Welcome back to another installation of my blog. In this episode, I will be discussing my understanding of what web spaces are, and how they can be implemented to better educate students. The goal of including technologies in the classrooms is to keep up with the digitally advancing age we find ourselves in, as well as to enhance traditional teaching pedagogies to create more adaptive and engaging learning experiences.
So, what are web spaces?
If you are like me and attended a school with more of an 'old-style'
teaching approach where the teacher put up notes on the projector to write down
notes or just have not been in the school environment in a while, then you may
be unfamiliar with what web spaces are in educational contexts. Web spaces are
any form of online content that uses the internet to access said content such
as google sites, wikis, even this blog for example. This information is easily
accessible when understood how to use effectively and that is where the role of
the teacher comes into play when using web spaces to transform traditional
pedagogical approaches.
Okay, so web spaces are just the internet, big deal?
Well, yes, web spaces are the internet but there is a lot of stuff out
there, some useful, some not so much. As
an educator, using web spaces in lessons is a great tool to improve the
engagement of students and better check for understanding of class content as
the lesson can be ‘flipped’ when appropriate, to create a student-centered learning environment.
So, a teacher can make the internet the educator? When is it appropriate
to flip the class?
Not quite, web spaces can be better employed in conjunction with other
teaching approaches in lesson sequences where students can have the opportunity
to complete case studies on class topics. This way the teacher is facilitating
class learning with the use of web spaces rather than letting students run rampant
on the internet. An example of this is teaching a class about volcanoes and the
forces behind them (tectonic plates, magma chambers, etc.) before letting
students identify a volcanic eruption of their choice, the events that led to
the eruption, and the implications of the natural disaster had (economical,
environmental, cultural, etc.). This way, the teacher has explained the
concepts of volcanoes and can give students the freedom to do their own
learning and research, expanding on the foundations the teacher has given them.
This gives the educator the ability to better assess the learning of the
students individually and is more engaging than a written exam which I am sure
everyone can agree on.
But what can a teacher do to better facilitate the use of web spaces?
When students use the internet, students quite literally have the power
of the world at their fingertips. To ensure that learning is taking place, and
resources are being used appropriately teachers should educate their pupils on:
- What information is useful and how to determine the legitimacy of
sites (showing students peer-reviewed articles, government websites, and
referenced sites)
- How to use resources and their information appropriately (preventing
plagiarism and promoting academic integrity)
- How to interact in digital spaces and the repercussions of improper
use of technologies (using first names or aliases and cyberbullying)
Well, how can I use technologies in the classroom to better
enhance pedagogies?
Implementing digital devices to enhance learning potential can be divided into a model known as the SAMR model which takes the traditional classroom model
and transforms it into a contemporary classroom with technology integrated into
the lesson structure.
An example of the SAMR framework model use can be witnessed as follows.
Substitution - The teacher shows the students websites relevant to the
class topic. Showing appropriate sources and how to use them.
Modification - The teacher then allows students to find
similar sources at their own pace to browse.
Augmentation - From here the teacher facilitates the student's
engagement with resources, activities, and interactive experiences to enhance
digital learning.
Redefinition - Students use these resources and learnings in their
assessment showing reference to sourced information. Students can submit their
work to a blog site giving access for students to appropriately interact with
each other's work, allowing for self-reflection, digital interaction, and
peer-assisted learning. Creating sound self-directed and collaborative learners
in digital spaces.
When the SAMR model is employed, it encourages students to become
lifelong learners, a common goal amongst all teachers.
In simpler terms, the SAMR framework provides an outline for teachers to
take the technology available to them as educators and use that to deliver
interactive lessons and give students the ability to do something or create with that
information. This transforms traditional pedagogies to better mould social,
self-directed learners who understand how to appropriately use technologies to
advance their own learning.
The goal of all of this?
Overall, by embedding web spaces in the classroom activities, teachers
can transform lessons, providing more effective learning experiences which
resonate better with the technologically adapted individuals coming through the
education system. This also opens the door to more adaptive classroom
environments where education and learning can take place beyond the scope of
the traditional classroom. Students can engage with digital learning anywhere
from their laptops and phones. This external learning can be further aided by
students being encouraged to interact with content collaboratively when using
blogs or zoom sessions with peers, creating self-directed learners who can explore and expand on their understanding in a safe and engaging
setting.
