Technology in Learning

“Step by Step-Building a Web2.0 Classroom”

By Drew Murphy, a teacher at
Chatelech Secondary, British Columbia, Canada

In this presentation, Drew Murphy discusses how to get people started in Web2.0.  He suggests that since everyone has “hugely diverse” skill sets, you start with small steps to get everyone comfortable with the skills required for Web2.0.  He has defined 10 essential skills which he groups into three phases. I would define these as 10 concepts because several of them consist of more than one skill.  During the first phase, Explore and Participate, Murphy states users need to learn 4 skills:  1) Tabbing vs. Windowing; 2) Simple Bookmarking; 3) Sign up and log in; and, 4) Comment and Review.  The second phase, Deconstruct and Reconstruct, consist of the skills to 5) Cut and Paste; 6) Emphasize and Align; and, 7) Images and Uploading. The last phase, Connect and Create, includes Linking; 9) Slideshows; and, 10) Embedding.

Getting teachers comfortable with these skills will go a long way to making Web2.0 more concrete for them and useful in the classroom.  Although we would not expect teachers to know all of these skills, we often make assumptions that teachers know most of the browser skills, such as, how to bookmark or cut and paste since these skills are second nature to us.  Many of them do not though and because of this, they do not explore or participate in what Web2.0 offers them.  We need to start with the basics.  How do we get teachers to want to learn the basics?

Murphy’s presentation gave the following reasons why teachers should use Web2.0:     

•  Saves teachers time
•  Provides effective, relevant lesson options
•  Enhances class interactions
•  Improves student behavior
•  Makes teaching more rewarding

The first reason alone would get most of the teachers using the Web2.0 tools immediately.  However, getting them to invest the upfront time to learn the basic skills so they can incorporate Web2.0 into their classroom is the challenge.  A few will invest the upfront time but many don’t have “time” to attend trainings nor to read or watch a step-by-step guide.  It will be something other than time that prods them to learn the skills.  I think when teachers begin to observe how it enhances class interactions in their colleagues’ classrooms, then, they will begin to take the time to learn the skills.