Results
How can technology and web 2.0 raise literacy and engage students?
Through the implementation of technology and web 2.0, limitless resources are available to students. Through careful planning and preparation the teacher can guide student learning and research to solve compelling questions through inquiry-based learning. The juxtaposition of technology, content knowledge, and pedagogy (Mishra and Koehler, 2008) serves as a strong combination to spark intellectual curiosity in students.
Through inquired based learning, global connections, collaborative learning, and leadership; students are able to achieve and improve literacy skills while remaining engaged. Technology and web 2.0 taps into the way “IGeners” (Ferriter and Garry, 2010) interpret the world around them. Without implementing new literacies to engage students--a valuable transaction and analysis of information and context is lost.
My professors and colleagues in the NLGL program at North Carolina State University have guided me in my research and I am confident of the value and necessity of using web 2.0 to develop literacy skills and engage students in order to promote lifelong learners and sustain 21st century skills.
In the future, I will continue to develop inquiry-based learning projects to develop higher order thinking skills in my 7th grade social studies’ classroom. I will utilize technology and web 2.0 to help create and produce student products and share them with a global audience.
I will also continue to develop my action-research with at-risk youth through collaborative learning and will continue to develop the Covey Cadet program to perpetuate student empowerment in my school. I am excited to emerge as a teacher leader in the area of advocacy for both teachers and students. I am also hopeful to become more involved in providing professional development for teachers in the area of utilizing technology and web 2.0 to improve literacy.
Through the implementation of technology and web 2.0, limitless resources are available to students. Through careful planning and preparation the teacher can guide student learning and research to solve compelling questions through inquiry-based learning. The juxtaposition of technology, content knowledge, and pedagogy (Mishra and Koehler, 2008) serves as a strong combination to spark intellectual curiosity in students.
Through inquired based learning, global connections, collaborative learning, and leadership; students are able to achieve and improve literacy skills while remaining engaged. Technology and web 2.0 taps into the way “IGeners” (Ferriter and Garry, 2010) interpret the world around them. Without implementing new literacies to engage students--a valuable transaction and analysis of information and context is lost.
My professors and colleagues in the NLGL program at North Carolina State University have guided me in my research and I am confident of the value and necessity of using web 2.0 to develop literacy skills and engage students in order to promote lifelong learners and sustain 21st century skills.
In the future, I will continue to develop inquiry-based learning projects to develop higher order thinking skills in my 7th grade social studies’ classroom. I will utilize technology and web 2.0 to help create and produce student products and share them with a global audience.
I will also continue to develop my action-research with at-risk youth through collaborative learning and will continue to develop the Covey Cadet program to perpetuate student empowerment in my school. I am excited to emerge as a teacher leader in the area of advocacy for both teachers and students. I am also hopeful to become more involved in providing professional development for teachers in the area of utilizing technology and web 2.0 to improve literacy.
“If you don’t risk anything...you risk everything.” -Eric Jong