More recently “We wanted to let you know that we will keep wave.google.com running past December 31, 2010 until a suitable replacement to host all your waves is available.” …No news since then http://www.google.com/support/wave/bin/answer.py?answer=1083134
So what does it all mean? We hope to give you a better idea What Wave is How it’s been used in one context How you might consider using it
Much of our reading, writing and communicating is migrating from other environments (print, telephone, etc.) to the screen.
Affective benefit from student’s perspective
Adapting learning to the student
Pace of learning and making choices on the way
Students think that they are a part of a real community rather than students in class. This removes much of the affective filters
Why CALL? Critical thinking skills Use of computer technology in classrooms is generally reported to improve: more student-centered learning and engagement, more active processing resulting in higher-order thinking, more confidence in directing students’ own learning. (Noemi: Retrieved October, 2009.)
Why technology in the language class? 1. Instant feedback and response 2. Removing the barriers of time and distance in communication, to a large extent 3. Ability and capacity to integrate a variety of different means of communication Wegerif (2005:6)
Google Wave meets these criteria quite successfully.
Theoretical Basis: Social Constructivism Wave can be considered as a superior educational tool because it entails: 1. Constructing knowledge collaboratively 2. Forming knowledge by mediating artifacts 3. Building knowledge through argumentation and meaning making (Saljo, 2005)
Students can share their knowledge, observe learning processes of others and communicate their thoughts to an audience.
NB: Computers can’t replace the knowledge building between teachers and students, but it can support and be a resource for co-learning.
2. Forming knowledge by mediating artifacts Language is the most important artifact human beings have developed. Meaning and knowledge are created and conveyed through the medium of language. (Saljo 2005) In this sense, isn’t language learning playing with the language and forming knowledge in new ways?
3. Building knowledge through argumentation and meaning making Learning is an argumentative process that happens among participants who want to make meaning of what others say and what they themselves want to say. It is intentional and it involves transferring what is learned to new situations. (Saljo 2005) Google Wave meets the 3 criteria essential from the Social Constructivist view, it can be considered as a superior educational tool.
Wave utilizes some of the elements fundamental to a successful communication:
a virtual presence, a variety of interactions, easy participation, valuable content, connections to a broader subject field, personal and community identity and interaction, democratic participation, evolution over time (Schwartz, Clark, Cossarin, & Rudolph, 2004)
Strengths of Wave Excellent tool for collaboration Cooperative teams achieve higher levels of thought and retain information longer than students who do their work individually (Johnson and Johnson, 1986)
Strengths of Wave Promotes close reading, revision, and tracking of preliminary work Discourages product oriented writing while facilitating writing as a process • Eases students into writing/speaking for a wider audience and encourages multiple perspectives and solutions
Strengths of Wave Playback mode allows the participants to see a wave develop. Participants can see who contributed how much, and what Playback also allows each participant to be able to go back and reflect upon their own production. Participants can focus more on the actual task rather than the structure and the storage of the content.
What’s next? Sign in/create a Google account (by following the links in the invitation). Go to http://wave.google.com. Start Waving To learn basic functions, check out http://www.youtube.com/watch?v=p6pgxLaDdQw
How do I get a copy of the slideshow? Go to www.slideshare.net/bartsch
Domingo, Noemi. “Computer Assisted Language Learning: Increase of Freedom or Submission to Machines?” Retrieved March 3, 2010 from http://www.terra.es/personal/nostat.)
Hane, Johanna. “Google Wave: A Revolutionary CSCL-tool or an overestimated hype?”. Retrieved on February 15 from http://api.ning.com/files/B5shNxqW8YXUvWZrR7VvQ9GVEFxzU-V5WRZtzoP16y3NrNzNamNaNXXdL5MZo9d3BUR-9a9vwSs5kiwFJ2H8rhnxWb*uKc4q/GoogleWavearevolutionaryCSCLtooloranoverestimatedhype.pdf.
Koschman, Timmothy, ed. “CSCL: Theory and practice of an emerging paradigm”. Mahwah, NJ: Erlbaum, 1996.
Petraglia, Joseph. “Reality by Design – The Rhetoric and Technology of Authenticity in Education”. Manwah, NJ: Lawrence Erlbaum, 1998.
Saljo, 2005, cited in Hane.
Schwartz, Linda; Clark, Sharon; Cossarin, Mary & Rudolph, Jim. (2004) “Educational Wikis: Features and selection criteria”. International Review of Research in Open and Distance Learning, 5:1, April, 2004.
Suthers, Daniel. “Technology Affordances for Intersubjective Meaning-Making”. Frontiers in Artificial Inelligence and Applications; Vol. 151, 2005.
Wegerif (2005:6) “Towards a Dialogic understanding of the relationship between CsCl and teaching thinking skills”. (2005) Retrieved from http://portal.acm.org/citation.cfm?id=1149386 on March 1, 2010.