Comments on: Web 2.0 Not for Everyone (?) http://weblogg-ed.com/2009/web-20-not-for-everyone/ Learning with the Read/Write Web Tue, 19 Jul 2011 20:36:16 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Dawn http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-65238 Dawn Tue, 17 Feb 2009 19:00:07 +0000 http://weblogg-ed.com/?p=3041#comment-65238 I'm glad to see you picked up a copy of The Element by Sir Ken. We (Oklahoma A+ Schools) are referenced in chapter 11 page 245. As I read over many of the comments and blog responses to your post, I am compelled to come back to my thoughts that schools don't need to be reformed...but TRANSFORMED. Web 2.0 tools are a means in which we help make change...but I'm wondering when education as a whole will stop looking at ways to do what we are already doing "differently" and start "doing school different". I'm thrilled to be a part of a network that truly believes in nurturing the creativity of each individual child. Schools that join our network adopt into practice a set of eight essentials. This framework covers eight important areas for whole school transformation, it encompasses the areas of Art, Curriculum, Experiential Learning, Multiple Intelligences, Enriched Assessment, Collaboration, Infrastructure and Climate. <a href="http://aplusok.org/about/essentials/" rel="nofollow">A+ Essentials</a> Our research results continue to show that schools using this framework have positive results in many areas such as higher achievement, better attendance, fewer discipline problems, happier educators, engaged students, more parent and community involvement and creative focused instruction. I want to continue to see more schools come onboard the OK A+ network so we can provide the education to all children that we would want for our own. I’m glad to see you picked up a copy of The Element by Sir Ken. We (Oklahoma A+ Schools) are referenced in chapter 11 page 245. As I read over many of the comments and blog responses to your post, I am compelled to come back to my thoughts that schools don’t need to be reformed…but TRANSFORMED. Web 2.0 tools are a means in which we help make change…but I’m wondering when education as a whole will stop looking at ways to do what we are already doing “differently” and start “doing school different”. I’m thrilled to be a part of a network that truly believes in nurturing the creativity of each individual child. Schools that join our network adopt into practice a set of eight essentials. This framework covers eight important areas for whole school transformation, it encompasses the areas of Art, Curriculum, Experiential Learning, Multiple Intelligences, Enriched Assessment, Collaboration, Infrastructure and Climate. A+ Essentials Our research results continue to show that schools using this framework have positive results in many areas such as higher achievement, better attendance, fewer discipline problems, happier educators, engaged students, more parent and community involvement and creative focused instruction. I want to continue to see more schools come onboard the OK A+ network so we can provide the education to all children that we would want for our own.

]]> By: SStewart http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64934 SStewart Tue, 10 Feb 2009 15:37:36 +0000 http://weblogg-ed.com/?p=3041#comment-64934 I also considered Waldorf and other progressive independent schools for my son. IMO, the biggest problems with Waldorf and their ilk has nothing to do with technology. It's that philosophy of "waiting for the child to be ready." Waiting sounds great, until you put some kids in a room with varying levels of educational advantage at home. Guess who is "ready" sooner, and who is "ready" later? And notice how the educators have no responsibility for the progress and success of the students? Also, as a side effect of this philosophy, you will find some progressive private schools to be filled with families who are trying to avoid a special ed. placement for their child, or who use a radically permissive parenting philosophy. Again, depending on the area, schools sometimes need to cater to these families because they need the enrollment. As to whether Web 2.0 is for everyone... I definitely think <em>literacy</em> is for everyone, so a discomfort with reading or writing would be a <em>disadvantage</em>, not just a different "style." However, I have noticed, in working with teachers, that building a PLN requires that you spend casual, open-ended time online, and that you enjoy doing so. Not everyone likes to surf, and I think that's OK. That has implications for how we promote these technologies, and whether they are equally useful to everyone. I also considered Waldorf and other progressive independent schools for my son.

IMO, the biggest problems with Waldorf and their ilk has nothing to do with technology. It’s that philosophy of “waiting for the child to be ready.” Waiting sounds great, until you put some kids in a room with varying levels of educational advantage at home. Guess who is “ready” sooner, and who is “ready” later? And notice how the educators have no responsibility for the progress and success of the students?

