I really enjoyed reading this chapter, particularly how technology empowers students in a doing, learning to learn, and knowing and understanding cycle. Technology is extremely helpful and motivational and this chapter points out many benefits to the learner:
· Individual learning styles and needs are met by the many options of formats, media, research, production, and communication.
· The students help construct safety nets and review them regularly.
· Students are coached on safety issues to the extreme to handle the problems encountered in virtual space.
· Students are able to take part or all of their coursework through virtual networks.
· Students are able to communicate and share content, creativity is encouraged, and worldwide collaboration is possible.
· Students are the creator of his own learning space through the use of technologies.

The technolgy chapter was facinating to read because the personal network space was clearly explained. I liked the distinction between the administrative computing and the instructional computing which I believe would reduce Network Administrators fears. However, I am curious to know how many school systems have created such a wonderful, user-friendly network. Right now, especially in these difficult economic times, this tech vision seems so unreachable for so many. Does iGoogle fill this void? I will have to do more research on Google apps (I'm an LMS student).

As for filters, nearly all students know how to get around them to access what they want, such as facebook. In fact, students told me how to get around it with one simple computer stroke! One student just recently told me he was frustrated with our firewall because it blocked sites about the KKK, a topic he was doing a history report on. When I thought about it afterwards, I realized how sad it was that he did not have access to a topic and would then be left alone, at home, to go through content without the benefit of a classroom teacher or LMS to show him what is good or bad information. It could have been such a valuable learning opportunity yet it didn't happen because of the filters and firewalls. How many learning opportunities are missed because of firewalls? How can we effectively teach information literacy with firewalls?

The way to make open instructional computing happen is with TOTAL PARTNERSHIP -- library, IT, administration. Everyone needs to be in on the planning, as no one partner can accomplish it on their own. And support from parents is essential, too. With the goal and the plan firmly agreed upon, it can be a reality.

As a LMS student I would be interested in more information regarding a “safe but open Web 2.0 instructional computing environment.” From my observations, I see a very different scenario played out in my district, compared to the collaborative, innovative environment of the Learning Commons. Restriction of Web 2.0 tools is considered the safest way. A few administrative technologists who do not share the same vision or see the larger educational benefit of exploring newer technology control the system.
I can see the parallel to the way in which some choose to restrict or censor collection development of print materials. They rely on a “safe” collection rather than accept the threat of challenges that might arise. Taking the safe route with technology can be as harmful as limiting a collection and depriving our “clients” of the intellectual freedom they deserve.
I was struck by the sense that the client-side approach would provide students with the skills and desire to practice with integrity Web 2.0 instructional computing. Managing and being part of building the “safety nets and their own personal information space” allows them an opportunity to become responsible and independent users of technology.

In one of the charts in this section is a small point under "Knowing and Understanding" (p.39), which calls attention to "Valuing my contribution." I have found in my participation in this class that this is a vital component of a Learning Commons. I have been loath to add comments to wikis and blogs because I am afraid they are not profound enough. Being forced to do so, has been encouraging. But still I wonder how students would react. I wonder if some would not participate not owing to disinterest, but fear. And how do we get them beyond the fear?

As others have noted, I too like the distinction between administrative computer and instructional computing very much. And, the idea of "Parent Library Night" is wonderful. Dr. Loertscher discusses in his new book the efficacy and usefulness of "Living Textbooks" -- I *love* this idea because Pathfinders with RRS feeds into iGoogle pages (student and staff) works so beautifully and *can* save money as book costs skyrocket !

Laura, I love the idea of a parent library night. One of the biggest allies are the parents. Unfiltered internet access is a reality in almost every home...school internet usage is at least contained to some degree. How wonderful would it be to create a Hamlet wiki or a science fair blog? These ideas seem straight-forward, contained, and guided.

We are adopting a new filtering system in our school where teachers have less-restrictive filters than students...ha ha, are we not afraid our teachers will look up porn on their preps?

