Web 3.0: A Guessing Game

Class flew by on Tuesday evening thanks to Erin, Naomi, Angus, Kyle, and Heidi—what a great presentation and I really enjoyed the Twitter Chat. This week we were challenged to blog about the impacts Web 3.0 will have on education. I’m not going to lie, although the session really got me thinking, I still could not grasp a solid idea as to what Web 3.0 actually is. So, I went to trusty ole Google to see what information the engine might throw back at me. I was actually surprised to find plenty of similarities of Web 3.0 being describing it as ‘a guessing game’, ‘unknown’, ‘vague’, ‘complicated’, and ‘difficult’. Although these descriptors don’t sound very positive, it was encouraging to hear that I didn’t miss the big picture and just like everyone else, it is continually being pieced together.
WEb 3.0 2

I think the one of the impacts and disadvantages of Web 3.0 is that it is clearly still being developed and there is a lot of unknown. In order for teachers to implement certain software and educational technologies in their                                                                               Photo Credit                              classroom, they first need to educate themselves and understand how they will use these tools to TEACH. Sure, I can learn about new apps and spend the time implementing them in the classroom but if they do not foster learning then what is the point. At the end of the day, it is all about the learning experience for our students and what they take away from the class. Another disadvantage that comes to mind about Web 3.0 (and all types of technology) is the lack of access for students. Not all classrooms have a class set of devices for students to use. Like Amy said in her blog, ‘How can students be self-determined learners if they can’t read or if they lack devices and access?’  Furthermore, how can they be self-determined learners if we have yet to figure out how to implement this properly into our classrooms.
Web 3.0                                                           Photo Credit

‘Teachers did not become teachers to teach to the test, to develop practice tests or worksheets, to work with pre-scripted curriculum to meet standards. Teachers became teachers to teach students, first and foremost. The learner needs to be central to all teaching endeavors.’ –Gerstein  I really liked this quote from the readings this week. If we cannot understand a concept, then how are we to use this to facilitate learning? Although it is great to implement technology, there is some pressure to do great things with it by trying something new and up and coming. In order for that to happen, we need to educate ourselves, feel confident in the tools we use for teaching, and ultimately put our students needs first by choosing tools that work for them.

I feel as though this presentation got me thinking a lot and the wheels turning but I never did come to a solid answer. Maybe that is a good thing? Let me know your thoughts below!

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7 thoughts on “Web 3.0: A Guessing Game

  1. Tyson, thank you for sharing. I liked that you shared the fact that you were not quite sure if you grasped the concept of 3.0 as I was having similar feelings. It was reassuring that we didn’t miss the big picture and that with your Google search we were able to see that it is continually being pieced together. Another thing I liked about your post was that you stated the disadvantages which were that it is still being developed and there is a lot of unknown. Your post left me feeling that I didn’t miss the overall idea and that it is still a work in progress, so thank you!

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  2. Hey Tyson, I completely agree that we are still figuring out Web 3.0. It’s challenging and difficult but, at the same time, it offers a lot of possibility. If it isn’t already settled then that means that some people out there are driving the change and driving what it could be. I’m not an early adopter but I do think that there is a lot of promise in what those early adopters do. Change could still come in ways that are positive for education!

    You did mention not feeling like you could teach something you didn’t understand yet. It got me thinking about modelling learning for students. Is that something you do in your classroom? Is it uncomfortable (which I completely get when students are looking to you for answers and expect you to have it cased so they don’t misunderstand)? I really sort of like an atmosphere of “fumbling through it together” sometimes. Within reason, of course. I’d find it frustrating if no learning happens.

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    • I like your suggestion here Kirsten. This is something I have felt the need to do when working with technology. Some kids get frustrated that I am not exactly sure (the expert), however I now tell them I am learning this with you! After most recently sending home permission forms for seesaw, I have even had to tell parents that I am not sure it will be a big learning experience for everyone. I think it makes us humans!

      It has been valuable for my students to see me learning and trying new things. I think it also takes some stress off me in knowing exactly how and what I will use technology for Of course I spend time familiarizing myself, but try not to stress about knowing everything. Many times the kids actually find cool ways of using the technology that I didn’t realize.

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  3. Great post Tyson. I hope it makes you feel better that I was part of the presenting group and I still don’t quite grasp “Web 3.0”. I think that’s the case for many of us because Web 3.0 is so futuristic. Many of us are amidst a time of figuring out Web 2.o and integrating it into our teaching practice, but truthfully, we’re likely a bit behind the times. I know that personally, no matter what “technology” I’m exploring with my students, I always feel like I’m a bit behind the times. My understanding of Web 1.0 is static learning (i.e. reading content of a webpage). Web 2.0 is creating content through SM, and learning socially on the web (i.e. a blogging community such as eci833). In terms of teaching, I understand Web 3.0 as students using their networks to direct their own learning. Essentially, a teacher would guide/support students’ in their process of learning, but not dictate what this looks like or how it should occur. Maybe I’m off a bit with my own understanding, but I see the shift to Web 3.0 involving great release of control on the teacher’s part.

    I cannot agree more with you about the fact that learners need to be central to all learning endeavors. Whether you’re employing Web 1.0, 2.0, or 3.0 technologies in your practice, if the learners’ needs are at the core of your practice, you must be doing something right!

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  4. Pingback: Wild, Wild Web 3.0 – Allison's Blog

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