Also, as a side effect of this philosophy, you will find some progressive private schools to be filled with families who are trying to avoid a special ed. placement for their child, or who use a radically permissive parenting philosophy. Again, depending on the area, schools sometimes need to cater to these families because they need the enrollment.

As to whether Web 2.0 is for everyone…
I definitely think literacy is for everyone, so a discomfort with reading or writing would be a disadvantage, not just a different “style.” However, I have noticed, in working with teachers, that building a PLN requires that you spend casual, open-ended time online, and that you enjoy doing so. Not everyone likes to surf, and I think that’s OK. That has implications for how we promote these technologies, and whether they are equally useful to everyone.

]]> By: Kathy McAnelly http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64762 Kathy McAnelly Thu, 05 Feb 2009 14:49:44 +0000 http://weblogg-ed.com/?p=3041#comment-64762 Thank you, Tom. I could not agree more wholeheartedly with your last paragraph. Readiness is the key. I worry that we are "rushing" our children far too much. Recent research confirms the need for "real play," but we tend to ignore this advice. I also fear that reliance on technology cultivates impatience, breeding an expectation that all things must be achieved instantaneously. Collective lack of patience has led our society to its current difficulties. Our hopes for the future require that we amend this vision. Thank you, Tom. I could not agree more wholeheartedly with your last paragraph. Readiness is the key. I worry that we are “rushing” our children far too much. Recent research confirms the need for “real play,” but we tend to ignore this advice. I also fear that reliance on technology cultivates impatience, breeding an expectation that all things must be achieved instantaneously. Collective lack of patience has led our society to its current difficulties. Our hopes for the future require that we amend this vision.

