Participatory Pedagogy, Interactive Learning, and Web 2.0
9. Presumption of Connectedness
PRESUMPTION OF CONNECTEDNESS
Web 2.0 technologies permeate the consciousness of students in ways we educators may have never imagined. There is never-ending connectedness with digital communications and an expectation that all of us in education, no matter what our demographic, should want this connectedness. It is widely accepted by the majority of the students I teach that, whether via a main communication stream or a backchannel, they should have access to whatever information they want when they want it, as well as communication with whomever they choose whenever they choose to have it. Their lives in front of computer monitors, on smartphones, with tablet computers, and with whatever other devices may be popular, have provided persistent connections to people, data, merchandise, events, information, commentary, entertainment, news, and the list goes on. Once students have all this connectivity, it is difficult to not have it. It is easy to expect it.
In this book thus far, I have advocated for the integration of Web 2.0 technologies in education, within reasonable parameters and with purpose. Sometimes I believe it is necessary to push beyond what is reasonable in order to keep education fresh, innovative, and progressive. Engaging students with interactive learning and including students in the creation of pedagogy—through their participation with tools during learning, which I described earlier as participatory pedagogy—are things I support and practice in my teaching. ← 85 | 86 →
But I wonder if I can support absolute expectation...
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