As I analyze my personal learning network, I would be remiss to include that I would consider myself somewhat of a digital native. I grew up as technology grew up. I remember TV's with knobs to turn channels and volume. I remember Beta and VHS. I remember using my first computer in elementary school - (an Apple II I think) to play games and learn some programming. I bought my first and second computers (Commodore Vic-20 and Commodore 64) with money from my paper route. I remember using the internet for the first time during my first years of teaching in the classroom. Prensky's two categories of people, digital immigrant and digital native, might be missing the group of people that grew up as the technology was developed and perhaps we need a third classification (Timeline of the History of Learning).
My personal learning network has changed drastically since the end of high school. I would never have dreamed that I would be able to easily contact individuals from around the world. It can be much easier now to locate information to answer a question, but one must be more discerning of the sources available.
As an individual that always has enjoyed reading, I feel that I still look for sources of information that allow me to read, but I am expanding my horizons. I now use an RSS feed for various blogs to keep up to date. I use my Ipad to connect to information through apps like Flipboard. I can also connect to CNN news and the NY times easily through apps as well. I am drawn more and more to podcasts and online videos for learning information. The digital tool, however, that I use the most is my computer and connect to the internet for information.
When I have questions I many times go to a search engine to attempt to locate information, but as a classroom teacher I find myself asking colleagues for their input as well.
Siemens (2005) lists several principles of connectivism. The following principles of connectivism are represented in my learning network:
- · Learning and knowledge rests in diversity of opinions. (The mind map shows this diversity.)
- · Learning is a process of connecting specialized nodes or information sources (The mind map does not directly show this, but some of the individuals in the listserve have specialized knowledge. The AMLE publications Middle Ground and Middle School Journal as well as the NSTA publication Science Scope have specialized information for middle school and science education.)
- · Learning may reside in non- human appliances (Computer, Ipad, TV, Radio)
- · Capacity to know more is more critical than what is currently known ( I think that this is one area that I feel is hard to show in the mind map, but may be associated with the desire or intent to learn. I'm not sure how "capacity" can be truly evaluated in this context.)
- · Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. (This can be found by using websites, listserves, journals, teaching colleagues and university coursework.)
Even though I feel that I exhibit the following principles of connectivism, my PLN map does not directly show evidence of these (Siemens, 2005)
· Nurturing and maintaining connections is needed to facilitate continual learning.
· Ability to see connections between fields, ideas, and concepts is a core skill.
· Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
Flash Media Program "Timeline of the History of Learning" http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html
Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm
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