]]> By: Andrew C http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64602 Andrew C Sun, 01 Feb 2009 07:01:34 +0000 http://weblogg-ed.com/?p=3041#comment-64602 Perhaps the most powerful yet most overlooked advantage of a computer in developing writing skills is as a glorified typewriter. It waits as a blank page which can be written upon, corrected neatly, proofread, edited, added to and rearranged with a minimum of effort, and without rewriting. It allows an approach to teaching writing that is impossible with a pencil and paper, and may have its greatest impact in the earlier years of school. It is important not to be distracted by technology, and get carried away with multimedia, interconnectivity and internet access. The keyboard and screen can be used to empower children to master the written word, and produce written output at a level necessary to cater for their learning needs. It can be used to teach sentence construction, grammar, punctuation and spelling, the mundane but essential building blocks of written literacy, without being dependent on good handwriting skills which may be slower to develop. Production of written output is essential to the learning process in school. A child who cannot write cannot learn effectively, so one of the first tasks of school is to teach the child to write. Writing is a complicated process requiring the simultaneous execution of several difficult activities. There is the content, there is the sentence construction, there is remembering to go across the page from left to right, and remembering what shape the letter “e” is. There is the physical movement of pencil on paper. The coordination and complexity involved in handwriting has been compared to that involved in driving a car. Up until now, all these skills had to be taught simultaneously, and were deeply dependant on how quickly the handwriting skill developed. It is no wonder that some children are slow to develop adequate handwriting skills, which retards the whole of their school career. Teachers are aware of students whose written output does not match their intelligence, comprehension or verbal language skills. This can be because their handwriting skill is not adequate for their learning needs. A keyboard and screen allows the middle order writing skills to be taught in isolation to handwriting. Handwriting must still be taught, but it is no longer the limiting factor. Handwriting skills may develop with maturity and practice, so that when a student is required to produce handwriting for an exam, not only do they have handwriting skills, they also have something worth writing. Middle order writing skills include such things as sentence construction, grammar, punctuation and spelling. Sentence construction can be broken down into discreet steps, and leverages from a child’s verbal language skills. When they start school, children already use extensive language skills. They do not know the technical terms for the parts of a sentence, but they certainly know how to use them. The “Davidson Method” of sentence construction uses the advantages of a keyboard and screen (any computer with a text editor) and scaffolds a child’s existing verbal skills into the written form. Davidson Method for Sentence writing 1. Choose an action word, a verb. A verb is an –ing word e.g. chasing 2 Ask who or what thing is doing the action. (noun,object) dog chasing 3. Ask who or what thing is the action being done to. (noun, subject) dog chasing cat 4. Describe the things (adjective, phrase). black hairy ferocious dog from next door chasing mangy yellow cat 5. Ask when or where or how the action is happening (adverb, phrase). yesterday afternoon black hairy ferocious dog from next door quickly chasing mangy yellow cat across the park 6. Check that the tense of the verb matches sentence. Does it sound right? Modify verb (auxiliary verb, compound verb) yesterday afternoon black hairy ferocious dog from next door was quickly chasing mangy yellow cat across the park 7. Add words to make it sound right. yesterday afternoon the black hairy ferocious dog from next door was quickly chasing a mangy yellow cat across the park 8. Add commas and full stops. (Punctuation) yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park. 9. Add a capital letter to the first word. Yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park. This method allows a sentence to be built logically rather than sequentially, the screen holds the parts in place rather than trying to juggle all the pieces in memory while attempting to write neatly. It is easier to choose a letter from a keyboard than try to remember the shape of a letter. Correction is neat and does not require the whole page to be rewritten. Spelling can be checked as a separate step. The sentence can be copied by hand to paper when complete to practice handwriting, and it is relevant to the child because it is their sentence with their ideas. There is no need to print the sentence. There is no dumbing down of the ideas in the sentence to match writing or spelling skill. Proofreading and editing are being taught as an integral part of writing. It should be emphasised that this does not replace handwriting. Handwriting must still be taught in the normal way. It does make handwriting more effective by allowing some ideas to be taught and practiced in isolation, thereby increasing focus and effectiveness. It should also be emphasised that we still need a competent and dedicated teacher to lead the child, to encourage, to nurture. The keyboard and screen is just a different writing tool, with features that a good teacher can use when required. Computers can be used to increase learning outcomes in KLAs –here-now-today in ordinary classrooms, and bring relief to children who are struggling or giving up because they cannot write fast enough or neatly enough to produce the written output required to cater for their learning needs. Avoid the temptation to reinvent the school system and philosophy of education in order to justify spending money on ICT. Instead look at the problems that are in our classrooms and see if technology can help a competent and dedicated teacher find a way forward. Perhaps the most powerful yet most overlooked advantage of a computer in developing writing skills is as a glorified typewriter. It waits as a blank page which can be written upon, corrected neatly, proofread, edited, added to and rearranged with a minimum of effort, and without rewriting. It allows an approach to teaching writing that is impossible with a pencil and paper, and may have its greatest impact in the earlier years of school.

It is important not to be distracted by technology, and get carried away with multimedia, interconnectivity and internet access. The keyboard and screen can be used to empower children to master the written word, and produce written output at a level necessary to cater for their learning needs. It can be used to teach sentence construction, grammar, punctuation and spelling, the mundane but essential building blocks of written literacy, without being dependent on good handwriting skills which may be slower to develop.

Production of written output is essential to the learning process in school. A child who cannot write cannot learn effectively, so one of the first tasks of school is to teach the child to write. Writing is a complicated process requiring the simultaneous execution of several difficult activities. There is the content, there is the sentence construction, there is remembering to go across the page from left to right, and remembering what shape the letter “e” is. There is the physical movement of pencil on paper. The coordination and complexity involved in handwriting has been compared to that involved in driving a car.
Up until now, all these skills had to be taught simultaneously, and were deeply dependant on how quickly the handwriting skill developed.

It is no wonder that some children are slow to develop adequate handwriting skills, which retards the whole of their school career. Teachers are aware of students whose written output does not match their intelligence, comprehension or verbal language skills.
This can be because their handwriting skill is not adequate for their learning needs.

