EDET543 Week 4 Networked Classrooms Reflection

Richardson and Mancabelli (2011) address the advantages and challenges of a networked classroom as well as the changes necessary to have a networked classroom in Chapter 3 of Personal Learning Networks (p. 59-82).  Thanks to the help of the three classroom examples of networked classrooms, I can see this as not only a possibility but also a probability.  What I mean by that statement is I feel like I am gaining the skills to be able to create a networked classroom and can see educational settings moving in this direction.

The benefits or advantages of a networked classroom are listed and discussed in Chapter 3, and I was planning on sharing the one benefit that I thought was most important or significant (Richardson & Mancabelli, 2011, p. 62).  So... after rereading the seven items over several times, I came to the conclusion that they are all important.  If forced to pick, I would say the collaborative and learning centered aspects of a networked classroom appealed to me the most.  At the 6th grade level, students are all about the social aspect of school but need guidance to use their skills for educational purposes.  Students often overlook or do not recognize each other's educational strengths.  Richardson and Mancabelli (2011)remind us that "none of us is as smart as all of us," (p. 62).  Students also need this reminder.  Encouraging students to work together as they learn to become self-directed and self-motivated learners is a challenge.  A networked classroom would create an environment where skills and strategies for learning content would be emphasized rather than rote memorization of facts.

The disadvantages of a networked classroom are addressed as challenges rather than disadvantages.  Of the five listed by Richardson and Mancabelli (2011), "safety and ethical use" is the challenge most concerning to me (p.75).  Obviously, there are "dangers" associated with online activity.  I find students face these dangers with or without educators by their sides. I hope that by teaching safety and appropriate use while engaging in learning activities the same safe use at home is promoted.  While the other four challenges could potentially be obstacles, I agree that none are so significant to warrant avoidance of a networked classroom.

I am excited about transitioning to a networked classroom but also anxious.  I will certainly listen to Richardon and Mancabelli (2011) when they suggest to "start small" and "embrace uncertainly and failure" when making the change (p. 82).  The second suggestion will be difficult for me, as I don't like to think I've failed at anything.  Afterall, who likes to fail especially when it might impact our students?  My colleagues have come to accept my somewhat OCD and perfectionism tendencies.  Working with others also making the move to a networked classroom so I could share and compare experiences would be extremely helpful.  I can definitely see the necessity of a PLN where successes, failures, questions, and answers could be shared.

One of the most exciting aspects of networked classrooms is its ability to meet the needs of diverse learners.  From accessing experts in the fields being studied to traveling around the world while remaining in their desks, the experiences and options seem endless.  I can envision students discovering the "why" and "how" in lessons.  Abstract concepts can become visualized and difficult lessons can come to life for those who might otherwise struggle academically.  As Richardson and Mancabelli (2011) state, a networked classroom "increases student engagement while sharpening the skills students will need when they finish their schooling," (p. 63).  I can't imagine any educator not wanting that for each of their students.

Richardson, W., & Mancabelli, R. (2011). Personal learning networks: using the power of connections to transform education. Bloomington, IN: Solution Tree Press.