A2.2: Chapter 1 – Richardson

Deidra Darst
8/28/07

Richardson, W. (2006). The read/write web. In J. Barbakow, E. Meidenbauer, J. Ward (Eds.), Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP: The topic of chapter one in Richardson’s text “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” is the evolution of the World Wide Web. This chapter was written for those who are interested in incorporating new technological tools into their pedagogical and/or learning techniques. The purpose of the chapter is to explain how the current changes to the World Wide Web can potentially benefit many areas of society.

Claim: Richardson claims that the World Wide Web has evolved from a Read-Only Web to a Read/Write Web. The Read/Write Web of today allows users to write and publish their creations online as well as read the writings of others. This transition has created advancement opportunities in education, business, journalism and personal expression.

Evidence: Richardson provides evidence to support his claim. He first explains the recent transition to a Read/Write Web. The Internet began as a text-only exchange form for government agencies. Within the past few years, the ability to easily contribute to the World Wide Web has become possible for the average citizen. Richardson writes of a 2003 survey, completed by Pew Internet & American Life Project, which states that nearly half of adult users claim to have contributed to the Read/Write Web. The ease with which anyone can publish things on the Internet provides opportunities for the implementation of technology in new environments. Richardson writes that businesses are adding weblogs and the like to their daily communications at the workplace. Weblogs and wikis allow coworkers to learn about the company and collaborate to contribute to the business. Richardson particularly focuses on the incoporation of the Read/Write Web within educational environments. The tools of the Read/Write Web are so familiar to students of today that they use them in everyday life. Richardson cites William D. Winn, Director of the Learning Center at the University of Washington, who postulates that “years of computer use creates children that think differently than us. They develop hypertext minds.” Students can very likely benefit from different styles and modes of learning. While administrators are often hesitant to adopt such revolutionary tools within the classroom, students are often receptive to the change. This possible alludes to the possibility that students favor using the Read/Write Web over the typical classroom tools. Why not explore the possibilities that these tools can provide?

Connections: I found this reading to be very relevant in my world. Richardson mentioned the hesitance of administrators and instructors to incorporate the tools of the Read/Write Web into their classrooms. I have experienced this throughout my time at Marshall University. A student will often say to the instructor, “Can you make these notes available on WebCT?” The instructor will then say, “No, I don’t know how to do that.” Although students are receptive to using these tools, those who are not “digital natives,” people who are not surrounded by technological advances their whole lives, are more reluctant. I understand those professors apprehensions towards new technologies, but they should not discard them so easily.

Nearly all of the readings from Week1 stated that the implementation of technology in the classroom can benefit teachers and learners. Using technology within educational settings will improve students’ and educators’ information literacy skills.

As a future speech-language pathologist, I must contemplate Richardson’s words. He stated the reluctance of “non-digital natives” as it relates to using new technologies. The field of speech-language pathology will inevitably grow and change during my time as a professional. How will I deal with these changes? Will I be accepting or skeptical? This is a very important issue, and it forces me to reflect on my personality and how I deal with change. I found myself to be wary of this CD 315 class, but as I progress through the weeks, I am feeling more and more comfortable publishing my work and ideas on the Read/Write Web. All professions, regardless of their fields, should invite change. The change and progression that occurs with technology can improve our fields of study and ultimately make us better providers for the general public.