The JISC project raises some interesting points which although the project is dated, 5 years now, the findings are beginning to be realised. For example 'Learners are creating their own learning spaces, blending virtual with face-to-face, and formal with social. Informal collaboration is widespread, often facilitated by technology that is under learners' ownership and control.' I know that students are using technology very effectively to support each other with assignments; Facebook and WhatsApp groups are used by students to discuss assignments and post questions which the group will answer. This can lead to some confusion though when students have differing opinions or interruptions of the assignments however my feelings are the positives out weight the negatives quite considerably. Another point raises the issue of tutors use of technology and how the students expect 'tutors' use of technology for learning to be pedagogically appropriate and skillful'. Unfortunately I believe we have pockets of this practice but there are still tutors whose use of technology is lacking and potentially limiting the learning experience of the students. I try to integrate Web2.0 applications such as padlet or mentimeter into my practice not only to capture thoughts and feedback but also to demonstrate the potential of such technology and how it could impact on pupils' learning. The point about the internet is true with students being dependent upon Google for the answers to all their questions. This links in beautifully to the original Shift Happens clip which asks who did we ask all the questions to B.G. (before Google). The issue of students' use of technology is another well made point. Although students are very adept at using their own personal technologies (smart phones, iPads) they do sometimes lack the skills to use technology to support their learning. It has amazed me how many students were not using the online library facility (Discover) to search for articles, e books or journals about their assignments. This is not the video which I have previously used with teachers but it has the same messages and I think it gets them across well. If this is the way that students are accessing technology, we as educators need to work harder to integrate it further into our practice so that we are meetings their needs.
Why do I blog? I have being blogging on a fairly regulat basis since December 2006. I started it when I got a new phone which tempted me to 'blog this' after I took a picture. As soon as I need this a blog was set up for me. After initially using it to capture events I soon realised that it would be a great way to record the events around the birth of my first son which happened in August 2007. It did not really bother me that there was no audience for the blog, occasionally family members would read it, as I really wanted it to be read in the future by my son(s) as a record of their first years. Hopefully it will still be in an accessible form when they are older! So I suppose the blog is very much for personal satisfaction. CoP Reading the section made me think about the work that I do at college. Is the Maths team a CoP? Is the Primary team a CoP? Are the lunch time discussions similar to those of the nurses mentioned in the article? We, the Maths or Primary team, certainly had a shared goal/pursuit and we do share our knowledge and experience. The structure is very formal but it is very clear what the impact has been. With regard to the Maths team there is much more drive to change the practice, a clearer goal about where we need to go and a positive open sharing of knowledge and experience. Previously I have ran Learning Networks for teachers where I would act as the facilitator when teachers would meet with a common shared interest. I ran ICT subject leader meetings, Assessing Pupil Progress networks and Maths SATs workshops. The opportunities for teachers to network and share their practice was always greatly appreciated and often led to smaller more localised CoP setting up outside of the formal meetings.