I believe that in order to reduce the "Fear Factor", we as educators must be prepared to educate parents and other adults who might believe more harm than good might come from accessing the web freely as a student. First we must be able to clearly identify how we are preparing students for the new freedoms we are endorsing/implementing. Then we should show parents (back-to-school night? a special "Library Night?") the wonderful benefits of allowing web access, and some sample lessons/resources/techniques that they can try for themselves. Finally, we should give them literature and/or websites that clearly state the role teachers and parents will play in teaching kids internet safety and helping them stay safe. If we do all this, in this order, it will go far towards allaying administrators' and parents fears.
This won't help the funding issue, however. Here we will have to be tireless seekers of funds in the form of grants, donations, and freebies in order to build the sorts of learning environments that will support our use of these marvelous web tools. Once parents and administrators see the benefits of these learning environments, they will help us raise funds and support our efforts (I believe and hope)!

I added this to the pathfinder wiki, but this seems to me to be a good use of collaborative space, and because "moveable furniture" to create better collaboration is addressed in this chapter, I thought I would include it here as well: http://www.alatechsource.org/blog/2008/06/uncommon.html

I would like to explore using iGoogle pages with students next year because I agree that the Internet can be overwhelming, and this is a great way for them to take ownership and manage thir own space. I also thought the part in the chapter about learners discovering "an online digital extension of themselves" is an interesting one, and I agree that we need to guide them on how to behave ethically in this world.

I think the best way is to take the approach of Vicki Davis. She recommends small steps and complete honesty with the administration and above all else, careful and quick reaction to any student misuse of this technology. Managing the students to be respectful and responsible and guiding them into web2.0 best behavior practices will ultimately win over the district and administration. But she said, be honest with the administration because there will be hiccups and hurdles and kids will test the boundaries. If you want it to succeed then you, as the teacher, have to be diligent and judicious immediately.

It is a very wonderful idea trying to have schools and districts alike moving into a safe but open Web 2.0 but I think in some areas or school districts they need more time and education. There are many districts who shy away from this type of format due to the fear of predators and use it as a crutch. To try to ease the move into Web 2.0 I believe districts should first implement in one school or even start with a few teachers and share the teachers and the students experiences. If teachers realize by using Web 2.0 this would not only enhance their learning but also enhance the students ability to score higher in standarized test scores I think you could use this as a buy in. Once you would have the teachers and students on board the next step would be to educate the parents on the system and of iit's uniqueness and its risks. By having teachers, students, and parents buy into the system I think it would be an easier sell to any school district.

At our school, I have been advocating Geneva Vision. At first the program was just a way to have the librarian look at the computers in the library and check that no one was downloading objectionable material.

I've been trying to expand its use. My experience is that by and large, students who misuse technology account for maybe 1/2 of 1% of your total student population, Because we established that we can see all computer screens in the library with all students, I've had maybe 10 internet use violations out of 4000 students. So we can provide more access to materials usually blocked by filtering while giving a reasonable assurance to the wary that the library is aware of student computer usage.

If students have a choice between access and blocking, they will police themselves and their colleagues because they don't want adults supplanting access. Vision is also a collaborative tool, users can demonstrate how to perform certain tasks, troubleshoot computer problems, send chat mesages, etc.

I am really looking forward to trying a few new things, technologically, in the coming school year. We have 3 young 4th grade teachers who have worked out a new, innovative schedule for collaboratively teaching science, language arts/writing, and math. They are, as well, very strong technologically and not afraid to try new things. I know they will be very open to using the library and letting me join in on some of the collaboration. If I can be successful with them, I hope to make a case with the 5th grade teachers for trying some new things with their students as well.

I like the distinction between administrative and instructional computing. Many school districts do not understand the difference and, thus, limit the education opportunities of the students and teaching opportunities for teachers. The idea that the instructional system is constructed cooperatively will definitely be new and revolutionary for many teachers. Direct instruction and rote learning is still very prominent at elementary and secondary schools. Even instructors at colleges and universities still practice this method of teaching. It will be a long time before “cooperative” learning takes shape and students are given access to Web 2.0 applications. The good news is that most teachers, those who are not afraid of technology, advocate the use of technology inside the classroom and want their students to be exposed to technology. I like the chart “How can Technology Impact Teaching?” because it gives good reasons for embracing technology in teaching. The list is not comprehensive because the list of technology’s impact on teaching is endless.

