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With older students, maybe grade 5 or above I could see them using wikis on cooperative group projects. Here's an example- Last year when my son was in the sixth grade he had to write a script for a movie. He was supposed to work with two other kids but he ended up doing a lot of the work himself. He worked at home alone and brought the script to school. He showed the script to the other kids, then he came home and made changes. This happened several times. Finally they agreed on the script and my son made a final copy to pass in. If they had used a wiki and typed the script there, then all three of them could have worked on it and edited together. Then they could have had equal ownership in the project.
#5 &6 In the spring, our 3rd graders participate in a web of life unit. The specific investigation around owls leads to individual investigations and reports on a specific bird of prey. Having looked at Mrs. Cassidy's reference, it seemed ideal to have the students summarize their findings on a wiki page that included a picture of their raptor. This could become a resource for peers as well. A rubric could be created to guide the students in their research and publication. In terms of #1, I am wondering if it's possible to create a wiki page with a Venn diagram that students could edit. I was also considering a creative writing activity(#6) that was introduced to me in a graduate class. Wouldn't it be wonderful to start a piece on a wiki page that each student could add to? So much better than passing the sheet around the classroom.
For #6 cooperative learning and #7 setting objectives: Third graders study Massachusetts. Class could be divided into groups and adding information on a wiki page about favorite places to visit, or planning a hypothetical trip around the state. Maybe they could be sharing a wiki page with another third grade class in the school- or even in another school in Acton? I think there are lots of possibilities- but there's a lot of teacher set-up, too. I'm not sure how all of this would be monitored- or even how you would know who was contributing. On a different note, I got a chuckle in the reading (can't remember which article) about someone who had deleted a wiki by mistake. That happened to me, too. My band won't let me get near ours!
#8- Generating and testing hypotheses: ( can anyone figure out how to generate a hanging indent so these paragraphs would read a bit more clearly? I thought the bullet might do it, but it just generates an asterisk with no indent, so it's useless.)
This is certainly something we have been talking about, not only in science, but in math and literature as well. We walk the line between knowing where we want to students to go in an investigation or math lesson, and giving them a chance to direct some of their own learning. I wonder if we might try to get some wikis going for particular units such as Energy sources or Ecosystems. As classes begin the study, I wonder if they could pose some of their questions/hypotheses to a wiki and other classes could pose results as they happen. Right now, that would probably need to happen using the teacher's computer and a whole-class discussion, but in the future, groups of students could pose their own investigation questions.

Twenty first Century learning? There is so much available to the young people today. I can see so much application particularly with the college age students. They are not only quite savvy with technology, but their interest is staggering. They expect to have access to all sorts of information instantly. It would be advantageous for teachers to design their curriculum and classes to utilize the use of podcasts, wikis and blogs. Technology needs to be second nature to the students of today in order to be competitive in the market place.
I’m not certain yet if my attitudes have changed regarding 21st century learning now that we’re midway through the course. I feel the same way in that I'd like to have more support with technology during the school day. It's helpful to have hands on workshops when working on these assignments. The on-line course was easier when done with a partner. Some of the assignments have been challenging due to various reasons, e.g. web page construction, difficulties creating accounts, and responding to peers.
I'm definitely more comfortable with it- and it's a case of "the more I know, the more I want to know." There are some things that I know I can do, and some things that I can do with a lot of handholding. It's definitely exciting to learn new things, and to think of how to apply them with the kids. I need more time just to sit and think and explore!
In terms of my own comfort with technology, I can confidently assert that I am more comfortable trying out different resources, software, and so forth. For me, I suppose it is a cautionary move forward with how to utilize technologies that meet the needs of students and yet, address curriculum frameworks. My concerns are also based on the practical application to my classroom setting. What is developmentally appropriate? Will student learning improve? Is this an activity that can be accomplished given the restraints of the resources currently available?
Another concern regards my own professional growth. An initial exposure to new technologies does not necessarily translate into immediate competency. Will there be opportunities for supported practice and future professional development classes?

21st Century Learning
My experience with this course has given me a first hand look, I think, at "21st Century Learning". I am aware that having an open mind and a willingness to try new technologies is a key element in predicting success in the "new world",but the cold reality is this: the technology is galloping along like a runaway horse while an older teacher like me tries desperately to catch the reins. There is no doubt that the horse is in control of the situation!
I have several thoughts about what schools will need in order to succeed in the 21st Century. Hardware and software will be a constant and shifting need; the budget needs to focus less on paper and books and more on technological purchases. Providing on-going teacher training and support will become more and more important. Professionals in the classroom, special educators, and support staff will all need to be able to use all of the tools that are out there for the kids. I imagine that schools of education will focus and more and more on technological tools, as well.
My mind is still open and I am still excited; I just hope that the horse can be kept under control so that I won't fall off!!

