Final Thoughts on Module 2

July 11, 2010

Thoughts on Module 2

Our latest courses readings and discussions about Web 2.0 technologies has led me to think a lot about the effect technology is having and will continue to have on education and on society in general. Clearly changes have already occurred, especially among young people who, as the Web 2.0 generation, have grown up using web technologies. For many, if not most of them, texting, chatting, surfing, etc., are naturally part of their daily lives. I really feel my age when I watch them not just because they are so comfortable with the technology but also because they are so competent. At least this is how it often appears on the surface. However, Oblinger (2008) makes a number of valid points regarding this issue, and three of them stand out to me.

First, although the Net Generation often state that they have lots of relationships, the depth of those relationships may be questionable. This reminds me of some people I know who have hundreds of “friends” on Facebook, even though it would be impossible for them to have developed friendships with such a large number of people.

Secondly, like Oblinger, I am concerned about how much deep thinking is occurring in the Net Generation’s learning process since they have become used to instantaneous access and responses. This reminded me of an article by Carr (2008) that I read for a different class. Carr claims that instantaneous and constant connection to the Internet has led to a dumbing-down of the way we read and think. He stated that he has noticed a significant change in how he reads and his informal survey of other professionals returned similar results, especially compared to ten years ago when the Internet was still in its infancy. As a reader my entire life, I haven’t noticed any changes in my reading habits when reading hard copies of documents, but like Carr I do have a lot of difficulty staying focused when reading from the Web. These days, the Internet’s impact reaches beyond the computer with the advent of Smartphones. My husband has an I-Phone and I’ve often been amazed, and sometimes frustrated, with how quickly he’s distracted by an incoming message. He loves being constantly “connected” and although there are benefits to this, the trade-off is the time that he loses by jumping from one task to another. This so-called multi-tasking is very popular these days and although I know some people claim that they accomplish more by multi-tasking, I disagree because too much time is lost in the transition from one job to another. Having multiple windows open on a computer, phone, or other technological device is counterproductive, in my opinion, although I will admit that at times, I also allow myself to be drawn into this manner of working as well.

Thirdly, I liked Oblinger’s list of misconceptions/assumptions. Just because there is tons of information on the Web doesn’t mean that students know how to access it or weed through it to find information that’s valid. At the same time, some students don’t have an understanding or appreciation for intellectual property since they often view the posted information as being “free” for the taking. These are all issues that educators need to address.

I think it would be difficult for anyone to argue that the Internet isn’t one of the world’s greatest inventions since it has made life easier in numerous ways. Twenty years ago when I was writing my graduate thesis I spent hours in the library looking at microfilm and microfiche and even traveling to other university libraries to access materials. Today, microfilm is obsolete and most documents can be acquired practically instantaneously via the World Wide Web. The fact remains that the Internet is a tool and any tool can be abused, but it’s also true that it has permeated many facets of life and clearly it’s not going away. The challenge for educators will be to stay abreast of new technology while creating activities and learning environments that keep the Net Generation’s attention.

Our project comparing synchronous and asynchronous technologies was a lot more challenging and time-consuming than I expected (I’m soooo glad I started on it early!), but I enjoyed it because I learned a lot. I am familiar with Blackboard because I’ve used it in the past, but there are a lot of new changes with the newest release. Since I’m going to teach an online history class this fall using Blackboard, I am grateful I learned about the changes now, especially the addition of some synchronous tools. This just reinforces how important it is to stay on top of new technology, especially if it’s something that I haven’t accessed in a while. Learning about Adobe Pro Connect was also enlightening and I wish I could actually use it for a class to get a better feel for it. It appears to have a lot of educational advantages because of its synchronous nature.

Another highlight of this module for me was the discussion that evolved about using Facebook or Twitter as a communicative tool in an online class. I learned a lot about both programs and the dialogue with my classmates and instructors has helped me weigh the pros and cons of using Facebook or Twitter in my upcoming class. I won’t reiterate here what I stated in a previous post; I can only say that I still haven’t made my final decision.

I regret that I wasn’t “free” to take part in a Wimba conference and missing it gave me a new appreciation for the learning opportunities that come with Distance Education. Although I know I missed a great opportunity, I am glad that it was optional and that our coursework is organized/structured around asynchronous technology.

References

Carr, N. (2008, July/August). Is Google making us stupid? The Atlantic. Retrieved from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/

Oblinger, D. (2008). Growing up with Google: What it means to education. Emerging Technologies for Learning 3. Retrieved from http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/emerging_technologies08_chapter1.pdf