How the characteristics of my students might affect how they learn and what an ideal learning environment might look for them.

My students are a mix of ages, cultures, socio-economic backgrounds and technological abilities. Given that my students are mixed in their technological abilities, I need to cater for a variety of learning styles, include a variety of modes of delivery (including face to face delivery), model good, purposeful use of Web 2.0 technologies, and involve those students who are highly technologically literate, to work with me in supporting those who are not. In order to do this effectively, I need to create a safe space for learning.

I found the readings regarding the digital natives debate both interesting and illuminating. Bennett, Maton and Kervin (2008), discuss the moral panic that has been generated regarding the ‘Net Generation’ or ‘digital natives’, (those born between 1980 and 1994), who supposedly possess a “sophisticated knowledge of and skills with information technologies” (p. 777). McNeely (2005) continues with the theme of Net Gens somehow being more gifted when it comes to their use of technology. What I found fascinating was the feeling of panic rising as I read McNeely!

I found McNeely (2005) making very broad generalisations that were not helpful to the debate, including discussing the digital natives (or Net Gens), as if they were born to work cooperatively and collectively; having done ‘team work’ since kindergarten. My point is - we all learn to communicate from the time we are born – but how well we do that is another matter. Communication and team work skills are not ‘natural’; they are skills that need to be constantly developed and improved upon. The Net Gens are not necessarily gifted collaborators. This is an assumption that requires further exploration.

What does the changing environment of higher education in a Web 2.0 world mean to you?

What does the changing environment of higher education in a Web 2.0 world mean to you?

The changing environment of higher education in a Web 2.0 world means that I have to become proficient in using Web 2.0 technologies and build my confidence in this area so that I can support my students to do the same. What I found very interesting from the readings, is that I have been wrong in assuming that the majority of students coming into higher education are very proficient in using Web 2.0 technologies. And, as many students are not proficient in using these technologies, such is the case with staff members. There is a diversity of experiences with technology, and assumptions should not be made.
There is a direct link between the use of Web 2.0 technologies and the employability skills that I use in my teaching of practicum, for example, teamwork, communication, collaboration, technological proficiency. There is an opportunity to practice these skills as part of the teaching/learning component in class. One may assume that this new technology will provide opportunities for a collaborative approach – however do students have the skills and the tools to work collectively? How do I make the process of working collaboratively explicit in class, and further use Web 2.0 technologies to further integrate their learning.
I am a very visual learner; I also learn by doing. I was interested to read that even very young learners, who are not proficient in Web 2.0 technologies, when allowed the opportunity to explore an area of interest, quickly become quite sophisticated at their use of the technology. This means that if I as the educator can find common areas of interest for my students, within their practicum experience, using Web 2.0 technologies could prove very meaningful.