Unit 3 - Wikis and Learning

This week we looked at the different roles that technology can play in engaged learning models. Part of chapter 2 talked about schools need to move into the information age. "Classrooms function within the school systems of schools and school districts. Therefore, entire schools, not just isolated classrooms with a few techno-constructivist teachers, need to move to the information age." (Johnston & Cooley, 2001, 34) I used to work at a school where only a few "techno-constructivist teachers" moved their units and students into the information age. If an entire school, including teachers and administrators, cannot get behind a new idea then it will not work. Instead, I think it would be more beneficial to implement, monitor, and model a new learning model such as project based learning across a grade level or subject area and document what works and what doesn't work before making it a school wide norm. If a change can be made like this, I believe more teachers and administrators would be more likely to move to the information age based on the fact that they would be able to see the effects of an engaged learning model in action with actual results.

Johnston and Cooley also talk about how engaged learning models require teachers to move from "dispensers of predetermined facts to coaches and guides." (2001, 35) This may cause problems as many "older" teachers are still employed within schools. These individuals did not grow up using technology and, often, have a negative attitude about change. Instead, they would be happier biding their time by lecturing and putting in their last few years before retirement. While they may agree that engaged learning models and technology are beneficial, they may have a hard time with the idea of their role as teachers changing.

The Hendron reading truly cleared up any questions that I had about wikis in regard to creation, format, use, and history. Because I was the discussion leader for this chapter, I spent a good amount of time researching and reading about wikis in order to gain a clear understanding. As an educator, I believe that wikis are user-friendly and can lend themselves to any subject matter, assignment, or grade level. Basic instruction of the technology must be taught, but once students understand how to use wikis, they can be let loose to learn and create.

I see a huge benefit to wikis with regards to group projects, collaboration, and activities that require teamwork. In addition, I believe that since you can see how many times someone has updated/changed information or contributed to a wiki, more accurate grades can be assigned for group projects. Wikis also allow students to work together without having to be in the same classroom. There are no excuses as to why work cannot be accomplished at home. As long as a computer is available, wikis can be updated at any location or time.

Hendron does bring up the fact that Wikipedia, the most well known wiki, has become controversial. Because ANYONE can update a wiki, the information found on this site is not always reliable, accurate, or timely. So, like Hendron suggests, Wikipedia should be viewed as a "tool." (2008, 44-45) When students are taught a process on how to evaluate information, websites, and resources properly, they will view Wikipedia a starting point for gathering information, instead of an end point. I allow my students to use Wikipedia as a way to gather information about a topic/subject, but they are never allowed to cite it. If they find something that believe to be useful/true from Wikipedia that they want to include in a paper/project, they must find another resource that validates the information and cite that source - not Wikipedia!

Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.

Johnston, M. & Cooley, N. (2001). What we know about: Supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.