PETE&C 2/24/10 - The Results of Web 2.0 in the Classroom
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In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
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PETE&C 2/24/10 - The Results of Web 2.0 in the Classroom
- 1. The Results of Web 2.0 in the Classroom PETE&C 2010 Wednesday, February 24 9:15 am - 10:15 am Get you cell phones out for text polling
- 5. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
- 7. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
- 9. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
- 11. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
- 13. Evolution Web 1.0 (read) Web 2.0 (read/write/share)
- 19. Web 2.0 F tprint Source: Pew Internet & American Life Project Teen/Parent Survey on Writing September-November 2007. Margin of error is +/- 5% Social Networks and Daily Communication Choices % of teens who use the following features of SNS sites Add comments to a friend’s picture 83% Post messages to a friends page 77% Send private messages within the SNS system 71% Post comments to a friend’s blog 66% Send a group message to all friends 54% Send IM or text message to friends through the SNS system 54%
- 20. Web 2.0 F tprint 9 hours a week 59% talk about education-related topics 50% talk about school work
- 21. Web 2.0 Impact Blogs 20.7% Wikis 7.7% COPs 12.3% 70.1% 60.6%
- 22. Web 2.0 in Education Students Web 2.0 Effective Teaching & Learning Strategies Improved Learning Outcomes 21 st Century Skills Educators
- 24. Web 2.0 in Education Engagement . Authenticity . Feedback . Creativity . Critical Thinking Conversations Content Connections Collaboration Access to subject matter experts in the classroom Connect with other students around the world Reflective writing Media Presentations / Stories Electronic Collection of Work (e-portfolio) Class notes World-wide Peer Review Manual of Best Practices Coordinating Group Work Concept Maps
- 34. What solutions did you find to overcome any obstacles to using Web 2.0 technology in your classroom? go to administrators with a plan, try to integrate technology in small bites , focus on the educational value , patience & flexibility , prizes, trial and error, planning , tech support
- 35. How did you benefit as a teacher from using Web 2.0 tools in the classroom ? connected, anywhere/anytime access to student work , less paper piles to carry , collaborate with students , learn something new everyday, able to challenge students more , motivated & inspired , engaged & responsible students , revitalized my teaching!, faster and more specific feedback , extended classroom
- 39. conversations content connections Web 2.0 collaboration
- 41. http://www.wordle.net/ Images of wordle.net, licensed by Creative Commons Original Source: Markus Angermeier Source: http://kosmar.de/wp-content/web20map.png Author: Luca Cremonini: http://www.railsonwave.it/railsonwave/2007/1/2/web-2-0-map
- 42. Bersin & Associates http://www.bersin.com/ http://thefuturebuzz.com/2009/01/12/social-media-web-20-internet-numbers-stats/ & http://pages.citebite.com/h1b2e0o1p1lxy
Editor's Notes
- Enter room screen Have people get their phones out for texting
- Presenter intros Andy self-intro Jim self-intro
- Intro questions Now that you know a little bit about us, we’d like to learn a little bit about you. We’ve got a few questions we’d like you to answer by texting with your cell phones that will hopefully help us tailor our presentation to your needs and interests. Standard text message rates apply. Jim – do you want to coordinate the polling and reading the feedback?
