RSA #4: Collaborative Tools within the Classroom

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         This week’s reading suggested that, “collaborating and the ability to promote interdependence is a critical element in the formation of an online learning community.  Consequently, it is important that the instructor of an online course pay close attention to ways collaboration can be incorporated or facilitated throughout the course,” (Palloff & Pratt, 2007).  The reading discuss different online tools that students/teachers can use in order to ensure that students have a better understanding of the course and what is expected of them.  Students can use online resources, such as blogs, wikis, and webquests to share ideas and feedback of subject areas with students that are in their same class or with students who are learning the same material. (Palloff & Pratt, 2007).         

         “Blended Learning with Everyday Technologies to Activate Students’ Collaborative Learning” was posted in Science Education International.  The article discusses two case studies in which collaborative tools were used through mobile devices.  Since students are more often likely to bring cell phones to class, this article suggests getting students to use these mobile devices to help with collaborative learning.  (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  The first case had students share lectures notes using Quaiku.  Students would post lecture notes and see what other students’ interpretations of the notes were.  Teachers were also able to use the tool to see if students truly understood what was being discussed. (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  The second case study focused on students using wiki-environments in small groups to create a biology activity.  Students were able to share materials with one another. (Vesisenaho, Valtonen, Kukkonen, Nuttinem, Hartikainen & Karkkainen, 2010).  Overall students enjoyed working with collaborate tools to help further their understanding of concepts being discussed.

         Overall, I feel that there are parts from the above article that helps support the reading from this week.  In both readings, it was encouraged that students work collaboratively with one another in order to enhance understanding.  The article further explained two ways students used collaborative tools to discuss with other students what had been learned in class and it also showed the teacher what students understood or what their interpretations of the material was. 

Resources:

Palloff, R. & Pratt, K. (2007).  Building Online Learning Communities: Effective Strategies for the virtual classroom. (2^nd ed.). San Fransisco: Jossey-Bass.

Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, S. (2010). Blended Learning with Everyday Technologies to Activate Students’ Collaborative Learning.  Science Education International, 21 , 272-283.  Retrived from:

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ907048 

RSA1: Online Professional Learning Communities

RSA1: Online Professional Learning Communities

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        Module two focuses on teams of teachers working together collaboratively to create a curriculum that all teachers not only agree upon but understand.  Furthermore, it discusses that when teachers do meet collaboratively, their time needs to focus on student achievement instead of particular students and their behavior.  “The purpose of collaboration- to help more students achieve at higher levels- can only be accomplished if the professionals engaged in collaboration are focused on the right work.” (DuFour, DuFour, Eaker & Many, 2010). 

         With this being said, it is extremely important for teachers to have a common goal when they meet.  If teachers do not have this goal, their meeting can easily go off track and therefore not allowing the task at hand to be completed.  Since time is such an important resource to everyone, especially teachers, it is important that teachers work together collaboratively on the task at hand.

         Supporting the Growth of Effective Professional Learning Communities was published in Phi Delta Kappan in March of 2011.  This article focuses that not only do teachers need time to work collaboratively but they also need to be taught how to work collaboratively with one another.  “District must be deliberate in their efforts to teach teachers how to collaborate.  Simply putting well-meaning individuals together and expecting them to collaborate was not enough.” (Thessin & Starr, 2011).  Also throughout the article, is was expressed that teachers themselves needed to learn how to “facilitate their own professional learning.” (Thessin & Starr, 2011).  Having training sessions that are voluntary completed this.  Teachers who attended these training sessions were able to report back to their schools/teams of teachers and discuss what was learned.  Teachers were then able to attend additional training session at higher levels of learning.

         The information from the article supports the information that was in the reading.  The reading offered more of how to get teachers to collaborate together, especially with teachers outside of their school.  However, the article and reading both discuss the importance of having teachers work together to collaborate what is best for their students and their achievement.

Resouces:

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree Press.

Thessin, Rebecca A. & Starr, Joshua P. (2010).  Supporting the Growth of Effective Professional Learning Communities. Phi Delta Kappan, 92, 48-54. Retreived from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?vid=5&hid=113&sid=ba73a376-95c2-4d95-bd5b-bb9bab8a914d%40sessionmgr112&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU%3d#db=tfh&AN=59241616