How Did a Couple of Veteran Classroom Teachers End Up in a Space Like This? Extraordinary Intersections Between Learning, Social Software and Teaching

Title:
How Did a Couple of Veteran Classroom Teachers End Up in a Space Like This? Extraordinary Intersections Between Learning, Social Software and Teaching
Authors:
Sawhill, Barbara
Abstract:
As teachers in the twenty-first century, we are witnessing and embracing a period of transition and transformation, a period of chaos and order, which has given us an opportunity to examine what it is we do with our learners, why we do what we do, and to question how we might be able to do it better. We ask what it means to teach in a world where everyone and everything is interconnected, or as Nelson (1974) calls it, ‘intertwingled’. What tensions present themselves in the classroom when we invite into our teaching spaces the user-centric, social software tools our learners are already using to communicate, collaborate, and play with their peers? What possibilities and what impediments are created in this highly participatory, creative, ‘mashed-up’, hyper-networked world that parallels, encircles and interconnects with our face-to-face teaching space? How is our teaching transformed when we engage with each other and the world without boundaries, borders or hierarchies? This article will explore the classroom blogging adventures of two teachers participating in the metamorphosis of the learning experience; a shedding of the cocoon of antiquated, teacher-centric models of teaching and learning. We will demonstrate how an emergent learner-centric, community-focused teaching and learning model provides a boundary-less series of places where the teacher and the learner, the class and the community outside of the classroom, create and transform knowledge together.
Citation:
Sawhill, Barbara. November 2007. "How Did A Couple of Veteran Teachers End Up in A Space Like This?: Extraordinary Intersections Between Learning, Social Software and Teaching.” The Knowledge Tree E-Journal of Learning Innovation, Edition 15: Making Ground, (http://tinyurl.com/28xhcq)
Publisher:
Australian Flexible Learning Framework
DATE ISSUED:
2007
Department:
Hispanic Studies
Type:
article
PERMANENT LINK:
http://hdl.handle.net/11282/309658

Full metadata record

DC FieldValue Language
dc.contributor.authorSawhill, Barbaraen_US
dc.date.accessioned2013-12-23T16:14:24Zen
dc.date.available2013-12-23T16:14:24Zen
dc.date.issued2007en
dc.identifier.citationSawhill, Barbara. November 2007. "How Did A Couple of Veteran Teachers End Up in A Space Like This?: Extraordinary Intersections Between Learning, Social Software and Teaching.” The Knowledge Tree E-Journal of Learning Innovation, Edition 15: Making Ground, (http://tinyurl.com/28xhcq)en_US
dc.identifier.issn1448-2673en_US
dc.identifier.urihttp://hdl.handle.net/11282/309658en
dc.description.abstractAs teachers in the twenty-first century, we are witnessing and embracing a period of transition and transformation, a period of chaos and order, which has given us an opportunity to examine what it is we do with our learners, why we do what we do, and to question how we might be able to do it better. We ask what it means to teach in a world where everyone and everything is interconnected, or as Nelson (1974) calls it, ‘intertwingled’. What tensions present themselves in the classroom when we invite into our teaching spaces the user-centric, social software tools our learners are already using to communicate, collaborate, and play with their peers? What possibilities and what impediments are created in this highly participatory, creative, ‘mashed-up’, hyper-networked world that parallels, encircles and interconnects with our face-to-face teaching space? How is our teaching transformed when we engage with each other and the world without boundaries, borders or hierarchies? This article will explore the classroom blogging adventures of two teachers participating in the metamorphosis of the learning experience; a shedding of the cocoon of antiquated, teacher-centric models of teaching and learning. We will demonstrate how an emergent learner-centric, community-focused teaching and learning model provides a boundary-less series of places where the teacher and the learner, the class and the community outside of the classroom, create and transform knowledge together.en_US
dc.language.isoen_USen_US
dc.publisherAustralian Flexible Learning Frameworken_US
dc.subject.departmentHispanic Studiesen_US
dc.titleHow Did a Couple of Veteran Classroom Teachers End Up in a Space Like This? Extraordinary Intersections Between Learning, Social Software and Teachingen_US
dc.typearticleen_US
dc.identifier.journalThe Knowledge Tree: an e-Journal of Learning Innovationen_US
dc.subject.keywordBloggingen_US
dc.subject.keywordSocial mediaen_US
dc.subject.keywordLearner-centric teachingen_US
dc.subject.keywordParticipatoryen_US
dc.subject.keywordStudent-centricen_US
dc.subject.keywordProject based learningen_US
dc.subject.keywordEdubloggingen_US
dc.subject.keywordWeb 2.0en_US
dc.subject.keywordLanguage learningen_US
dc.subject.keywordTeachingen_US
dc.subject.keywordLearningen_US
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