- Audience profile question
- Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- Audience profile question
- Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- Audience profile question
- Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- Audience profile question If the majority of the audience is in 2, 3, or 4 we can quickly go through slides 12-14 and 16-20
- Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- Andy Audience Goal: Discover the role that Web 2.0 can play in engaging students and changing the way teachers teach Session Objectives: (varied based on feedback from audience) Describe Web 2.0 Give examples of Web 2.0 technologies Describe the “Implementing Web 2.0 in the Classroom” course at Harrisburg University Describe the outcomes of student implementations in their classroom, including benefits, obstacles and positive results Provide data to validate the increasing use of Web 2.0 (5 Minutes)
- Andy Aliases Web 1.0 vs. Web 2.0 1 = Read web 2 = Read/write/share web Really a marketing gimmick coined by Tim O’Reilly to describe the web after the dot com bust in fall of 2001. Learning 1.0 vs. Learning 2.0 A Learning 2.0 view http://oreilly.com/web2/archive/what-is-web-20.html
- Andy I’m not going to take time to give a dictionary description of Web 2.0. If you want that you can look it up on wikipedia (or a dictionary). Let’s dive a little deeper. This is a Web 2.0 word cloud indicating some terms that can be used to describe Web 2.0. Take a minute to review the word cloud. Are there any words that you want to discuss? Are there any words that you’d like more explanation about or any words that you didn’t think would be included with an explanation of Web 2.0? Word cloud from wordle.net – go out and show wordle.net as an example of Web 2.0 if it’s an experienced group that’s looking for tools Basic description of Web 2.0 - Interconnected and interactive web-delivered content . . . versus web 1.0 which was often static, one-way web content. Web 2.0 is often referred to as the social web. Learning activities with Web 2.0 tools is referred to as Social Learning. Describe Mashup – if don’t get any responses Programming mashups Data / presentation mashups Combine data from multiple sources to create a new output
- Andy Here’s another Web 2.0 word cloud. This one is more detailed than the other – more technical. The other was more of a “user” word cloud. This one is more of an “implementer” word cloud. How about this one? What words do you want to talk about with this one? As you can see from this word cloud and even the one before, there are a lot of concepts, techniques, strategies and technologies that make up web 2.0. Describe folksonomy – if don’t get any responses collaboratively creating and managing tags to annotate and categorize
- Andy Ask audience what types of tools might be in each of the categories Reveal as each one is discussed (Or just reveal if the majority of the group is familiar with web 2.0) Let’s simplify things a little bit. Bersin & Associates is an enterprise learning and talent management research and advisory company. They’ve tried to summarize Web 2.0 by creating 4 categories – The 4 C’s of Web 2.0. The categories are not exclusive. Tools can go cross-category, but for the most part their main use/purpose can be listed in one category. A lot of tools are “mashups” of all of these functions. Describe Web 2.0 4 Cs of Web 2.0 Conversations Content Connections Collaboration (Bersin & Associates) Does anyone have any questions about the categories or the specific examples in each category?
- Andy Here are some specific tools for each category. Go out and take a look at some of these if the focus of the presentation is tools. Jim – any other tools you want to add here or to the resource list?
- Andy Gary’s Social Media Counter - http://www.personalizemedia.com/garys-social-media-count/ We’ve framed what web 2.0 is. Now, let’s talk about its footprint and impact on the web to set the table for talking about the LTMS 600 class and the student implementations. Ask what they think the numbers are (rotate between show and ask) http://pages.citebite.com/h1b2e0o1p1lxy 9.9 billion - very rough number of Google searches monthly – 9.9 Billion http://thefuturebuzz.com/2009/01/12/social-media-web-20-internet-numbers-stats/ 2,695,205 - the number of articles in English on Wikipedia – 3 Million - number of views the most viewed video on YouTube has (January, 2009) – 6.2 Million - http://www.youtube.com/t/fact_sheet 20 hours - amount of video are uploaded to YouTube every minute – 20 hours 346,000,000 - number of people globally who read blogs (comScore March 2008) – 346 Million 900,000 - average number of blog posts in a 24 hour period – 900 thousand - http://thefuturebuzz.com/2009/01/12/social-media-web-20-internet-numbers-stats/ 150,000,000 - number of active Facebook users logging on in a given day– 150 Million - http://www.facebook.com/press/info.php?statistics
- Andy OK. Now let’s take a look at the use of web 2.0 by teens. According to a PEW internet survey, nearly three out of four teenagers use social networking sites and go online at least once a day. Here are some other statistics from that survey. Are any of these numbers higher or lower than you might think they would be? www.pewinternet.org/pdfs/PIP_Writing_Report_FINAL3.pdf 434 total responses to survey SNS = Social Networking Site IM = Instant Messaging
- Andy A National School Board Association (2007) survey with 1,277 nine-to-17 year olds , found that teens spend about 9 hours a week on social networking activities . 59% of the survey participants reported that they talk about education related topics, 50 % talk specifically about schoolwork http://www.allacademic.com//meta/p_mla_apa_research_citation/2/7/3/6/0/pages273605/p273605-1.php
