Jessica's+Big+Questions

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1. How is communicating using a wiki different from the face-to-face communication between reading group members that we have experienced so far? In other words, how does the inclusion of technology change the overall group dynamics? I found the experience a bit more playful in this wikispace. It was fun to float in and out of the pages. With a steep learning curve as to the technology, we may not havve engage the content as deeply as we might have, but that phase would be fast, I'm sure. (Jeff)

The actual fun of experiencing wiki for the first time immensely drew my attention away from any group focus. Even after the initial novelty had begun to diminish, I was keenly aware that a real disconnect between my reading group and I whom I had become very accustomed to sharing my round table with. This digital process of communication though somewhat motivating may actual remove the human factor and all that it brings to the table of spontaneity which to me is a crucial element for rich dialogue

2. Does communication through technology make you more inclined or less inclined to "freeze to the face"? Do you think the same would hold true with your students? Ultimately, I think less. There is still that technology anxiety. I enjoy messing around and fiuring stuff out. And as you pointed out, Jess, I'm sure certain students would assume those leadership roles in the class. I am really feeling the student-centered nature of wikis as described in the wikiwiki what article (Jeff)

I don’t always come “a-running” with joy when I have to learn new technology. In fact, I tend to hold on to certain programs and application until the software or my new computer no longer integrates with it. To my surprise I found this actually fun and not at all intimating. I think any technological approach to education will be welcomed by students. My concern is that most of my students do not own or have regular access to a computer.

3. I feel that, often, teachers who criticize technology view it as a competitor working //against// learning, rather than working //with// learning, and that students want to "play" rather than use the technology to construct meaningful learning opportunities. How can teachers ensure that the technology is working //with// learning, rather than //against// it? By using it. By messing around and messing up. By having students teach and teachers student.

I believe that children are prone to play consequently I feel that “play” needs to be integrated into the entire learning experience. Clear expectations, modeling and classroom management are essentials to making this and any lesson extend itself to success.

4. Chat: For those of you that had a chat widget enabled on your reading group's page, did you find this helpful or did it hinder your discussion process? For those of you that did not have chat, how do you think this affected your group's ability to discuss the article? I tried chating but no one chatted back. I think it's cool but worry about inappropriate chat. The pages and revisions and such, I can keep track of, but can I see all the chatting? Jessica, I think your demo may set Eliabeth up very nicely if you are both still thinking of conecting your demo. I would like more ways to think about an apply wikis, so that might be your segue Elizabeth, if you'd like. (Jeff)