A keyboard and screen allows the middle order writing skills to be taught in isolation to handwriting. Handwriting must still be taught, but it is no longer the limiting factor. Handwriting skills may develop with maturity and practice, so that when a student is required to produce handwriting for an exam, not only do they have handwriting skills, they also have something worth writing.

Middle order writing skills include such things as sentence construction, grammar, punctuation and spelling. Sentence construction can be broken down into discreet steps, and leverages from a child’s verbal language skills. When they start school, children already use extensive language skills. They do not know the technical terms for the parts of a sentence, but they certainly know how to use them. The “Davidson Method” of sentence construction uses the advantages of a keyboard and screen (any computer with a text editor) and scaffolds a child’s existing verbal skills into the written form.

Davidson Method for Sentence writing

1. Choose an action word, a verb.
A verb is an –ing word
e.g. chasing

2 Ask who or what thing is doing the action. (noun,object)
dog chasing

3. Ask who or what thing is the action being done to. (noun, subject)
dog chasing cat

4. Describe the things (adjective, phrase).
black hairy ferocious dog from next door chasing mangy yellow cat

5. Ask when or where or how the action is happening (adverb, phrase).
yesterday afternoon black hairy ferocious dog from next door quickly chasing mangy yellow cat across the park

6. Check that the tense of the verb matches sentence. Does it sound right?
Modify verb (auxiliary verb, compound verb)
yesterday afternoon black hairy ferocious dog from next door was quickly chasing mangy yellow cat across the park

7. Add words to make it sound right.
yesterday afternoon the black hairy ferocious dog from next door was quickly chasing a mangy yellow cat across the park

8. Add commas and full stops. (Punctuation)
yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park.

9. Add a capital letter to the first word.
Yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park.

This method allows a sentence to be built logically rather than sequentially, the screen holds the parts in place rather than trying to juggle all the pieces in memory while attempting to write neatly.
It is easier to choose a letter from a keyboard than try to remember the shape of a letter.
Correction is neat and does not require the whole page to be rewritten.
Spelling can be checked as a separate step.
The sentence can be copied by hand to paper when complete to practice handwriting, and it is relevant to the child because it is their sentence with their ideas. There is no need to print the sentence.
There is no dumbing down of the ideas in the sentence to match writing or spelling skill.
Proofreading and editing are being taught as an integral part of writing.

It should be emphasised that this does not replace handwriting. Handwriting must still be taught in the normal way. It does make handwriting more effective by allowing some ideas to be taught and practiced in isolation, thereby increasing focus and effectiveness.

It should also be emphasised that we still need a competent and dedicated teacher to lead the child, to encourage, to nurture. The keyboard and screen is just a different writing tool, with features that a good teacher can use when required.

Computers can be used to increase learning outcomes in KLAs –here-now-today in ordinary classrooms, and bring relief to children who are struggling or giving up because they cannot write fast enough or neatly enough to produce the written output required to cater for their learning needs. Avoid the temptation to reinvent the school system and philosophy of education in order to justify spending money on ICT. Instead look at the problems that are in our classrooms and see if technology can help a competent and dedicated teacher find a way forward.

]]> By: Maybe Blogging Isn’t For Me… « The Thinking Chick http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64571 Maybe Blogging Isn’t For Me… « The Thinking Chick Sat, 31 Jan 2009 00:34:58 +0000 http://weblogg-ed.com/?p=3041#comment-64571 [...] A perfect example, my first (and agonizing) blog post, has really already been given ‘voice’ by Will Richardson who recently wrote: So I’m wondering through all of this what role social technologies have for [...] [...] A perfect example, my first (and agonizing) blog post, has really already been given ‘voice’ by Will Richardson who recently wrote: So I’m wondering through all of this what role social technologies have for [...]

]]> By: Multiple Intelligences/Web 2.0 « Teacher Tool Box http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64554 Multiple Intelligences/Web 2.0 « Teacher Tool Box Fri, 30 Jan 2009 15:48:38 +0000 http://weblogg-ed.com/?p=3041#comment-64554 [...] styles this week, I thought I would share this post from Weblogg-ed. It is titled “Web 2.0 Not For Everyone?” . The author discusses multiple intelligences and how some people are better than others at [...] [...] styles this week, I thought I would share this post from Weblogg-ed. It is titled “Web 2.0 Not For Everyone?” . The author discusses multiple intelligences and how some people are better than others at [...]

