms are supportive of problem- or inquiry-based learning. What an educational experience to acknowledge a real world problem, be tasked with finding a viable solution, and collaborate with network connections to do it! Learning that results from self-motivated, innovative, and collaborative problem-solving will be lasting and builds real world skills.
The possibility of networking with classrooms or individuals all over the world is a tremendous advantage. Growing up, the people in my community (family, friends, classmates, etc.), were not world travelers. I was exposed to globes, maps, and perhaps news stories of major events in other parts of the country or the world. I cannot say that I ever registered how vast this world is and (I regret to say) did not spend much time wondering how others lived. In adulthood, my worldview has expanded, and I am still coming along (and have much further yet to go!). In a networked classroom, horizons may be expanded by making connections with different people in different places. I suspect, too, that through learning about other people, discovering how they live, pondering similarities and identifying differences, that empathy in students would be enhanced, perhaps one of the greatest benefits I could fathom.
I feel like I would need a lot of support in transitioning to a more networked classroom! In our text, it was suggested to start with something we are already good at teaching and "re-envision it through more of a 21st century lens". That sounds like a logical way to go about it. Additionally, I would collaborate with educators who do have networked classrooms, talk through my ideas, and get feedback. (I suspect Twitter connections would be more than happy to give suggestions.)
A networked classroom seems to be an ideal setup for a class with diverse needs. In a setting where an educator sets the parameters and is available to provide guidance, students of varying abilities with unique skills or challenges can all thrive and achieve educational goals. If assessment of learning is flexible, students may demonstrate mastery of skill or gains in knowledge in various ways, highlighting their strengths.
Camille, I always enjoy reading your blogs! I would have to say that I would also need a lot of support having a networked classroom. We are such stringent followers of our textbooks and curriculum in our district that it is so hard to imagine being able to integrate technology driven assignments while sticking to our Common Core Standards. Now I am quite sure it is done all around the world, but I am such a rule follower (not sure if that's the right word) that I have a hard time veering from the curriculum the way that it is written. I do admire people that are able to do both!
ReplyDeleteThank you, Michelle. I believe it was in Jen Conrad's blog that I read something that made me feel less overwhelmed about some day making the transition to being more networked. We're taking the essential first steps now by investing time in establishing our own valuable connections so that we'll eventually be prepared to teach our students how to do the same. Despite the many rules and standards we must follow, we'll get to a point where we're comfortable taking baby steps to make that transition.
DeleteTwo of the advantages that you discussed in your blog were two of my favorite things that can come from networked classrooms - real world problem solving and collaboration with people outside of the classroom. These two elements are so important today. Our world is huge! For some students, having a connected classroom is the only way for them to get to experience things out of their hometowns. I think it also opens their eyes to the diversity that is out there. While letting them know there is a whole big world out there, they can solve real world problems. They are not restricted to worksheets or fill in the bubble assessments. They can create projects and collaborate with others that really connect to real world problems.
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