Critical thinking is the cornerstone of teaching and learning in the 21st century. Web 2.0 has allowed teachers and students to access information and resources that were not possible in the past. Students no longer need to memorize and recall information or knowledge, students now need to know how to find and filter information that is accessed using Web 2.0. In the past, knowledge was subject required funds to purchase up to date and state of the are resources. Web 2.0 has removed barriers to access and encourages and fosters student’s ability to read and process information. Where is direct instruction relevant in today’s classrooms if information can quickly and easily be accessed through Web 2.0.
Students and educators must challenge themselves to defend and justify their thinking and assumptions. The Socratic method is a collaborative model that supports students learning to think critically. Educators are responsible for keeping the discussion focused and prompting students to reflect on the Socratic seminar discussion. The student’s role is to clarify, share analysis, synthesize, defend and ask deep open-ended questions. According to Piro & Anderson (2016), the Socratic seminar is grounded in metacognition – which is a foundational concept across the Ontario curriculum. Socratic seminar is a model of social learning that allows students to arrive at an understanding of a difficult and robust concept, where there is no right answer.
Similarly, participatory learning is facilitated through online discussion forums. I recall taking Additional Qualification courses and a requirement for the course was to post and respond to others on a discussion forum. I didn’t understand before, but can clearly see now that this activity is a form of participatory learning. I was learning through other experiences that are vastly different than mine. Others see experiences differently due to their perspectives and knowledge. I was learning by expanding my thinking and challenging my ideas through other student’s lenses. I was filtering ideas through my experiences and making connections to my personal context.
As a graduate studies student, I now actively participate in consuming information through Twitter and consolidate my learning and thinking through posting on my CSU Thinkspace blog. Ross (2012) highlights two concepts that root online pedagogy – spectacle and placeholder. Upon reflection, I can see that I use Twitter as a spectacle pedagogy, I used to see Twitter as a tool for high profile educators to share what they are learning and doing. I also use the platform to demonstrate my work within the school board. Trustees, administrators and communications follow my Twitter feed and I want to ensure that I am highlighting the engaging and rich programming I deliver in the schools. I haven’t quite developed a community on Twitter and that could come through the use of hashtags, where I can actually participate in a conversation and have others who do the work that I do challenge and extend my work. I see my Thinkspace Blog as a placeholder of my learning throughout my Master’s study at CSU. I have used tags, categories, hyperlinks and menus to organize my learning and thinking. I would also argue, that I could organize my blog to reflect my learning chronologically. I have extended my own ability to think critically, synthesize and analyze information throughout the program. I see my blog as a digital story of my learning, similar to an online journal.
Using Campuswire as a tool to discuss and challenge peer’s ideas has proven thus far to extend my thinking. It is interesting to have a group of students who read the same article and each individual pulls something of value that is quite different than others. I love the discussion forums for this purpose. I have a relatively small sphere of experience, I love learning and reading other student’s posts. I have learned that the more dedicated and investment I put into using the discussions as a tool, the more I learn.
The big questions I have upon completion of Module 1 is what is an ideal blended learning environment for an elementary classroom. What priorities are placed on asynchronous and synchronous learning? What and how should technology and digital tools be embedded into a teacher’s program? What does instruction look like? Is it curriculum content and what is the balance between direct instruction and inquiry? What structure and routines are important for a blended learning classroom?
References
Piro, J. S., & Anderson, G. (2016). A typology for an online Socrates Café. Teachers College Record, 118(7), 1-10. Retrieved from https://www.researchgate.net/profile/Jody_Piro/publication/301288038_A_Typology_for_an_Online_Socrates_Cafe/links/5a087ee5a6fdcc65eab53fe1/A-Typology-for-an-Online-Socrates-Cafe.pdf
Ross, J. (2012). The spectacle and the placeholder: Digital futures for reflective practices in higher education. In Proceedings of the 8th International Conference on Networked Learning (pp. 227–244). Retrieved from http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/ross.pdf