]]> By: Here we go again | Olive Chapel 2.0 http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64498 Here we go again | Olive Chapel 2.0 Wed, 28 Jan 2009 20:24:53 +0000 http://weblogg-ed.com/?p=3041#comment-64498 [...] we are assuming that the technology mode for learning is right for all students. We should know better, shouldn’t [...] [...] we are assuming that the technology mode for learning is right for all students. We should know better, shouldn’t [...]

]]> By: Nancy H-E http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64143 Nancy H-E Tue, 20 Jan 2009 20:54:29 +0000 http://weblogg-ed.com/?p=3041#comment-64143 Will, Thanks for sharing, questioning, and thinking out loud. Thanks, too, for making thoughtful recommendations for books (Friedman, Pink, Shirky, and now Sir Ken Robinson) and blogs to read. A book that may be related to your post is Multiple Intelligences and Instructional Technology by Walter McKenzie (2005). Will,
Thanks for sharing, questioning, and thinking out loud. Thanks, too, for making thoughtful recommendations for books (Friedman, Pink, Shirky, and now Sir Ken Robinson) and blogs to read. A book that may be related to your post is Multiple Intelligences and Instructional Technology by Walter McKenzie (2005).

]]> By: Virginia Robinson http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64134 Virginia Robinson Tue, 20 Jan 2009 16:25:40 +0000 http://weblogg-ed.com/?p=3041#comment-64134 Thank you for your thoughts on technology and the Waldorf School. I have been a teacher and media specialist for 21 years and currently have a 3 year old who attends preschool at the Cincinnati Waldorf School. I want very for my child to be educated with the whole child approach that is offered by the Waldorf school but struggled in that decision because of the lack of technology that is used by the school. I, too, feel that I can help my child fill in the technology blanks, if needed, but it is helpful to hearing from others that students are still becoming technology savy, after attending the Waldorf School, when they are ready. Thank you for your thoughts on technology and the Waldorf School. I have been a teacher and media specialist for 21 years and currently have a 3 year old who attends preschool at the Cincinnati Waldorf School. I want very for my child to be educated with the whole child approach that is offered by the Waldorf school but struggled in that decision because of the lack of technology that is used by the school. I, too, feel that I can help my child fill in the technology blanks, if needed, but it is helpful to hearing from others that students are still becoming technology savy, after attending the Waldorf School, when they are ready.

]]> By: U Tech Tips » Latest Web Marks 01/20/2009 http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64110 U Tech Tips » Latest Web Marks 01/20/2009 Tue, 20 Jan 2009 00:32:40 +0000 http://weblogg-ed.com/?p=3041#comment-64110 [...] Weblogg-ed » Web 2.0 Not for Everyone (?) [...] [...] Weblogg-ed » Web 2.0 Not for Everyone (?) [...]

]]> By: Kay McNulty http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64075 Kay McNulty Sun, 18 Jan 2009 19:13:38 +0000 http://weblogg-ed.com/?p=3041#comment-64075 Bingo – the use of web 2.0 tools isn’t for everyone. As a professional development coordinator and team leader in the NJPLP cohort, I am struggling with this very issue. Web 2.0 tools enhance the learning process by powerfully connecting students and teachers, but you’re so right Will, it can’t be forced. However, meeting kids even half way in their learning does not need to involve any technology, but should to be a process where kids are allowed to think and collaborate. From where I sit, teachers and students gaps are widening. The impact might be a triple layer of learning divide – digital well-connected global and local learning environments, dynamic learning spaces with mildly technophobic teachers, and the traditional test prep do page 56 then write an essay conforming to this template and topic classroom. One of your readers mentioned that the key is for students to be excited about learning; the conundrum here is that many won’t get the chance. Bingo – the use of web 2.0 tools isn’t for everyone. As a professional development coordinator and team leader in the NJPLP cohort, I am struggling with this very issue. Web 2.0 tools enhance the learning process by powerfully connecting students and teachers, but you’re so right Will, it can’t be forced. However, meeting kids even half way in their learning does not need to involve any technology, but should to be a process where kids are allowed to think and collaborate. From where I sit, teachers and students gaps are widening. The impact might be a triple layer of learning divide – digital well-connected global and local learning environments, dynamic learning spaces with mildly technophobic teachers, and the traditional test prep do page 56 then write an essay conforming to this template and topic classroom. One of your readers mentioned that the key is for students to be excited about learning; the conundrum here is that many won’t get the chance.

