- Kids' blogged or otherwise electronic comments about a peer's work seemed to be "kinder" than the verbal, face-to-face comments.
- When blogging, comments to others could be up to seven times longer than their original post to their own blog.
- The Classroom 2.0 tools used allowed no room for "techno-bling" (bells and whistles). Consequently, the high-tech kids did not have an immediate advantage over others in the class. The Classroom 2.0 tools gave middle-level kids a better chance for success, while the high-tech kids had to work harder to maintain their status in the class order.
Saturday, July 31, 2010
Comments on "In the Wild" - from Web 2.0 in Education (Key Info)
Author Dean Groom, Macquarie University, Sydney, Australia shares some interesting observations about his students when using Classroom 2.0 tools. Some that I found particularly interesting (paraphrased) are as follows:
Subscribe to:
Post Comments (Atom)
I'm not at all surprised about the "kinder" comments. I suppose that when students sit down to type, they really get to think about it before they "speak."
ReplyDeleteSeven times longer! WoW! That's impressive!
ReplyDeleteI agree, students have to think about what they are going to say and write it in a clear, concise manner so there isn't room for misinterpretation. Also, with writing you can't tell how the person is feeling, so being specific and detailed with their comments is more important.
ReplyDeleteWhat great examples to show how these tools can enhance students work, peer interactions, and students of all levels. I found the peer feedback very interesting. Students really are taking the time and giving constructive feedback to their classmates. I wonder if taking away the fear of face to face confrontation plays a roll in that?
ReplyDelete