|
To succeed in Literacy 2.0 reform, schools must be driven by forward-thinking, technology-attuned visionaries who can articulate the optimal characteristics needed for technology-supported education reform. Focused on preparing students to live, learn, and work in the 21st Century, the visionaries of Literacy 2.0 learning must cultivate enriched technological environments for learning, where teachers give students multiple opportunities to work together, to establish the confidence, support, and trust needed for desired change.
|
A Literacy 2.0 school cannot exist without a shared vision, a focus on and the commitment to the same vision and goals that the educators themselves helped develop, they must share a voice in and truly want to achieve the outcome.. The forces protecting the status quo can, and usually do overwhelm the forces supporting meaningful change. With a shared vision, the educators are more likely to expose their accustomed ways of thinking and redefine them in cooperative and constructive terms, thereby identifying personal and organizational short¬comings. Therefore, developing a collective vision of the future for the Literacy 2.0 school must be the first strategy of the educators to ensure a systematic design for a successful paradigm shift into the future.
|
|
The primary focus for educators should be on expanding the quantity and quality of ways in which the learner is exposed to content and context. Educators should design extended learning opportunities in ways that immerse students in content by using various existing technology tools that include wiki’s, blogs, and the development of technology-based interactive lessons. The premise of expanding educational delivery in ways to include Web 2.0 opportunities is constructed around the idea that the more children can experience what they are learning and the more teachers immerse students in the learning process the more engaged students will become in interacting, listening, viewing and valuing their education.
|
|
The Personal Learning Environment distinguishes the role of the individual as a self motivated learner who is capable in organizing his or her own learning through facilitation and instructional guidance. The creation of a PLE are based on the idea that learning will take place in co-collaborative networked environments and will not be provided by a single one shoe fits all learning provider. Linked to this is an increasing recognition of the importance of informal learning as the instruction is primarily based on becoming familiar with Web 2.0 applications in creating and remixing of content.
|
|
" We are moving away from a world in which some produce and many consume media, toward one in which everyone has a more active stake in the culture that is produced."
|
The New Alexandrian Libraries of the Future From the Internet’s inception its creators envisioned a universal substrate linking all mankind and its artifacts in a seamless, interconnected web of knowledge. This was the World Wide Web’s great promise: an Alexandrian library of all past and present information and a platform for collaboration to unite communities of all stripes in any conceivable act of creative enterprise.
As the sun begins to rise on the 21st century, Americans are once again experiencing a profound and rapid shift–from the Industrial Age to the Information Age and into the Conceptual Age. American schools are experiencing what historians of the future will call the Third Revolution, a transition to a knowledge-based universal substrate of knowledge based linking of the internet to co-collaboration websites of the new Alexandrian libraries of the future. |
Mike King Lecture Series Part One
Personal Learning Environments |
Mike King Lecture Series Part Two
The Net Generation |