Yikes! Am I just blocking, or did we actually work with wikis during the class? I am feeling like I do not really know or understand yet how they are used. For example: who has access to what I am writing right now, and to my first response about Twenty First Century learning? (I think it is just the class. PK invited us to join this wiki.) Is this different from a blog? In what ways? (Did you see the youtube video about wikis? Wikis in Plain English. It was great!) If students can see one anothers' responses, I can see wonderful applications in cooperative learning activities, where students work on a project jointly, even when in separate environments and contribute their ideas, opinions, agreements and disagreements about an issues within a classroom assignment. How does a wiki differ from a webpage? Could it be used to present asignments, homework, provide practice, and providing cues, questions and advance organizational strategies to approach an assignment? There would be no doubt as to what the assignment was, and al the material needed to complete the project/task could be integrated into the wiki page, as you have done here with the video and the article.
I am not sure I am responding correctly, as I am not sure I truly understand the concept of a wiki or how it is used. I look forward to getting your feedback.
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5. Nonlinguistic Representations- The use of both linguistic and visual learning is something you can see on many of the wiki spaces I have accessed. Knowing that this type of learning stimulates the brain activity, it is no wonder that today's students absorb this type of learning environment.
7. Setting Objectives and Providing Feedback- the wiki can have set objects and guide through a concept or theme that allows the students to provide the direction.
#5 &6 In the spring, our 3rd graders participate in a web of life unit. The specific investigation around owls leads to individual investigations and reports on a specific bird of prey. Having looked at Mrs. Cassidy's reference, it seemed ideal to have the students summarize their findings on a wiki page that included a picture of their raptor. This could become a resource for peers as well. A rubric could be created to guide the students in their research and publication. In terms of #1, I am wondering if it's possible to create a wiki page with a Venn diagram that students could edit. I was also considering a creative writing activity(#6) that was introduced to me in a graduate class. Wouldn't it be wonderful to start a piece on a wiki page that each student could add to? So much better than passing the sheet around the classroom.
#8- Generating and testing hypotheses: ( can anyone figure out how to generate a hanging indent so these paragraphs would read a bit more clearly? I thought the bullet might do it, but it just generates an asterisk with no indent, so it's useless.)
as well. WeWe walk the or Ecosystems. AsAs classes begin investigation questions.
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3 and 4. IF students can write and read they can contribute to a wikki on a subject like Acton Long Ago and work on it for homework. The feedback is immediate because others are also contributing so it makes a conversation. Students get feedback form other students and then the teacher can share information with the class during a group discussion. I still think it is pretty tricky to be effective if kids are not reading.

What is 21st Century Learning? For teachers, it means thinking about the skills that students will need for their futures. Over the last decade there have been incredible changes that have already taken place in the world of communication. It truly is amazing what todays students have in the hands. Young people are using so much technology as part of their everyday lives. This is the "tech generation." Recently on NPR, the Christian Science Monitor announced it would no longer exist publish in paper form, but it will only be an online entity. In addition NPR announced that newspaper subscriptions in general are declining at astronomical rates, rendering them no longer viable entities that can sustanin themselves. Blogs and Podcasts have been gradually replacing other forms of dispensing the news, and allow faster transmission of information and interaction from the very people they are meant to reach. Teachers dispensing of education needs to match these tools. Students need to be educated to use the technology responsibly and in a manner that reflects serious consideration and sophisticated communication skills. The quality and accuracy of students' written and oral expression should become more important when students are publishing for a broader audience.
The topic of 21st Century Leaning has made todays seasoned teachers think a lot about the need to be open to learning new skills. Not only do teachersI need to get comfortable with the new technologies for today but they have to face the fact that these skills will continually need to be improved upon. Technology will never stop growing and changing. We are just at the tip of the iceberg. What's coming next?
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In terms of curriculum frameworks. MyMy concerns are
Another concern regards my own professional growth. An initial exposure to new technologies does not necessarily translate into immediate competency. Will there be opportunities for supported practice and future professional development classes?

#5 &6 In the spring, our 3rd graders participate in a web of life unit. The specific investigation around owls leads to individual investigations and reports on a specific bird of prey. Having looked at Mrs. Cassidy's reference, it seemed ideal to have the students summarize their findings on a wiki page that included a picture of their raptor. This could become a resource for peers as well. A rubric could be created to guide the students in their research and publication. In terms of #1, I am wondering if it's possible to create a wiki page with a Venn diagram that students could edit. I was also considering a creative writing activity(#6) that was introduced to me in a graduate class. Wouldn't it be wonderful to start a piece on a wiki page that each student could add to? So much better than passing the sheet around the classroom.
#8- Generating and testing hypotheses: ( can anyone figure out how to generate a hanging indent so these paragraphs would read a bit more clearly? I thought the bullet might do it, but it just generates an asterisk with no indent, so it's useless.)
investigation questions.
1. Identifying similarities and differences: This is so much of our focus in first grade. I can see using a wiki in this way to communicate our ideas with parents and to involve families in our conversation. We could type up our answers and check back for thoughts that families add from home as the unit progresses.
3. Reinforcing effort and providing recognition: I actually find that this is my struggle with wikis! We are not recognizing our individual ideas and contributions, since we are not writing our names and we can change each other's work! But reinforcing effort might work because kids can post ideas and teachers can add comments and positive feedback to their wiki.

21st Century
I didn't edit the page because it makes me nervous, so I am contributing here...

I agree with Suzanne that this is confusing, but in many ways, I think that is what I as a digital immigrant feel often when it comes to new technology! I think I am realizing that as a 21st century learner, I need to be flexible in the face of new ways to think and share information. I suppose that I need to look at the editing possibilities under the philosophy that many heads are better than one!

In terms of 21st century learning from a teaching perspective, this is extremely challenging. I am realizing that many of the tools available to us involve greater freedom, creativity, and sharing. This is so important for kids to learn, but I struggle to let go as much as I need to so that freedom is allowed. Does anyone else feel this struggle? On my own as a learner, I love it. As a teacher, it makes me nervous! We all are learning every day as we grow in this new century!

21st Century Learning
I don't like the fact that you can't tell who edited what in the document. There should be some indication as to who is writing so that people can discuss the changes being made if they'd like to.