Practicing Connectivism through Social Networking (Teacher 2.0)

Teacher 2.0 offers a social networking community for teachers. This community offers online resources such as interviews and workshops enabling teachers to stay current with pressing topics of discussion.

Connectivism and Collaboration

Today's learner is comparable to a highly evolved parasite seeking in its basest form to survive. Survival in these terms involves the acquisition of capital to maintain sustenance, capital is acquired through labor in a trade that requires the acquisition of a relative set of knowledge. In the same way that the parasite has evolved, so has the multitude of hosts at its disposal. Never has business been so good for the parasite, or the learner. My meaning in these analogies stems from the way in which the learner of today need only gain access to a computer with internet capabilities and the learner may inquire after the knowledge he or she seeks. With the almost universal accessibility of the internet and the advent of search engines such as Google, the learner need only type a topic of investigation into a text box and hit 'enter' to gain access to their desired knowledge. However, search engines such as Google only graze the surface of knowledge acquisition possibility. Specialized social networking sites now exist that allow for communal knowledge storage as well as an access point for the individual in the process of seeking knowledge or wishing to contribute. “Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).”

In the same way that these programs simplify knowledge acquisition by making knowledge more accessible, the knowledge associated with these programs' existence and up-keep is ever-changing and growing exponentially. “The social software that we see today in the form of blogs and wikis developed in order to enable these individuals in a quickly changing knowledge field to continue to stay current and continue to learn from each other.” So essentially, this marriage of knowledge acquisition and technology is self-perpetuating, requiring the same access to knowledge it provides in order to stay current. Unlike a parasite however, a human cannot possibly maintain the transfixed, “plugged in” state required to stay completely current. This also begs the question of just how far will technology go? 

A Learning Theory for the Digital Age 

The Impact of Social Software on Learnin

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DIIGO vs. Scoop.it

Upon review of the social bookmarking programs DIIGO and Scoop.it, DIIGO was noticeably superior in its simplicity while also having a wider array of manipulative editing options available to the user. Scoop.it appears visually to be jazzier but loses in its simplicity what gaining in theatrics I personally view as trivial in a professional program. Both programs cover the basics: tagging, posting, the ability to comment and receive comment from other users, however, as stated above, the simplicity of DIIGO leaves Scoop.it behind. Once DIIGO is installed and added to "Bookmarks" in the toolbar the ease of operating DIIGO is remarkable. As someone that approaches such innovation with hesitation and partiality for the proven, I was very impressed with both programs and will most definitely use DIIGO in the future.

Andrew's First Attempt @ Blogging

ALCON,

My name is Andrew Graves. I am a first year graduate student in the TESOL program here at UB- technology is not my savviest of trades but I look forward to advancing my skills with y'all.

Mod 2
6.a

Two ways in which blogs may be used in our professional development and careers as educators are listed below:

1. Blogs allow educators to maintain communication with their students in a way which simplifies accountability of assignment and ensures clarity of intent and instruction, both essential aspects of education.

2. In regards to professional development, blogs allow the user to maintain a digital record of accomplishment and learning.

6.b  

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

6.c ACTFL (American Council on the Teaching of Foreign Language)

Regards,

Andrew L. Graves