Technology Teaching in the middle of nowhere West Texas
Understanding the next generation of Internet
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"Each great advance in computing has brought computers closer to human speech." - Tim O'Reilly, founder of O’Reilly Media.
I remember my first personal computer. It was huge! This big monitor and tower. We had to buy a special desk for it, and I was so excited to turn it in and play solitaire. We have come a long way since then.
The World Wide Web quickly invaded us shortly after I got this PC and our world changed, and is still changing.
The web has evolved in essentially three stages: Web. 1.0, Web. 2.0 and, what is now being called, Web. 3.0. Web. 1.0 was pretty static with few hyperlinks and little creativity (Modard, 2012). That was just the beginning. Quickly, the web would evolve again.
The term “Web 2.0” appears for the first time during a brainstorming organized by Tim O’Reilly and MediaLive International in 2004 (Bartolome, 2008).
(Bartolome, 2008)
Web. 2.0 made way for Wikipedia, blogs, RSS reader pages, online office applications, social bookmarking, videos, shared documents and podcasts, social networks and group work spaces (Bartolome, 2008).
Projects and problem solving was now part of the web, meaning anyone can learn anything from anyone at anytime anywhere (Bonk, 2011). Web. 2.0 made way for the "sharing decade" transforming and sharing what all we are doing online (Bonk, 2011).
This then opens the door to eLearning. In Web 2.0, the network is the platform, and “any place” means any place in the network. The student decides where to work -in the web. In this context, the PLE is a personal space organized by the student where he/she organizes his/her own resources, and these resources are located at any place in the web (Bartolome, 2008).
Therefore, in this “new paradigm”, the eLearning course does not offer so much a “virtual space” (virtual campus, virtual classroom), but a space for communication between students, peers and tutors. And also, it offers students and professors resources to help them to improve their own PLEs (Bartolome, 2008).
In eLearning 2.0 “Rather than being composed, organized and packaged, eLearning content is syndicated, much like a blog post or podcast” (Bartolome, 2008).
Key ideas for eLearning 2.0 are:
Organizing communities of practice as basis for eLearning programmes
New tools such as blogs or podcasting to be used in new ways.
Digital portfolios based on PLE or blogs systems
Syndicated content
Learning as a creative activity. And a platform rather than an application
Accent on the use more than on the design
Increasing use of mobile learning and games.
(Bartolome, 2008)
When Web 2.0 came about, it was seen as a new era of free resources, free education, free content, and the end of printed book (Bonk, 2011). It is user-generated content in virtual communities, and how many of us still use the web.
YouTube: Web3: Never Bet Against Innovation | John Wu | TEDxBostonStudio
Web. 3.0
We are now entering the phase of Web. 3.0. This stage creates a "semantic web" where we understanding meaning of the data (Modard, 2012).
Shelly Blake-Plock, co-executive director of the Digital Harbor Foundation, believes going forward into the semantic web, rather than searching for a word or category, we could search with a computer in a way that we would have a - conversation with another human, albeit a human with the -computational capacity of all of the networked computers in the world (Delaney, 2010).
Blake-Plock states that instead of schools now spending money on hardware and software, there are now millions of kinds of devices that can access the internet, so schools don't have to buy one type (Delaney, 2010).
"We've had 15 to 20 years of data about human interaction online. As we become more mobile,
and our cars and the buildings around us become smarter and more connected to each other, we're going to have another flourish of data analysis," Blake-Plock (Delaney, 2010).
O'Reilly, the man who coined the phrase Web. 2.0, sees video as quickly the biggest learning medium, such as Khan Academy, which is used by hundreds of school district (Delaney, 2010).
What this is doing for schools and teachers, is that education is going to have to catch up to what is going on in the real world. Teachers will need to be conversant with new media and that media will need to support the teachers as well (Delaney, 2010).
Teachers will also have to change their style of teaching from just giving students the information by lecturing to one of interaction and content provided by teachers to creation by the students (Delaney, 2010).
This leads to personalized learning. Karen Cator, director of the U.S. Department of Education's Office of Educational Technology, states as personal and continuous access to a Web 3.0 environment becomes a reality, teachers will be able to develop engaging, interesting and more complex assignments that are supported by a variety of resources. Students can understand more about, say, backyard bugs by engaging with an entomologist online, or earn a digital badge as they demonstrate advanced search techniques (Delaney, 2010).
Data from digital environments can give teachers incredibly valuable information about how each student is learning and progressing and an array of explanations that their students can use, Cator said. Teachers also will be able to seek out assistance with problems of practice as they develop their own personal and - connected professional learning networks (Delaney, 2010).
"With the Internet, students can begin to create personal roadmaps of their learning through mathematics, and as they progress and take different pathways, we will — looking at aggregate data across many, many learners — begin to understand much more about what kinds of pathways are helpful," Cator said (Delaney, 2010).
YouTube: Tim O’Reilly on the Real Implications of Generative AI | Reinvent Futures
The Future: Generative AI
Edutopia
Generative AI uses deep learning techniques such as neural networks to create text, sounds, and images that mimic human creations, such as instructional content, automated assessment feedback, and basic support services (2023, EDUCAUSE Horizon Report: Teaching and Learning Edition, 2023, 18).
One teacher has taken AI and created her their own robot to help them in classroom. "ChemBot," a custom GPT is part chemical nomenclature tutor and part nomenclature practice problem maker (Stauffer, 2024).
Unlike general large language models (ChatGPT, Bard, Claude, etc.), OpenAI’s GPTs can be trained specifically on acourse content and learning goals, as well as on students’ learning progression, misconceptions, and preferences. With this knowledge, they can become highly effective tutors (Stauffer, 2024).
Character Chatbots are also being used in English Class. A teacher let his students interview an AI-generated version of Holden Caulfield from "The Catcher in the Rye" on Character.AI to answer their questions (Kentz, 2023).
AI is not going away. In fact, it's only getting bigger. Because of this, many schools are being to teach classes on the responsible use of AI.
(Scoffield, 2023)
Because AI is constantly changing, it’s important to note that it’s impossible for teachers to stay caught up with the newest websites and trends. Moving forward, it’s essential for administrators and teachers to engage in productive conversations about artificial intelligence and the role it now plays in education (Scoffield, 2023).
To be effective educational institutions, schools must adapt to the world of technology and learn how it can be used to positively impact students. As the technology develops for students, it is also essential that it develop for the teachers as well. Teachers must be armed with effective AI detectors to discourage plagiarism and general student misuse (Scoffield, 2023).
References
Bartolome, A.: Web 2.0 and New Learning Paradigms. eLearning Papers (April 2008) ISSN 1887-I542 , www.elearningpapers.eu
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