Technology is a wonderful tool with a strong network and good hardware. When my students did internet projects, it would take some of them up to fifteen minutes to online. My school district would often go on the cheap. I ended up preferring not using computers at all rather than deal with the hassle.

The benefits of employing collaborative technologies far outweigh the fears fuelled by some of the web-wary teachers, administrators and parents. Within the realm of instructional computing, all students are empowered to have a voice in the learning process, which increases engagement as well as achievement. Learning becomes multi-directional as students assist one another, as well as teachers, librarians, parents, and administrators, in grasping new technologies, concepts, and projects. Teachers then serve to guide students as well as learn from them, as both can have “expert” status in regard to many diverse elements of technological competency. An instant educational support group is available to facilitate instruction in an environment of perpetual change. Students are no longer waiting to be told what to do—they can make an unlimited amount of progress researching, analyzing, and sharing while interacting within collaborative learning environments to become team players and life-long learners.
Janine Weston, LIBR233

I think it is strange that the Berkeley Daily Parent would warn parents about the free access to the internet for children. Does the Berkeley Public Library not have any filters for children? The public library I work at part time has computers for children, teen, and adults. The computers for children and teens have filters and a child cannot log onto an adult computer and visa versa. The whole filter issue is confusing. I also work as a middle school librarian and the school district filters drive me crazy. My kids cannot even access their emails for their projects. But, I do think for children in a public library there has to be some sort of protection against viewing potentially harmful material.

There's an ad in the Berkeley Daily Parent taken out by a group to warn parents that the Berkeley Public Library is giving their children free access to the internet and all it has to offer. Although I understand parents fears of strangers and pornography, I do not believe that filters are the best protection. Let's (schools, families and libraries) keep working through this issue, devising ways to give children on-line safety training. What the Technology chapter pointed out to me is that there are many benefits to using the Web 2.0 technologies in collaboration with education. Access to information/resources increases as well as communication between the school and home. There are few parents who can keep on top of their children's school progress during the school day because they are busy working. This breakdown in dialogue is detrimental to students. Ongoing communication about progress/grades/behavior etc., can help fewer children go unnoticed when they are struggling or brilliant..

I like the CEA (Connectivity Entitlement Agreement) described in the Scenarios (p. 45). I think concern over making good choices online is a big one at our school both with parents and faculty. There has to be something in place to teach children how to make good choices and be safe. Our school is IB and used the Learner Profile which is a list of attributes much like the list on p. 40 from the Ontario Ministry of Education. I plan to use the Learner Profile in prepping students to go-online and in creating their "spaces" Also I found a great article: Johnson, D. Staying Safe on the Read-Write Web. Library Media Connection v. 26 no. 6 (March 2008) p. 48, 50-2 that even sharers an ACTNOW Kid's contract for Online Safety that is short and simple to remind us all how to use technology in a safe and ethical way.
Corie Julius, Lib 233

This is what I meant to say: Our district has recently put such severe filters on our server that we can't even access mapquest. I appreciate the clear explanation of the differences between administrative and instructional computing, as I can use this to encourage a more effective filtering system in my district. I also like that this model of "if they build it, they will use it" practices the philosophy of "cooperation, not competition," which hangs on the front entrance of our school, but admittedly we do not always practice what we preach. Graphics are clear, understandable, and will be useful in preparing to integrate these technologies into my district.
Laura Remer, LIBR 233

nstructional computing, as I can use this to encourage a more effective filtering system in my district. I also like that this model of "if they build it, they will use it" practices the philosophy of "cooperation, not competition," which hangs on the front entrance of our school, but admittedly we do not always practice what we preach. Graphics are clear, understandable, and will be useful in preparing to integrate these technologies into my district.
Laura Remer, LIBR 233

The best part about this chapter is the collection of solid visual diagrams. When I present these new concepts to educators and to the governing bodies at the high school where I work it is essential to have simple, organized visuals and concepts to introduce the paradigm shift. The more evidence I can show that this concept is thoroughly explored, the more my case is strengthened.