Above is a common question I hear these days as we unfold our new 1:1 laptop program. No, not primarily, I explain, and then launch into a slightly too-elaborated explanation of empowering our students with the digital tools they need to best implement Aristotle’s advice (yes, 4th century BCE Aristotle) of learning by doing– learning to create, to communicate, to collaborate in the most modern ways by doing all these things digitally and on-line.
I think we have a problem in education, that of the misunderstanding of the potential uses and value of digitally integrated learning, and I think the solution lies at least in part in rallying around the concept, and incredible power, of the Web 2.0.
Naming things is significant; a name might be simple, might be short, might be seen as jargon, but with a name something becomes referable, deployable, scalable that much easier. Web 2.0 is this term, and offers this power.
Over the past few years I have had heard the term; it was zinging around out there on the periphery of much of my very much developing thinking. But lately it has meaningfully converged– this is the term, so simple and short a term, to capture a concept that has become so very significant to me.
And yet, I fear that still only few educators know the term and understand its implications for teaching and learning. Eric Sheninger, who is an excellent New Jersey principal and blogger/tweeter, recently tweeted that he interviewed four different Science teaching candidates, and not a one knew what web 2.0 meant. I think this needs to change.
The concept of Web 2.0 has been becoming more compelling to me as I think about how to frame and artic Read More Web 2.0: the key concept for organizing