- Andy 2008 eLearning Guild Report E-Learning 2.0 modalities are growing at very fast rates with use of blogs up 20.7% from a year ago, communities of practice up 12.3%, and Wikis up 7.7%. Over the next 12 months, 70.1% of survey respondents plan to apply more e-Learning 2.0 approaches to their learning endeavors. Among members who have made significant use of e-Learning 2.0 approaches, 60.6% reporting improved learner / user performance. http://www.elearningguild.com/research/archives/index.cfm?action=viewonly2&id=134&referer=http%3A%2F%2Fwww%2Eelearningguild%2Ecom%2Fresearch%2Farchives%2Findex%2Ecfm%3Faction%3Dview%26frompage%3D1%26StartRow%3D1%26MaxRows%3D40%26selection%3Ddoc%2E30 So, there are a number of positive reasons for using Web 2.0 tools in general, Web 2.0 tools have become a part of tween and teen culture, and corporations are beginning to use the tools for communication, learning and knowledge management. So, how can web 2.0 tools
- Andy BECTA http://partners.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15879 Of the 2,600 learners surveyed across 27 schools, 74% have social networking accounts and 78% have uploaded artifacts (mostly photographs or video clips from phones) to the internet. However, nearly all Web 2.0 use is currently outside school, and for social purposes There are effective teaching and learning strategies that can be enhanced and implemented more efficiently with web 2.0 Differential learning Project-based learning Student-centered learning Students are using it, but there not sure how to use them for learning. Not being used as a personal learning tool . . . Nor is it a natural tool for quality self-expression. http://educationpr.org/2007/11/19/book-review-web-20-new-tools-new-schools/ Book: Web 2.0: new tools, new schools Solomon and Schrum observe that, although young people may be ahead of their teachers in using these tools, teachers can help them use the tools in educationally appropriate ways. With Web 2.0, students acquire knowledge from many more sources. As long as teachers vet those sources for accuracy and reliability, students can get a broader range of perspectives and resources. Also, some students don’t know how to subscribe . . . But they need these skills for 21 st century jobs
- Andy Go over this if they want case studies Of the 4C’s, which do you think is used most in education? What are some ways in which you know of Web 2.0 being used in education? Ask for some ideas or examples of specific examples.
- Andy Specific examples - http://www.readwriteweb.com/archives/e-learning_20.php Edu-blogging pioneer Will Richardson (author of a book entitled 'Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms') used the blog software Manila to enable his english literature students to publish a readers guide to the book The Secret Life of Bees . Richardson asked the book's author, Sue Monk Kidd, if she would participate by answering questions and commenting on what the students had written - to which she agreed. The result was a truly democratic learning space. Backup example - http://www.teachers.tv/video/167 (4:47) http://educationpr.org/2007/11/19/book-review-web-20-new-tools-new-schools/ For instance, the authors provide examples of teachers who have guided their students to use Web 2.0 tools in creating a collaborative math solutions manual , an independent literature circle project, a collaborative guidebook about online security . Chapter 4 provides example of educators like English teacher Jon Orech whose students use wiki software for a literature project; Ted Glazier, whose students use the Flickr photo sharing tool in digital storytelling projects; and April Chamberlain, who created a blog so her students could communicate with soldiers in Iraq. The authors present examples of Web 2.0 tools being used to teach social studies, math, journalism, geography, English as a Second Language, and science. http://schools.becta.org.uk/index.php?section=tl&catcode=ss_tl_dig_02&rid=15903 Web 2.0 helps to encourage student engagement and increase participation – particularly among quieter pupils, who can use it to work collaboratively online, without the anxiety of having to raise questions in front of peers in class – or by enabling expression through less traditional media such as video Teachers have reported that the use of social networking technology can encourage online discussion amongst students outside school Web 2.0 can be available anytime, anywhere, which encourages some individuals to extend their learning through further investigation into topics that interest them Pupils feel a sense of ownership and engagement when they publish their work online and this can encourage attention to detail and an overall improved quality of work. Some teachers reported using publication of work to encourage peer assessment. http://www.britannica.com/blogs/2008/10/moving-toward-web-20-in-k-12-education/ Critical Thinking. The vast amount of data on the Web requires more critical thinking than was needed when I was growing up. In my era of “trusted authorities,” Time Magazine told me most of what I needed to know about the news. There was actually a lot more diversity of opinion on most topics than I was exposed to, which quickly becomes evident when you drill past the first page of a Wikipedia article and look at the discussion and history tabs. Unlike the previous traits of Web 2.0, I think this one really requires good adult mentors, so let’s finish this list for now and get to that. Offer new opportunities for learners to take more control of their learning and access their own customised information, resources, tools and services encourage a wider range of expressive capability Facilitate more collaborative ways of working, community creation, dialogue and knowledge sharing Furnish a setting for learner achievements to attract an authentic audience. Opportunities to be independent in their study and research. They encourage a wider range of expressive capability. They facilitate more collaborative ways of working and they furnish a setting for learner achievements to attract an authentic audience.
