 What is Web 2.0?  Introductory Module TIE585AC Integrating Web 2.0 Applications in the Classroom Introductory Module Picture source:

Web 1.0  Web “1.0” consisted of static web pages. Companies would complete websites that contained company information. Participants would visit these sites to retrieve information and do little else  These pages remained static and weren’t changed on a regular basis  Website maintenance and creation was done by software developers; a job the average person was not able to do (many of these initial sites were written in HTML code)

Web 2.0  In contrast, “Web 2.0” websites were more focused on user created content  Site design became easier and creativity became enhanced allowing for anyone that was interested in website development to do so without HTML coding knowledge  Information became timely on websites; with companies updating and adding interactive features for customers  Collaboration with others on websites and projects increased

Web 1.0 vs Web 2.0 Image source:

Web 1.0 vs Web 2.0 Some things to consider:  Although referred to as versions “1.0” & “2.0” there was no physical upgrade of software to any system to move to 2.0  There is never a “complete” list of Web 2.0 resources  The vast majority of Web 2.0 tools and sites are free to use with many containing premium features for a fee  Web 2.0 tools are web based  We are producers, contributors, and consumers of Web 2.0 material  “Beta” sites are websites that are being ‘tested’ to work out any kinks before final release. Be aware that any website with a “beta” label near the name can disappear anytime without warning

Relevance to Education

Relevance to Education  Speak Up! Is a national initiative of Project Tomorrow (the nation’s leading educational nonprofit organization dedicated to student voice in education). An Annual survey is given to K-12 students, parents, and educators about the role of technology in education. In fall of 2010 surveys were collected from:  294,399 k-12 students  42,267 parents  35,525 teachers (additional 2,125 librarians)  3,578 school/district admins  1,391 technology leaders  6,541 public and private schools (from 1,340 districts)  Students have a vision of “socially-based, un-tethered and digitally rich learning” that is happening on their own; they aren’t waiting for educators to catch up

Relevance to Education Key Trends were found in the survey results: 1. Mobile Learning  Smart phone access for middle and high school students jumped 42% from ’09-‘10  53% of middle/high school students say largest obstacle in using technology in school is inability to use their own cell phone, smart phone, or MP3 player  When administrators were asked about the likelihood of students being able to use their own devices for instructional purposes 65% said no!  Over twice as many teachers and administrators have a personal smart phone today than in 2008

Relevance to Education 2. Online and Blended Learning  47% high school students say they would like to use online environments to link with classmates and teachers for collaboration on student projects  46% of high school students said they use social networking sites to collaborate on school work with other students  ¼ of middle and high school students are using web tools such as Google Docs to write collaboratively with others (in most cases out of school)

Relevance to Education 3. E-textbooks  Only 27% of middle school students and 35% of high school students say they are currently using online textbooks as part of regular schoolwork 4. Other findings  40% of high school students placed a high value on the ability to produce digital media (blogs, vlogs, podcasts, digital storytelling) while only 29% of their teachers share the same view  44% middle school students and 55% of high school students say school filters and firewalls are an obstacle  44% of middle school students and 48% high school students say they know how to be safe and protect themselves when online

Relevance to Education  Language arts is where technology is being used most regularly (60%). Science is section (48%)  21% say traditional science textbooks are the best way to increase their engagement in science  Almost 73% of 6 th graders have an MP3 player today (compared to 1/3 in 2005)  In 2010 almost half of all 6 th grade girls and 1/3 boys regularly update their social networking site (an increase of over 125% since 2005). All of this despite the fact that most of the are not old enough to legally register on many social networking sites  In % of teachers regularly updated their social networking site. Over 44% are active Facebook users in % of administrators are also Facebook users now  Almost all teachers (96%) and administrators (99%) using communication tools to connect with peers or parents; but only 36% of teahers use these same tools to connect with students  Teachers internet research (90%), reading text-based resources (61%), blogs and wikis (33%). 53% of teachers and 68% of administrators create multimedia presentations  Librarians are increasingly focused on helping teachers use digital content in the classroom

So Many Tools….So Little Time Image source:

