Journal 2

Klein, J. (2008). Social networking for the K-12 set. Learning & Leading with Technology, 35(5), 12-16.

This article began by lamenting boundaries that hinder communication and collaboration. Of course, Web 2.0 hints at the possibility of a free flow of ideas, but the implementation of a standardized system is a challenge. The author’s school district was able to build an integrated array of tools using open source software and make them available to teachers and students. One of the benefits of free software is that it comes with code so that the district can fine tune the products to meet their needs. Specifically, an educational setting requires access controls and accountability. In their final product, only employees and students of the district had the ability to create content on the site and then teachers had control over what was posted by students.

Klein’s team coined the term “learning landscapes” for the teacher and student community sites. This metaphor is perfect. The project provided ground for people and relationships to grow. Indeed, the sites are being used in ways the designers never imagined when embarking on the task. Dissemination barriers are gone--newsletters, announcements, student Internet lessons, lesson plans, and presentations in various media are shared readily. In addition, special interest groups are forming.

In the student community, youngsters in the second grade are posting podcasts and creative writing projects. Older students work together in groups on more sophisticated contributions. The audience for student work has expanded to children from other districts.

The team is documenting gains academically, particularly in science, but also in language and writing fluency. They advise other districts: “Fear not Social Networking, nor Web 2.0, nor Open Source.” Their description of the open-source web applications stack they worked with went over my head, but I’ll consider it a seed scattered on my learning landscape, to perhaps sprout at a later date.

1 .How would you go about evaluating the new “learning landscapes”?
First off, a survey is always appealing. For teachers, they could ask are you aware of the various tools in our package, do you know how to use them, and do you use them. Then if they do use them, ask them to describe benefits for themselves and their students. As a feedback loop, ask for any suggestions or report any snags. Secondly, student test scores can be evaluated before and after implementation of the technology. Scores can be compared classroom against classroom, those using the landscapes and those not.

2. How would you get people to use the new tools?
Make using the tools as easy as possible. Create tutorials on the computer. Hold workshops. Administration should start using the technology, publish newsletters, and create a reason to log in to computers every day. Make it fun; keep all equipment in working order. Reward creative uses. Invite parents to participate.