Questions from Dr. Fritz

• What is the quality of my learning networks: diversity, depth; and, How connected am I?

This is a tough question because of the constant evolution of the learning network. Currently, I am connected to several Diigo groups, follow blogs, produce and receive tweets, and have a constant flow of information that is fresh, engaging, and consumes more time than I am able to dedicate! I feel connected enough to engage students in connections as well. Before this course, I felt as though I was only an "end unit" of a connection. Now I manage my network and make an effort to connect others.

• How has what you learned in this course changed/altered your view of the process of learning?

I see the process of learning as connections with people, information, and life. I have come away from this course with a greater commitment to connecting students with practical applications of information - in other words, connecting students with life instead of just teaching them about it. For example, as a Spanish instructor, instead of teaching students how to interact with Spanish speakers, connect them with the Spanish-speaking world; use social networks to connect and live. After all, with such a connected and Internet dependent world, does a true language immersion still exist? Teaching them how to connect to a bilingual network may soon be an important element of L2 language instruction.

• What questions are still outstanding?

Not really sure. I am anxious to implement the Latino Leadership social networking project with my students and put much of what I experience to work with my students. I am also looking forward to the new connections and challenges.

Planning and Implementation - Teachers, Students, and Curriculum

“Efficient people do things right, effective people do the right thing.” Dr. Juan Baughn

During a visit to Penn State Great Valley last summer, Dr. Baughn talked about his experiences in making difficult decision that were right for the students but not efficient for the school. Efficient makes life easy for the institution and the instructor, but it does not always translate into the right thing for the student. When considering the topic of planning and implementation of instruction with technology, I believe that the instruction and technology we implement must achieve what is right for the student.

When it comes to choosing a web 2.0 technology (that is not blocked by a school) as a tool for instruction, many of the decisions related to the technology are left to the individual teacher. For instance, the choice of what tool should be implemented, what students should be expected to do with the technology, how they should interact with the technology, and how their experience with the technology should be evaluated, are primarily left up to the instructor. Unlike curriculum, web 2.0 tools are at the discretion of the teacher and the configuration of the network. This creates a great responsibility for the instructor. If an instructor chooses a web 2.0 tool that does not align with a curriculum, the possibility exists for reducing the validity and effectiveness of the curriculum. This current state of free choice leads me to wonder if the implementation of web 2.0 instructional tools should be under the supervision of the committee (or persons) responsible for curriculum? As web 2.0 tools become more robust and capable, instructors must consider the effect of “cognitive outsourcing” on curriculum, instructional methodology and the student.

Overall, planning and implementation must be effective for the student. Efficiency, although it is desirable, should not be the guiding factor in planning and implementing technology. The risk of efficiency as a goal is the use of technology for the sake of technology. Student instruction must be developed and implemented for their growth and development. Of course, one also needs to find a balance that reflects reality.

Latino Leadership - Social Networking and affinity group work

Latino Leadership Online is an initiative that transforms a face-to-face affinity group into a blended experience with the purpose of cultivating a larger group through the use of social networking tools. I have chosen the Latino Leadership group to serve as a model for the possibility of a socially networked high school diversity group. The Voicethread below discusses the overall mission of the project.