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Post by ceccleston on Feb 6, 2013 1:37:18 GMT -5
Although I have not yet used Social Web resources as teaching and learning tools in the classroom, I will be. I have personally used blogs, wikis and now the RSS and other web tools in recent weeks and months, and I am convinced and impressed with their ability to connect and share, communicate, read, and write about ideas and thoughts, feelings, and information with others all over the planet in the air, under the sea, and on the earth. Excitement, inspiration, and motivation lie in receiving feedback from others who actually validate you by confirming that your interests have value, that your thoughts are worth thinking, and that you are not alone in the world. As a teacher, I find that those factors are a wonderful, encouraging, motivating, and uplifting thing. Social web capabilities and tools can help make this interaction happen. They sort of tap you on the shoulder and say, “You count”. What young student wouldn’t relish that kind of recognition. The mutual expectations of such recognition provides the very reasons for teachers to teach and students to learn. They offer the exact means of engagement you want learners to experience by saying to them: “You are of value and you have something to contribute.” A teacher can’t ask for much more than that, ...or... can we/he/she?
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Post by Louis on Feb 6, 2013 15:10:11 GMT -5
Carolyn, I believe you are correct in thinking that a powerful opportunity for reinforcement exists here with web 2.0 social tools. Hopefully there are ways that you can think of and find to incorporate these type of things into your work environment.
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Post by dluneau on Feb 6, 2013 17:45:19 GMT -5
I totally agree that when someone responds to a blog and has the same feelings you do it kind of makes you feel like your point counts. But how do you get the kids to jump on board with that? I'm afraid that when I start implementing some of this in the classroom that kids are only going to do it because I am making them do it, not because they want to.
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Post by ceccleston on Feb 6, 2013 23:45:56 GMT -5
Dan, I hear you, and I understand and agree. You can lead them to the water, but you can’t make them want to drink_unless they are thirsty. However, I have come to believe that intrinsic motivators are much more powerful and longer lasting than extrinsic motivators. Initially we may need to find the extrinsic motivator to get them to the troth. Make them thirsty. That could be as simple as the fun of using the computer, or a kids natural curiosity in using the computer or new technology or application. The question then becomes; how do we get kids to buy into their own self-worth, their own value? I think that the moment we can connect one of our kids with a kid on the other side of the planet, and join them in a dialogue about something significant and of interest to each of them, we've got'em on both sides. They will begin to see the world differently, not as this vast unknown and unattainable thing, entity or quantity, but as something they can access and interact with. Thus they will see the world differently, see it as theirs. They will see themselves differently and others differently. They will see anew with clearer eyes, I think. At least, that's my vision and, as a teacher, my dream.
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