Using web 2.0 to create.  Roles  Instruction/Communication  Collaboration  Research  “Collecting” and “Returning”  Assessment  Record keeping and.

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Presentation transcript:

Using web 2.0 to create

 Roles  Instruction/Communication  Collaboration  Research  “Collecting” and “Returning”  Assessment  Record keeping and reporting: grades, attendance, seating  The Good and Not So Good  The Pluses and Minuses

 Online LMS  Jing Jing  Podcasting  Blogs  Aggregators/Readers of RSS feeds  ItunesU  Google Notebook/Inspiration

 Databases  Primary sources in addition to secondary and tertiary sources  Not just Google searches: Deep Reading

 Wikis:  Blogs:  Voicethread:  Discussions/Forums  Prezi Prezi  Skype  Edu.glogster.com

 File naming protocol: ktesterman_assignmentname.doc  Submission through Moodle/LEAP  Blogs: edublog, Voicethread  Turnitin: interface through Moodle/LEAP

 Review pane in WORD  Blogs: Comments/Replies  Moodle/LEAP  Polleverywhere.com  Socrative.com

 Electronic Gradebook  Web posting of grades  Moodle/LEAP  Online Programs  Lesson Plans  Daily Updates for Parents and Guidance

 Returning work with feedback  Students who do not have internet access at home  Students who do not have the software at home

 Work can be accessed and submitted at any time or place via networked computer  Teacher can monitor, receive and assess at any time or place via networked computer  Multiple readers can read and edit simultaneously  Can refer to linked information  Supports multi-media

 Furr III, Grover C. From “Paperless Classroom to “Deep Reading”? Five Stages in Internet Pedagogy. 1/29/ /2003.