]]> By: Corrina http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64073 Corrina Sun, 18 Jan 2009 18:35:59 +0000 http://weblogg-ed.com/?p=3041#comment-64073 Being one of those teachers who is dipping her toe in 2.0, I find myself always thinking about how these tools can enable my kids to share their unique perspectives and talents. So, for one of them that might be an audio recording accompanied by a scanned picture (Voicethread or podcast?), for another that might be a close-up video of a project they have done as they talk about it, for another it might include blogging. The bottom line is I'm trying to figure out ways to let all children, regardless of their innate strengths and weaknesses, find the power in sharing their ideas with others, creating their own content, and providing/accepting feedback. I think that is the true power of 2.0 technologies, especially for students in more isolated rural areas who tend to think the whole world exists "right here". Being one of those teachers who is dipping her toe in 2.0, I find myself always thinking about how these tools can enable my kids to share their unique perspectives and talents. So, for one of them that might be an audio recording accompanied by a scanned picture (Voicethread or podcast?), for another that might be a close-up video of a project they have done as they talk about it, for another it might include blogging. The bottom line is I’m trying to figure out ways to let all children, regardless of their innate strengths and weaknesses, find the power in sharing their ideas with others, creating their own content, and providing/accepting feedback. I think that is the true power of 2.0 technologies, especially for students in more isolated rural areas who tend to think the whole world exists “right here”.

]]> By: Learning Aloud - Student 2.0 Interest http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-64028 Learning Aloud - Student 2.0 Interest Sat, 17 Jan 2009 17:37:50 +0000 http://weblogg-ed.com/?p=3041#comment-64028 [...] which may or may not meet my personal definition of “participation”). Ironically, Will Richardson seems to have come to a similar conclusion. I say ironically in that pro-blogging and personal [...] [...] which may or may not meet my personal definition of “participation”). Ironically, Will Richardson seems to have come to a similar conclusion. I say ironically in that pro-blogging and personal [...]