Categories of Web 2.0 Given the thousands of Web 2.0 tools available to educators it helps to categorize them. Keep in mind that many of these tools can be placed in multiple categories. This is a general grouping During this workshop we will explore six categories of Web 2.0 tools:  Communication Tools  Collaboration Tools  Organizational Tools  Social Media & Professional Learning Networks (PLNs)  Media Sharing & Presentation Tools  Digital Storytelling Tools

Bloom’s Taxonomy  Developed in the 1950’s (by Benjamin Bloom) Bloom’s Taxonomy was a way to categorize thinking and learning in a hierarchical structure  Still in use today. Updated in the 1990’s (by Lorin Anderson a former student of Bloom) to include 21 st century learning  The main revision included changing the category descriptors from nouns to verbs  The original model was believed to benefit primary students. The revised taxonomy is more universal; and applicable to students of all ages including higher education

Bloom’s Taxonomy  A planning Framework for Blooms can be viewed here:

Bloom’s Taxonomy Image source:

ISTE NETS  “Educational technology standards are the roadmap to teaching effectively and growing professionally in an increasingly digital world. Technology literacy is a crucial component of modern society.”- ISTE.org  “Today’s educators must provide a learning environment that takes students beyond the walls of their classrooms and into a world of endless opportunities. Technology standards promote this classroom transformation by ensuring that digital-age students are empowered to learn, live, and work successfully today and tomorrow.”- ISTE.org

ISTE NETS  ISTE’s National Educational Technology Standards are broken down into teacher (2008) standards and student (2007) standards. They should be considered whenever your lesson plans include technology.  The students standards:  Creativity and Innovation  Communication and Collaboration  Research and Information Fluency  Critical Thinking, Problem Solving, and Decision Making  Digital Citizenship  Technology Operations and Concepts Learn more about the standards here:

Blogs  One popular Web 2.0 tool used in education is the blog. Blogs are online journals of sorts; also known as “weblogs”. They consist of entries (commonly called posts) in reverse chronological order. Image source:

Blog Examples  Some examples of blog use in education  Book Discussion:  School Blog:  Information/Resource Blog:  Lesson Plan Blog:  Class Blog:

Blog Assignment  Introductory Module Assignment #1* *In order to create a post on the Workshop blog you will need to be listed as an author. An should have been sent to you prior to the start of class that invited you to become an author on the blog. If you did not receive or respond to this please let Nicole know a.s.a.p.  Log in to the Workshop Blog  Create a post with the following information: Tell us about yourself! Where/what do you teach? What is your experience with Web 2.0 tools (either personally or professionally). What are you interested in learning in this workshop? Feel free to add any additional information you would like us to know. A sample will be on the blog for you to see. Please list your name in the title field.

Wikis  Wikis are collaborative websites. Multiple users can add (or delete) content.  Most users are familiar with “Wikipedia” which is a giant wiki that users can add or remove information from  The most common free wiki provider is Wikispaces

Wiki Examples  Here are some examples of wikis used in education:  As a resource wiki:  Creative Writing:  As a study guide: ractice+Tests ractice+Tests  Here’s a link to 50 ways to use wikis: wikis-for-a-more-collaborative-and-interactive-classroom/ wikis-for-a-more-collaborative-and-interactive-classroom/

Wiki Assignment  Introductory Module Assignment #2* *In order to contribute to the Workshop wiki you will need to be listed as a member. An should have been sent to you prior to the start of class that invited you to become a member of the wiki. If you did not receive or respond to this please let Nicole know a.s.a.p.  Visit the Workshop wiki:  Log in and create a new page. Name the page with your name  On your wiki page give the page a title and add a picture  Place a link on your wiki page to your blog introduction  You will use your wiki page to post all of your workshop assignments

Assignments Due  1. Blog introduction  2. Create your own wiki page on our class wiki. Place a title, picture, and link to your blog introduction

Next Steps  After completing the blog and wiki assignments choose two additional modules to complete  Remember that an assignment is not considered complete until it is posted to or linked to the blog or wiki (whichever is applicable)  Contact Nicole if any questions or concerns come up- don’t wait!