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Jeffery, First you say "There is *no* place for Twitter in a school", and now you say ". . . the process of providing a gradual transition from tightly controlled learning experiences to increasingly more realistic ones." Well what is it to be? yes or no? Where you've preached absolutism I see only ambiguity and conflict. Now you attempt to direct your audience down the path of control by playing on their maternal/paternal instincts to protect their young children. Regardless of your misdirection you're straying from the point, which is; should real social networking systems be introduced in schools? The answer quite simply is yes. Equity requires that you are a strong advocate for the students we serve, not outmoded teachers or frightened parents. You're Moodle utopia is a disservice to your school and students as it is top-heavy in setup and maintenance and prevents students from working in real networking environments that are available to them no matter where they go and learn. As an administrator I would much rather pay a teacher who is competent in showing students how to set up an iGoogle dashboard with a plethora of gadgets chosen to serve the educational needs of both her classroom and the school, than pay a salary to a person who has to set up and manage an isolated VLE utopia. Your position reminds me of "The Architect", a program/character in The Matrix: Reloaded who is so bent on creating an ordered dystopia of human slavery that he continually fails because humans wouldn't accept his perfect world. On the other side of this discussion would be "The Oracle", which is a program that unbalances this world to make it less perfect and "real". When next I post I will tell you of a 2nd grade teacher who has set up an amazing Twitter intranet with her students. She has built each of her students Twitter accounts so they receive and send aggregative posts to a select number of in-school resources. Each day these students spend a small amount of time reading their iGoogle dashboard Twitter gadget (among others) to see what books their librarian has recommended for the week, Internet resources that are provided by all their peer teachers and important posts and links sent by their principal. Parents are also invited to provide experiential and informational posts. I said "when next I post", but then told so there it is. Hopefully you will consider the role of "Neo" and keep your choices open when professing the future of technology and who should and shouldn't be invited to participate in real world technologies of the 21st century. > From: Jeffrey L. Jones <firstname.lastname@example.org> > > Christian: > I would agree that many educators are slow to embrace the > implications of the so-called information age. But even so, there are > still two glaring problems with this idea that popular media on the > open Internet are the only places that change can happen. > > 1) My responsibilities include supporting online learning for students > from 2nd to 12th grade. Over that range of ages, the learning goals, and > > the abilities of the student to comfortably and safely navigate > resources, > will change radically. In education, the process of teaching students is > > the process of providing a gradual transition from tightly controlled > learning experiences to increasingly more realistic ones, as a student's > > abilities and sophistication increase. As a parent, I would not grant my > 7 > year old unmonitored and unfettered access to open Internet tools at > home, > and I certainly would not support a teacher doing the same. So the > discussion isn't "either/or," it's "when." In the face of that alone, I > won't be taking down my Moodle site any time soon. > > 2) I would whole-heartedly agree that, for many instructional goals, > student-centered learning, and an attempt to remove the proprietary > nature > of information, are important parts of an effective learning > environment. > But, believe it or not, such an approach can be (and often is!) > implemented in a traditional face-to-face classroom. What we're now > discussing is pedagogy, and young people using Facebook did not invent > this particular slant on it. It is based on the works of educational > theorists who didn't have so much as an LED calculator, much less a > smart > phone. That is not to imply that the interactive Internet doesn't have a > > LOT to say about that process. Again, Facebook has huge IMPLICATIONS for > > pedagogy. But that does not, in itself, make it a school, nor does it > make > other environments that also reflect the same pegagogy (without being > wildly popular) ineffective. > > I look forward to your discussion of process. > Jeff > > Jeffrey L. Jones, District Technology Resource Teacher > Coordinator, Virtual Classrooms and Communications, Fayette County > Schools > Fayette's iSchool - http://ischool.fcps.net/ > The Point, a Fayette County Blogspot - https://edtech.fcps.net/blog/ > Fayette Co. Intranet on SharePoint: http://sharepoint.fcps.net > 701 East Main Street > Lexington, KY 40502 > (859)381-4124 > email@example.com > > On Mon, 26 Apr 2010, Christian Rogers wrote: --- Edtech Archives, posting guidelines and other information are at: http://www.h-net.msu.edu/~edweb Please include your name, email address, and school or professional affiliation in each posting. To unsubscribe send the following command to: LISTSERV@H-NET.MSU.EDU SIGNOFF EDTECH