Before the second week of #etmooc “Connected Learning” slips away, I wanted to write a post reflecting a bit on the prompt: “Is it possible for our classrooms to support this kind of (connected) learning? If so, how?”
cc licensed ( BY NC SA ) flickr photo shared by dennisar
I definitely think that our classrooms can support connected learning and that technology can make the “how” much easier and more feasible to facilitate that learning. To me, connected learning involves engaging students in real-world applications of skills and knowledge. One way to do this is by asking students to try and solve problems that people face everyday, such as concerns with the environment (Inspiration from GOOD.is) or building prototypes to help the elderly more easily navigate outdoors (see the FIRST Jr. Robotics Challenge).
I also view connected learning as a motivation to teach my students tools that can empower and enable them to be change agents. With these tools, students can build meaningful connections across different mediums, connections that not only facilitate learning but establish relationships. This means introducing ideas of digital citizenship and cyber safety at very young ages so students can begin using tools that they will likely continue to use as they grow older instead of tools that they will quickly grow out of (e.g., teaching 2nd graders how to conduct safe and effective Google searches versus restricting them to KidRex and allowing kindergarten students to tweet with other kindergarten students in class).
But most importantly, in my opinion, connected learning translates into global connections and collaborations for all students and teachers.
With modern technologies like Skype, Voicethread, Google Translate, Twitter and other (a)synchronous tools, it can be simple and free to connect students, even if their time zones never overlap or they speak different languages. There is no longer a need for expensive web conferencing technologies and with web 2.0 tools, students don’t have to wait weeks for a reply from students in another country. Therefore, it seems to me that we should be scaffolding and encouraging global connections in every classroom, starting with our youngest students. These connections can blossom into meaningful relationships where students can share experiences and learn together about the cultures, perspectives, and knowledge of each community. That feels like true connected learning.
So what does that look like in the classroom? At my school, I have slowly been working to build some of these local and global connections so students can engage in more connected learning. While we have had some success, we have definitely had a few misadventures as well.
We tried signing up for an Elementary Mystery Skype project created by some educators who had seen it done with older grades. Three of my teachers signed up, willing to take the risk and do something they had never done before, but although all three were paired with another teacher, none of them heard a response back about setting a date to actually Skype. After following many inspiring #kinderchat teachers, I talked with a kindergarten teacher at my school about having her class join Twitter. We sat down and discussed how it could work, we wrote up a detailed letter to parents, we planned how to introduce it to the students but since their initial Twitter “launch” the class hasn’t been able to get other classes to tweet back. I think the kids are beginning to feel like tweeting means sending a message on the computer and never hearing back. Whether it’s been via Skype, Twitter, or even email, we have found that making that connection with another teacher and class can be much harder than getting the technology or other preparations in order.
Luckily, we also have some success stories to share. Thanks to the Global Classroom Project database, I was able to connect our Spanish teacher with a class in Spain so her students could Skype in English and Spanish. While moderating a #globalclassroom chat, I connected with another educator who wanted her students to be able to share their experiences of a Quaker meeting. This led to two of our fourth grade classes Skyping with their fourth grade and discussing their religious practices, as well as the similarities and differences in their schools. Comparing lunches and “specials” was a big highlight. Through Twitter, I was also able to set up a Skype session between a Canadian class and one of our first grade classes – our students were shocked to see all of their snow! And in a few weeks, we have a session scheduled with NASA for our youngest students, who are studying space, to hear about “Humans in Space,” one of the offerings in their Digital Learning Network.
So, while the actual “how” of connected learning can certainly be a challenge, I think it is doable. My students have been able to use a range of web 2.0 tools that have enabled them to develop deeper relationships within their individual classes, between their class and other classes at the school, and between our school and other schools. They are becoming more comfortable with the idea of leaving messages through various platforms and receiving comments and messages back from parents or other students after a pause (which can be tough to understand when you’re only 5 or 6). Teachers are beginning to consider ways we can connect with other students and classes in other parts of the world to enrich their units of study and make different topics and concepts more concrete while also more making them more complex. I hope that with time, patience, and perseverance our connections will continue to grow and with it, the connected learning that we are all able to share.
- Connected Learning in the Elementary Classroom: Skype (prairieinspiration.wordpress.com)
Maggie, A thoughtful and powerful reflection about both the potential for connected learning using technology and the barriers when trying to implement the actual process (which are often people issues). I agree that it is doable! Glad you got to talk to the class in Canada and yes we do have a lot of snow!
Right now I am using Google docs and Google translate to work on a project with Rémi Bachelet in France (who I met when we were doing #moocmooc) and while we have some issues (my French is deplorable, there is a 6 hour time difference) it has been a wonderful experience in shared learning and design so far and only possible through the use of technology. The possibilities are limitless!
Great post! Definitely agree that it takes time to build relationships required to connect our students with other classes. I have found that Twitter chats have been invaluable in helping me find classes to connect with but once these connections have been made projects have opened up for us to participate in.
I like your focus on what can be done to enable 2lst century learners to learn how to express themselves safely and creatively in the digital world, and use global connections to increase their learning community. I also agree that teaching responsible digital citizenship and internet safety is a must, starting with kinders, because even though most are not online via computer, many have seen and/or used cell phones or tablets and played with different apps by the time they get to “computer” class.
I like students to try simple interactive, multi-media projects, preferably with their own narration, such as Voki, Blabberize, Fotobabble, PicLits, Thinglink, Storybird, and animated Powerpoints. I particularly like how students can exchange projects globally and still “talk” to each other even with the time delay.
And yes, I certainly agree that misadventures are part of the learning process for teachers, students and parents. I think revisiting the AUP throughout the year is an important part of the puzzle. And while using classroom tech can be humbling and frustrating, the upside of seeing students creating and collaborating safely online is so exciting to see. Thank you for your great post.
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