I have had a little experience in social bookmarking in the
past, but I was more of a viewer than an active user. When I first started teaching, our curriculum
director shared links about my content and potential textbooks with me via
Delicious. I found this quite effective,
considering the only alternative I could think of would be for her to send me
links in emails, which would get annoying considering most people don’t find
all the links they want at the same time and, thus, there would be many emails.
One use for
social bookmarking that would work well to my school specifically would be
posting articles about our school and about our theme of aviation. From time to time, especially considering we
are a young school with a unique theme, there are news articles posted about
our school and the changes we are making, so it would be nice to keep links to
those all in one place. Additionally,
since most of our teachers come from a non-aviation background but are expected
to integrate aviation into our classes as much as we can apply, social bookmarking
would be a good place to post interesting resources that could relate to our
theme and our content.
I feel that
probably the easiest and most natural use of social bookmarking in schools
would be between teachers and student.
As I am looking more into the idea, I am finding that social bookmarking
may be a very useful tool for my honors physics class. Most of what we will be doing in that class
will be the same as the regular physics sections, but there will be a lot more
reading and writing relating current events to the topics we are studying. Social bookmarking would allow for me to post
options of articles that students can select to read and respond.
More or
less, the definitions laid out in the chapter on defining and naming the field line
up with my views coming in. There was
really nothing that stuck out to me that made me think “That’s exactly my
view!” or “That’s not at all what I’m thinking.” Most of my feelings were more along the lines
of “Yeah, that’s a good representation of (at least part of) my definition of
instructional design and technology,” though I am going to have to force myself
to get used to IDT title instead of IT.
I was quite pleased with the progress that has been made in the
definition, moving from simply the processes and systematic approaches of the
field and more toward involving the philosophies of using technology and the
importance of the design of the uses of the tools as opposed to an emphasis on
only the tools themselves.
Additionally,
I believe that even the most recent definition is nowhere near being the final
definition. Looking at the older
definitions, the words used and the focus of the definitions was appropriate
for the times and the resources available.
So too is the most recent definition.
As time goes by, and as technology and the needs of schools change, the
definitions will continue to be reworked and shaped to better fit the
situations at hand.
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