]]> By: Meredith Broderick http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-63996 Meredith Broderick Sat, 17 Jan 2009 01:13:04 +0000 http://weblogg-ed.com/?p=3041#comment-63996 First let me say I am really saddened that you like so many parents feel compelled to take your children out of the Public school system, saddened yes, but I do understand. We are just not doing it for families that want more for their children. Oh perhaps there are bright spots, great inspirational teachers, who see their students as individual learners, and understand some of the shifts, who approach teaching like the art that it is, but they are far and few between, I had 3 great teachers in my personal public school career. Considering how many teachers I "went through" that is not a good Ratio about 3/120. Also I believe the testing craze has driven most of the great teachers underground or just keeps them so busy that they no strength to think creatively about their curriculum or their students. I am really opposed to private schools, because they do what we don't need more of in this country give advantages to the people who need the advantages the least ( very American just watch how they distribute the rest of the 700 billion dollar bailout money, the people who will be "bailed out" are the ones who need it the least) But they are your kids and you want what is best for them and many public schools are not offering a good education on a lot of fronts. ( I also wish Barack Obama had chosen to send his kids to public school, if everyone else's kids in Washington has to suffer with Michelle Rhee so should his, it only seems fair.) As to your concern, perhaps Web 2.0. is not for "everybody" well perhaps it better be. I don't think we can turn back the clock. And more to the point maybe it has to be in all institutions that propose to teach the "whole" child in the "real world". Because as you have pointed out this is now the real world, just look at how our new president utilized the shifts in terms of fund raising to the beat the unbeatable Hillary. I would not be so sure this private school if they are lets call it "less enlightened" when it come to Web 2.0 or just plain old technology in general is a good thing, or even an acceptable one for your kids or anyone elses. First let me say I am really saddened that you like so many parents feel compelled to take your children out of the Public school system, saddened yes, but I do understand. We are just not doing it for families that want more for their children. Oh perhaps there are bright spots, great inspirational teachers, who see their students as individual learners, and understand some of the shifts, who approach teaching like the art that it is, but they are far and few between, I had 3 great teachers in my personal public school career. Considering how many teachers I “went through” that is not a good Ratio about 3/120. Also I believe the testing craze has driven most of the great teachers underground or just keeps them so busy that they no strength to think creatively about their curriculum or their students.
I am really opposed to private schools, because they do what we don’t need more of in this country give advantages to the people who need the advantages the least ( very American just watch how they distribute the rest of the 700 billion dollar bailout money, the people who will be “bailed out” are the ones who need it the least) But they are your kids and you want what is best for them and many public schools are not offering a good education on a lot of fronts. ( I also wish Barack Obama had chosen to send his kids to public school, if everyone else’s kids in Washington has to suffer with Michelle Rhee so should his, it only seems fair.)
As to your concern, perhaps Web 2.0. is not for “everybody” well perhaps it better be. I don’t think we can turn back the clock. And more to the point maybe it has to be in all institutions that propose to teach the “whole” child in the “real world”. Because as you have pointed out this is now the real world, just look at how our new president utilized the shifts in terms of fund raising to the beat the unbeatable Hillary.
I would not be so sure this private school if they are lets call it “less enlightened” when it come to Web 2.0 or just plain old technology in general is a good thing, or even an acceptable one for your kids or anyone elses.

]]> By: Shelley http://weblogg-ed.com/2009/web-20-not-for-everyone/comment-page-1/#comment-63987 Shelley Fri, 16 Jan 2009 19:21:34 +0000 http://weblogg-ed.com/?p=3041#comment-63987 I work with students who are about to make the move from one learning community to another; watching them gather themselves for that leap is at once humbling and inspiring. In my experience, the students who fare best are those who have multiple adults in their lives who care about them, respect them, challenge them, and reflect back to them a vision of who they are and might become. Creativity matters. Flexibility matters. Real concern and careful listening are huge. And the tone set by the leadership of a school really makes a difference, I think. If you're looking at independent schools, you might want to also consider Quaker (or Friends) Schools, ala the Obamas. (<a href="http://bit.ly/s87W" rel="nofollow">Friends Council on Education</a>) I was part of a presentation yesterday in which openly gay and lesbian folks were sharing some of our personal histories, and one of the listeners reflected on how much less of that soul-wrenching utter isolation the younger people in the group had experienced. That kind of shift, for me, has been one of the major potential gifts of Web 2.0 connectivity... access to and understanding of these skills potentially puts us all in a better position to find our "tribes," however we define that. Thank you, as always, for your willingness to think out loud with us here. I work with students who are about to make the move from one learning community to another; watching them gather themselves for that leap is at once humbling and inspiring.

In my experience, the students who fare best are those who have multiple adults in their lives who care about them, respect them, challenge them, and reflect back to them a vision of who they are and might become. Creativity matters. Flexibility matters. Real concern and careful listening are huge.

And the tone set by the leadership of a school really makes a difference, I think.

If you’re looking at independent schools, you might want to also consider Quaker (or Friends) Schools, ala the Obamas. (Friends Council on Education)

I was part of a presentation yesterday in which openly gay and lesbian folks were sharing some of our personal histories, and one of the listeners reflected on how much less of that soul-wrenching utter isolation the younger people in the group had experienced. That kind of shift, for me, has been one of the major potential gifts of Web 2.0 connectivity… access to and understanding of these skills potentially puts us all in a better position to find our “tribes,” however we define that.

Thank you, as always, for your willingness to think out loud with us here.

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