Open content is a big shift in education. The information that is available with Web 2.0 tools has changed how teachers can present information or design activities for learning. Long before I knew of the “big shifts” that Richardson (2010) has put a name to, I taught students to question and look for current, applicable information. This practice leads to another big shift in that readers of the web must learn to critique the content and distinguish facts among the multitudes of information. Health care providers must be able to discern the current factual practices from the bogus promises of practitioners whose only aim is to make a buck.
MOOC’s, open courseware, and webinars can be used to facilitate courses and find current information. This is especially important in health care education where treatments and diagnostics can be lifesaving. As technology is upgraded in schools, the potential to have all content come from open sources exists. The problem with this is that teachers will need to prove that they are teaching to standards that will be tested for determining adequate yearly progress.
I’ve seen the value in students using Web 2.0 tools for learning. I am concerned about the disparity among the students who live at the poverty level or below and how their lack of access will affect their abilities to learn the skills needed to succeed in the Web 2.0 world. As a teacher, I can advocate for better technology access within our school and show how I can use the technology to teach students the skills that are required for common core competency as well as how to use these tools for success in the post-secondary world.
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks: Corwin.