group Network Technology in the Classroom

group Network Technology in the Classroom,

Considering that today's students were born wired, and live and play in the world of the Web, the challenge for many teachers and administrators is meeting students on their own turf and adapting to the students' medium of choice. Specifically, the emergence of social networks has created a technical gap in the middle of teachers, students, and parents unlike any that has previously existed. The need to use technology in the classroom is becoming more leading every day. Clearly, social networking will be at the core of any technology that is to effect in the classroom.

Although some teachers are hesitant to use social networking (also referred to as Web 2.0) - inspecting privacy issues and a potentially steep studying curve - it's leading that they learn to understand and use these tools that are becoming increasingly embedded in the lives of their students.

Related group Network Technology in the Classroom.

However, social networks such as MySpace and Facebook are the students' domain, and teachers and parents may not always be welcome. To many of today's students, a trainer socializing on Facebook is the equivalent of having that trainer show up at a weekend party, or at a regular learner hangout.

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Today's educators need an intuitive, safe, online environment that connects students, teachers, parents, and administrators in a responsible way. One that is geared toward education and one that, while driven by teachers, is open to students, parents, and administrators.

Simply put, they need a social network for the classroom.

In a true Web 2.0 environment, students, parents, and administrators can participate in the teaching process by showing mastery of a specific topic or concept. All parties can interact to ask questions, share knowledge, and relay experiences. The proliferation of ideas never needs to be stagnant. This understanding applies not only within a specific classroom, but over all classrooms that can now share a tasteless studying environment - a tasteless social network. To take it a step further, the understanding not only applies to all classrooms sharing that same studying environment, but to all classrooms over time.

Consider, as an example, a chapter that was taught in the classroom just ten years ago: The chapter was introduced, a seminar followed, and the chapter ended.

Now, consider that same chapter as it is taught in a Web 2.0 embraced environment: The chapter is introduced, and an online seminar follows. But this seminar includes the viewpoints and experiences of students, teachers, administrators, and parents from nearby the globe. It will include comments and span new ideas and conversations. It will be supported by images and videos which will also spawn new ideas and conversations.

In addition, this same lesson, when taught the following year, already has the foundation of the previous year's information. The next year builds upon the previous two years, and so on. In the end, we have an ever-growing historical inventory of the ideas brought about by the chapter - a clearly excellent situation to the way it had been taught ten years earlier.

Considering the speed at which technology is evolving, teachers should be encouraged to find and use a social network. One that can be used responsibly and that is geared toward the proliferation of ideas that start in the classroom.