THE Power AND Peril OF Web 3.0

            When we are looking for something online, most of us use Google and Yahoo as our main search engines, and like the article, Power and Peril Of Web 3.0: It's more than just Semantics by Jason Ohler states, most of us only look through the first 10 to 20 links that pop up. These may not always be what we are looking for, but the sites that are more popular. Semantic Web is designed for its users to “spend less time looking for the information and more time using and participating with what they find” (Ohler, 2010).  

            One of the interesting things about Web 3.0 is that instead of having to look through pages and pages of information, you can narrow down your search to one page simply by imputing what you are looking for. So say you are trying to find who’s phone number this is: 951-445-3996. You’d simply input it and the web would “recognize” whose number it is.  While it is easier to find information this way, it may be a problem with people’s privacy.

            So how is the Semantic Web going to be applied in the classroom? I think this would allow students do research a lot faster, specially if they already know what they are looking for. But just as it would be easy to find school related subjects, it may also be easier for them to get off topic and find things they are not supposed to, which is where teachers and administrators would come in the picture. Bottom line is, students can definitely benefit from the Semantic Web in more ways then not.

Ohler, J. (2010). Power and peril of web 3.0: it's more than just semantics. Learning & Leading with Technology, 14-17. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs/May_2010_The_Power_and_Peril_of_Web_3_0.sflb.ashx 

Navigate the Digital Rapids

“Digital citizenship awareness can begin as soon as tiny fingers tap the keys.”

            Digital citizenship more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. I think it’s also well defined in the article, “Navigate the Digital Rapids” by Julie Lindsay and Vicki Davis, where it is said that digital citizenship is about “about transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects.”

            Through this article it is stated that some teachers feel if they customize their classroom with mobile technology, they cannot customize and meet the standards at the same time. So how does this affect their students? If teachers don’t know how to customize their classroom to fit the learning environment, then students may not get that unique experience while learning in the classroom.

            Teachers should be able to and know how to incorporate digital tools into their lessons, but some teachers are too scared to do so because some students may wander aimlessly and not keep on tract. This however, is where the teacher is supposed to step in and guide his/her students in the right direction of digital citizenship. Not only that but through using technology in the classroom, students learn proper online etiquette, that they can apply to their learning experience as they continue their education.

            Incorporating technology in the classroom is nothing new, however, some teachers don’t feel it is too common, which is why they don’t. As the article states, it’s kind of like learning how to drive. Not everyone knows how to, but once you learn and adapt to it, you make it a routine and can teach others how to do it. Works the same with digital citizenship in the classroom. Teachers must first test the waters, learn from other teachers, and later teach their students.

            The world is evolving with new technology everyday, if children are our future, then they should be taught digital citizenship in the classroom as early as possible.

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids.Learning & Leading with Technology., 12-15. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs/March_April_2010_Navigate_the_Digital_Rapids.sflb.ashx

Speak up: Digitally-Rich Learning Experience

“The availability and effective use of digital resources will be an integral part of each classroom and the curriculum. It is still new and the learning curve is steep. By 2019, I expect that it will be a routine part of the instructional process.”   -Elementary School Principal (CA)

Students are being prepared for the future each and every day, wether it'd be at school or at home. Techonology is used in a variety of ways to help teachers in the classroom, but according to Speak Up, about one-half of the district administrators and principals concur that digital media tools, digital resources and online textbooks have the greatest potential to increase student achievement.

An issue that is at hand when it comes to technology in the classroom, is whether or not the instructor knows his/her way around technology. According to studies shown on Speak Up, data reveals a disconnect between the strategies college students are learning in their teaching methods classes and the technology that teachers are currently using in the classroom to enhance student achievement. Currently, our future teachers are being trained to use word processing, spreadsheet or database tools (53 percent), create multi-­‐media presentations (44 percent), and find digital resources such as videos, podcasts or digital images to include in a lesson (40 percent).

The use of technology in the classroom continues to grow every year. The only problem I would see about being able to have a "fully-equipted" classroom would be the funding the government is providing to schools. Not only is more funding needed for equipment, but also to provide instruction for those teachers that need the help to use such equipment in the classroom.