- Jim Changed teaching? This will transition into the class information and implementation examples A 2 minute clip of Art’s video
- Jim Any changes to this? Describe the “Implementing Web 2.0 in the Classroom” Course (Jim) General Student Profile Format Lessons Activities Discussions
- Jim Any changes to this?
- Jim Any changes to this?
- Jim Any changes to this?
- Jim Describe the Outcomes of Student Implementations in Their Classroom Suggested case studies from 2008: Betsy Rider - Debate Team Mary Hall & Lisa Gleason - Reading Project Art Titzel - Engaging in the Election Suggested case studies from 2009: (I posted the student profiles on the Ning site) (These link out to the PDFs in the presentation) Collaborative AP Biology Lab Investigation Collaborative Essay Writing Collaborative Presentation and Back Channel Chat Mythological Encyclopedia on Issue Student Collaboration on Library Research Videos Using Moodle to Extend Classroom Learning
- Andy 68 Blog 11 - (16%) Discussion Forum 5 - (7%) Chat/IM 2 - (3%) Voice/Video Over IP(skype, oovoo, etc) 6 – (9%) Social Bookmarking 5 (7%) RSS Feed 4 – (6%) Wiki 10 – (15%) Google Docs 11 – (16%) Media and Presentation 7 – (10%) Other, please specify 8 – (12%) Survey of students in the LTMS 600 class What type of Web 2.0 tool(s) did you implement in your classroom? (Select all that apply) Other: podcasting, web-based writing program podcasting Mind mapping Not in a classroom, but using all of these to support classroom teachers and professional development CoveritLive, Google Calendar Backchannel Chat Show Beyond, Audacity, Ning Specific tools from question 1. Moodle for discussion/chat/media/presentation/journaling District domains for blogging using Wordpress, Google docs My Access for writing program Wikispaces Turnitin for accountability del.icio.us for bookmarking Edublog, Blabberize, Crazytalk, Flowgram, Wordles, Wikispaces for Literature, and Google Docs templates Blogs were used for short replies to writing prompts. The emphasis was how to Blog and webettiquette Wikki was were used to make a class wikki and more exploratory than anything. Blogger 2. Skype 3. uStream 4. Jing 5. Flickr 5.Created a Social Bookmarking "group" with my educational consultants using Delicious Created a wiki for the autism support program using wikispaces Created a blog using Blogger.com Set up a google reader account and signed up for several RSS feeds We are creating a moodle to offer a technology integration course. I have used Jing to do screen captures for the Moodle and other training materials. I have the IT department using skype for meetings. I set up Google Apps for the district and have several teachers using both google docs and google spreadsheets. Our science teachers love google spreadsheets for collecting experiment data. I have a few teachers using blogs as a summary tool for their classes. And one teacher about to create blog pages for each student to post their writings. I have set up discussion forums for several groups in our district including our instructional facilitators and high school subject teachers. I have a teacher using a ning with her literature class. Each student has a page on the ning as their character. WordPressMU, Moodle Forum, Google Docs. I pull in a class Delicious tag into Moodle and the Class Blog. Students will begin to use Deliscious in the 2nd half of year. wordpress, diigo, cover it live, GoogleForms (with widgets), & many of the mash-ups for media Created a class blog, use chat via CoverItLive, Skype for interviews, created a Wiki (not student driven), using google.docs for many group activities, Show Beyond as story telling and Audacity (Podbean) for recording a script. Jing, Wordle, Google docs for collaboration, Wikispaces, Blog Moodle: discussion google docs Keystone commons Audacity photostory wall wisher, jamendo, audacity, jing, blaberize
- Andy Survey of students in the LTMS 600 class What grade level do you teach? Elementary (K-4) 2 – 13% Middle School (5-8) 7 – 47% High School (9-12) 3 – 20% Post Secondary 0 Other, please specify 3 – 20% Other: Special Education K-12 support all teachers technology integration Supervise special education programs
- Andy Survey of students in the LTMS 600 class What were some obstacles to using Web 2.0 technology in your classroom? (Select all that apply) 35 There were no obstacles – 0 Selecting the right Web 2.0 tool – 4 (11%) Planning the lesson to take advantage of the Web 2.0 technology – 5 (14%) Internet technology (speed, availability, access, etc.) – 12 (34%) Getting approval from the administration – 1 3%) Getting approval from the parents – 1 (3%) Getting students to actively participate using the technology – 1 (3%) Assessing student learning when using Web 2.0 tools in the classroom – 4 (11%) Other: - 7 (20%) Time is the big "obstacle." I am lucky that my district is very open to using Web 2.0 tools, as long as we do it safely and cautiously. time commitment getting staff to actively participate using the techmology access to the sites (not being blocked by filter) and student email for some sites Getting teachers to be willing to learn and use new skills and access the tools Additional comments: I am permitted to do just about anything...so far...as long as I ask and give the technology directors a chance to reflect. Assessment of student work using WEB 2.0 requires a different rubric since there are additional skills involved in doing collaborative work -- assessment is one of my issues--but I have always hated to assign a grade to student work. Some of the Web 2.0 tools--like YouTube--are blocked by our security. As