The change of traditional style in formal education takes time for educators to evaluate and study the potential of the new resource that could potentially increase student learning. Acceptance also plays a huge role. Reiser and Dempsey state, “New technologies require new pedagogies, learning activities, and roles for teachers and learners” ( 2012, p. 299).
Web 2.0 Technologies
Web 2.0 technologies are the evolution of formally Web 1.0 that focuses more on the capacities in the platform and the function it now provides its users. The affordance of web 2.0 technologies offers more benefits to students than one receiving instruction in the traditional approach. Integrating these technologies will foster 21st-century learning, resulting in students more readily equipped to handle the demands in today’s society when entering the real world setting.
One of the first benefits of utilizing web 2.0 tools is the value in creation, used by individual or group contributors (Reiser & Dempsey, 2012). Learners and teachers see the value in using these tools. Reiser and Dempsey used the example of bookmarking web pages for resources versus using new applications like Diigo, Brainifiy, and Delicious. The applications add value because it allows the users to sort information and resources, specifying keywords and tags in their search.
Another key factor with 2.0 tools is they, “are also very effective for group collaborative and collective use,” (Reiser & Dempsey, 2012, p. 300). Incorporating tools like wikis or blogs allows for students to work together as a team to make contributions.
Reiser and Dempsey also note, “Web 2.0 tools potentially opens learning beyond the closed doors of the classroom…” (2012, p. 300). Many activities, like participating with other professionals outside the classroom, is an added bonus to making connections in learning and more valuable to students.
Digital Games
“Well designed games have the potential to support meaningful learning across a variety of content areas and domains,” says Reiser and Dempsey (2012, p. 321). Reiser and Dempsey elaborated on the difference between playing a game and “being “at play”” (2012, p. 322), with the latter carrying more meaning, showing the student is engaged in the game, and will more likely reflect true learning. One that is truly ‘at play’ will likely lose track of time because he’s actively involved with the activity (game).
Some principles to be considered with designing games and promoting learning that Reiser and Dempsey shared include, “Learning should be goal oriented, contextualized, active and interactive, adaptive challenge and support, and incorporate feedback,” (2012, p. 325-26). Although these are not the only principles to exist within the gaming environment, they are a solid foundation that supports the integration of using games in learning.
Virtual Worlds
The immersion into the phenomenon of a 3-D world can result in different experiences of the user, depending on the social interaction one participated. Virtual worlds can offer a variety of experiences to its users, depending on each individual need. Virtual worlds have many attributes that include:
- A shared space online that many people can enter at once.
- A visual representation of space (either 2-D or 3-D) in and through which user can move.
- The user can immediately interact with or alter their surrounding.
- The world persists online whether or not a user is logged-in.
- Communities and groups are encouraged.
(Reiser and Dempsey, 2012, p. 334)
Some strengths of integrating virtual worlds into the classroom include:
- Decrease in student anxiety over learning tasks (Hansen, 2008)
- Social-networking and community-building, engagement (Dawley, 2009)
- Game-like play (Global Kids, 2007)
- Inexpensive costs
(Reiser and Dempsey, 2012, p. 335)
Although the mainstream of a virtual world takes time and a lot of enthusiasm, the rewards are worthwhile with the learning that occurs.
In traditional instruction, the power is held by the teacher in the learning environment, with her providing the information the students should learn. That approach does not support 21st-century learning. The new experiences with web 2.0 technology, gaming, and virtual worlds shift the learning power over to the student and lend itself to many affordances that all students should have an opportunity to explore. That’s why I want to share these tools with my learners. I want them to have open communication, time to collaborate with peers about their thinking and apply critical thinking skills. Integrating these methodologies will foster those goals.
Issues Related to Instructional Design
Ethics
Professionals engaging in any instructional technological practice should follow ethical codes. Most importantly, the codes should be “integrated into practice,” Reiser and Dempsey noted (2012, p. 346). The codes are a commitment to support and follow all guidelines related to diversity, technology and resources, and personal rights of individuals, colleagues, and clients. One is committing to being professional while enforcing the code of ethics, representing the field of technology by following the standards in place.
With most technologies integrated into the classroom, one of the most popular topics is the issue of digital citizenship. I’m sure the urgency for enforcing digital citizenship will take on a new meaning as I’m moving from second grade to sixth grade this school year. Learning the expectations as students proceed digitally will be my first priority before they begin an exploration. Then, it will be more the act of monitor their activity and enforce consequences (if needed) to adhere to the ethics we should all enforce.
Diversity
“Diversity impacts how we learn,” therefore educators must diversify the way in which we deliver learning (Reiser and Dempsey, 2012, p.348). When designing instruction, it’s extremely important to be aware of individual and cultural differences, provide opportunities to authenticate learning, be flexible and provide choice to all learners.
In almost all classrooms, diversification is necessary to support all learners. Knowing the needs of your learners and finding a way to meet those needs will have a positive influence on your learners. All of the technologies listed above have the ability to be diversified, it's up to the educator to find how they need will make the changes for their learners.
Nature of Design
Sharing the performance and learning of students over the recent decades, and being active members, studying the role of science with learning is considerate, but we shouldn’t dismiss the knowledge or outcome of what we know. We don’t want to defeat the framework of design instruction, yet we can use the principles of science to make our improvements in learning.
There are so many ways to design instruction using the above technologies. For example, there are countless 2.0 tools that be integrated into the classroom. One that I plan to use this school year is Write About. It offers choice, the collaboration between students and teacher, and differentiation with the ability to set personal writing goals.
Instructional Guidance
As instructional designers, we must be knowledgeable of the past, employ strategies known to work, and practice effective ways that all learners will show competence in their learning.
Guidance of these technologies (and others) all depend on the technology being used and the users. Some users may require little assistance where other users (maybe with limited technology exposure) would require more help. The important thing to remember is the designer should know the program and students well enough to foresee any troubles. That way, there are no instructional minutes lost because of issues related to the technology being used.
References
Dawley, L. (2009). Social network knowledge construction: Emerging virtual world pedagogy. On the Horizon, 17(2). 109-121.
Global Kids. (2007). Global Kids, Inc.’s best practices in using virtual worlds for education. http://olpglobalkids.org/pdfs/BestPractices.pdf
Hansen, M. M. (2008). Versatile, immersive, creative, and dynamic virtual 3D healthcare learning environments: A review of the literature. Journal of Medical Internet Research, 10(3): e26.
Reiser, Robert A. & Dempsey, John V. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Boston, MA: Pearson Education, Inc.
