All Aboard!

Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

The article titled All Aboard, written by David and Margaret Carpenter, is a great compliment to the article Breathing Fire into Web 2.0 (by David Carpenter and Justin Hardman), which I wrote about in this blog in February.  It helped me to explore the implementation aspect of the program exemplified in Hong Kong International School (HKIS), whereas the article by Hardman and Carpenter discusses the beneficial aspects of the virtual learning environment, myDragonNet. 

The authors wrote this article in an attempt to persuade schools to implement Web 2.0 tools such as myDragonNet.  They begin their article by stating that there will only be successful implementation of the essential technology skills “when those skills are seen as relevant to the pressing agendas that coexist in their schools” (Carpenter & Carpenter, 2008, p. 18).  The authors then go on to detail the process of implementing this program into HKIS and how it has led to interactive and creative exploration within the classrooms.  They seek to show educators and schools that it IS possible to make the move to these tools.

Carpenter and Carpenter (2008) explain that it was essential to have a Collaboration Team that consisted of numerous teachers, specialists, and administrators.  This allowed teachers to voice aspects of the Web 2.0 tool that would be most useful for themselves and their students.  The Collaboration Team allowed for a multifaceted approach, which took into account more than just immediate curriculum, and included interdisciplinary methods as well as the ability to have a long-term goal focus.  The authors also give specific examples of how the learning experience has been improved through this program: third graders were able to virtually explore Buddhism, forth graders worked to tie their personal habits with their nutrition unit via wikis, while 5^th graders worked to create photo essays.  Carpenter and Carpenter (2008) also give examples of how each of the following have been actively incorporated into the learning experience: podcasts, mind maps, and multimedia presentations. 

I appreciate the interdisciplinary aspect that is made more accessible through myDragonNet.  I nanny for children with special needs, predominantly children with autism, and am going for my special education credential.  This causes me to look into the integration of subjects.  With any students, but especially those with special needs, transitioning abruptly from one subject to another is very difficult.  Through online collaboration, lesson plans, and definitively defined goals, interdisciplinary units become a possibility! 

I also appreciated that this program gives students and teachers the opportunity to learn together.  Carpenter and Carpenter (2008) explain that “classroom teachers learned…alongside their students” (p. 20).   I am a strong advocate for teachers showing their students that they are active learners also.  I think we must lead by example, and modeling open-mindedness to our students will help their vision of learning. 

I do recognize the barriers that some may address with the initiation of a program such as myDragonNet, but Carpenter and Carpenter (2008) explain the solution that HKIS teachers came up with: “teachers gave themselves a manageable task” (p. 19).  I think that sometimes, when looking at a huge project, such as incorporating a virtual learning community into the classroom, teachers often get overwhelmed with all of the additional things that need to be done.  By slowly transitioning into a virtual environment, we are much more likely to gain support. 

This would help both students and teachers to satisfy several of the NETS.  Teachers would address NETS 1c through the student reflection that is provided in the portfolio portion of this Web 2.0 tool.  Also, because collaboration and communication are emphasized in this program, teachers would be able to satisfy NETS 1d.  Through collaboration and suggestive lessons that are provided in this program teachers would also be able to more efficiently satisfy NETS 2.  And a major part of this tool is to help educators to better their teaching practices, which addresses NETS 5.  Students would also be able to view technology as a valuable tool to aid them in their education, which satisfies the student NETS 5.  Student NETS 6 would also be addressed by the incorporation of this tool because they will become more knowledgeable about various technology systems and be able to use it effectively.

The authors conclude their article by explaining that making a switch to a more 21^st-century relevant learning environment is not as difficult as it may initially seem.  They encourage the readers to examine the different aspects of their curriculum and explore how it can be adapted to a more valuable and appropriate experience.  The authors note the importance of “avoiding redundancy and providing for growth from one grade level to the next” (Carpenter & Carpenter, 2008, p. 21).  They sum up the article by providing reflective questions and thought concerning the reader’s curriculum.  They truly work to highlight that implementation of tools, such as myDragonNet, is beneficial in numerous aspects to students, teachers, and communities.

Thanks for reading!

Best,

Catherine Weldon

Reference:

Carpenter, D., & Carpenter, M. (2008). All Aboard. Learning & Leading with Technology, (December/January 2008-09), 18-21.

Also noted:

Hardman, J., & Carpenter, D. (2007). Breathing Fire into Web 2.0. Learning & Leading with Technology, (February 2007), 18-21.