always, time commitment and all the additional demands made on the classroom teacher make it difficult to find the time to do many of the activities you would like. I supervise staff members who lack even the basic skills required to effectively use technology. Getting them on board has been a significant struggle. I have played with the above tools for a few years now. But this class really cemented for me each tools strengthens and weaknesses. So that when a teacher tells me what they want to do. I am able to tell them which tool would best meet their needs. The obstacle is overcoming the fear of opening these tools up for students and navigating safety, fear, common sense, educational value and appropriate use. The only thing that has held me back is the ocassional technological hiccup and the transfer of our blog server from an outside souce to within the District. Some issues with staff being able to create a google account or access the docs from the various districts they are housed in. Student access to technology fit into curriculum Selecting the tool is critical, otherwise technology is not enhancing the learning, it is just entertaining. The biggest issue was having the technology available for the students. Only in half of the rooms I travel to are there sets of 1:1 laptops. When I wanted to use it in the other classes, I had to beg, borrow, and stopped just short of stealing to get the students access to mini-laptops. There are so many different Web 2.0 tools it was hard to decide which one would best assist the students with learning. Planning was another obstacle I had to over come meaning no paper and how to incorporate teaching utilizing Web 2.0 tools, speed and connection time is always as issue. The students were more than happy to actively participate! I can't imagine that being an obstacles.
- Andy Survey of students in the LTMS 600 class What solutions did you find to overcome any obstacles to using Web 2.0 technology in your classroom Other: I like to go to the administrators with a plan that tells them what and why and how. With that information in hand...they have been very open to permitting me to give it a try. I am not sure if you can ever fully overcome the obstacles of time constraints. The district is always adding more and more to our curriculum. You try to integrate the technology into the curriculum as best as you can. That is always my biggest challenge. The technology should not just be the 40 minutes you spend each week in the computer lab. Currently there are limited solutions - developing the appropriate trainings would be highly beneficial, however, we have very limited professional development time available and there are so many other critical topics we need to address that taking time to train in web 2.0 is almost impossible. Communicating education value of the tool and the techniques being implemented to aid in student safety Patience and flexibility. Prizes to those posting, posting pertinent information, using inservice time to practice together I am flexible when planning. I know to always have at least a plan B or C with technology. For the teachers who let me borrow their laptops, I am incredibly nice, so they will continue to let me borrow their set of laptops. I tried several different techniques which I learned in class to find the one that worked best with learning for the students. It was a trail and error. Planning, tech support plan ahead
- Andy Survey of students in the LTMS 600 class How did you benefit as a teacher from using Web 2.0 tools in your classroom Other: I am connected to others I have access to my student work where ever I am I don't have to carry a pile of papers home for grading I collaborate with my students--promoting a community of learning. I love technology and I learn something new every day! Yes. It allowed me to see how much more I could challenge my students and showed them different ways to present, discuss, and create projects and material to be mastered. I had known that web 2.0 applications were out there but did not know exactly what they were and how they could be used in the classroom. I was motivated and inspired to try many of the ideas that I learned at the Web 2.0 class. Hopefully, this also motivates and inspires the students. It provided several forums to connect staff that are located across a three-ounty area I am increasing my own professional development by using my RSS feeds, twitter etc. It has allowed the students to become more engaged in their learning, which has shifted the responsibility for learning more to the students. Before I was more te deliverer of the information. Now I still deliver the info, but ina way that is more flexible for the students. The studenta are also more readily able to collaborate, problem solve, and create new meaning out of the info. I feel that it revitalized my teaching! It really helped the students become more engaged when we were able to use the tools, which does result in better participation and grades. I can provide faster and more specific feedback to students. I am able to keep the students engaged, even after they have left the classroom. There is also an enhanced communication between me, the students, and parents. I became the facilitator instead of the teacher. The students were able to see their own potential and rise to the occasion. When the correct tool is selected, the learning became the responsibility of the student, and I was able to become the guide to the learning. students were more interested students participated more and at a higher level web 2.0 tools provided the most fun lessons.
- Andy Survey of students in the LTMS 600 class What student learning benefits resulted from using Web 2.0 tools in your classroom? (Select all that apply) 40 There were NO benefits (0%) Increased engagement – 11 (28%) Increased student collaboration – 10 (25%) Increased accountability – 5 (13%) Decreased participation anxiety – 4 (10%) Extended activity outside the classroom – 7 (18%) Other, please specify - 3 (8%) Other: Paperless!!!!!!! or at least paper-less increased staff communication Teachers are getting new ideas to use in their programs from colleagues Additional Comments: We are seeing increased excitement from the students in the learning process. As well as increase collaboration among teachers and administrators. It has decreased participation anxiety for shy students. It may have increased anxiety for students who do not like technology, or who have weak computer skills. The biggest change I made this year was the daily class blog. I have six different classes and six different blogs. The blogs get updated daily - frequently by me, but the students also contribute. I always explain exactly what we did, what people need to make up if there were absent, and I embed other resources that will extend the learning (like YouTube videos or study games). Some students log on a couple times a week, just to see the extra activities. The videos are always highly requested. One video half the class sung along to the first time I played it in class because they had all watched it multiple times in class. My 6th graders are presenting on the collaborative work they did on Tuesday afternoon at PETE&C. The students were more engaged and wanted to learn. The collaboration also increased, to see the students talk to each other about what they were learning was cool The biggest change I made this year was the daily class blog. I have six different classes and six different blogs. The blogs get updated daily - frequently by me, but the students also contribute. I always explain exactly what we did, what people need to make up if there were absent, and I embed other resources that will extend the learning (like YouTube videos or study games). Some students log on a couple times a week, just to see the extra activities. The videos are always highly requested. One video half the class sung along to the first time I played it in class because they had all watched it multiple times in class. My 6th graders are presenting on the collaborative work they did on Tuesday afternoon at PETE&C. The students were more engaged and wanted to learn. The collaboration also increased, to see the students talk to each other about what they were learning was cool
- Andy Survey of students in the LTMS 600 class Do you plan to continue using Web 2.0 tools in your classroom? 15 Please explain: YES!!!!!!! I plan to expand the use of the tools I have started with various groups of students. I have always enjoyed using technology for myself and my students. I also like to motivate other teachers to try to use these technologies in their classrooms, too. I'm working on developing skill sets regarding 2.0 with the Educational Consultants that work in my program in order to provide teachers with guided practice in the use of the tools I want to expand my use of wikis and podcasting. Rome wasn't built in a day, so I will continue to use the tools even if it is slower than I would wish. I plan to continue to use google docs, blogs and wikis for teacher collaboration and increase the responsibility for teachers to access and utilize. Without the course, I would not have known about so many great tools. Additionally, talking and learning with other educators was very beneficial. This class is a must for all teachers of any age group. Our society is turning more towards technology, we must embrase the technology in order to keep up with the world. The benefits outweigh the challenges.
- Conclusion (Andy) – 5 minutes Q&A
- It’s not about the tools, but you do need to know what’s out there . . . Conclusion (Andy) – 5 minutes Takeaways List of tools (not exhaustive, but good list to begin exploring) Student project profiles
- The End