Web 2.0 for Student Achievement

Web 2.0 for Student Achievement: Leveraging Technology for Academic Gains
Doug Achterman, Ph.D.
San Benito High School
Hollister, CA
dachterman@gmail.com

Based on this word cloud, make
pre-dictions about
the article from which it was taken

Now form questions
empha-
sizing key words from the cloud

Article: Student inquiry and Web 2.0.
Author: Pam Berger
School Library Monthly
26 (5), 2010.
Available http://www.schoollibrarymonthly.com/articles/Berger2010-v26n5p14.html
Web 2.0 Tool:
Wordle
www.wordle.net

Into Through Beyond
Pre-reading
Reading
Extension/Reflection
Connect
Wonder
Investigate
Construct
Reflect
Express
observe
predict
apply understandings to new context
draw conclusions
find & evaluate information to answer questions
examine one’s own learning
experience
develop questions
connect to self
ask new questions
test hypotheses
develop new understandings
share learning with others
develop hypotheses
activate ……prior knowledge

Wonder
predict
develop questions
develop hypotheses
CA Model School Library Standard AND Common Core Standard, ELA: Activate prior knowledge related to the information and events in texts

Practical Criteria for Academic Use
Students create or manipulate (organize, analyze, evaluate, synthesize) content
Free
In the “Cloud.”
Technology is transparent
Clear academic benefit

Areas of Potential
Pre-writing, pre-reading, background building
Concept mapping
Note-taking
Language acquisition
Meta-cognition, self-reflection
Formative assessment

Web 2.0: Collaborate to…

Connect
Brainstorming: Edistorm
observe
experience
connect to self
activate ……prior knowledge

Brainstorming: Edistorm
Blue “Note” icon = comments
(Unlimited comment space)

Casting Idea Votes

Export to XLS (Spreadsheet)(formative assessment)

Heads Together
For more bright ideas…

Wallwisher
Unlimited number of students can post
Web-based pictures, audio and video

Investigate
Construct
draw conclusions
Organize this information in a way that best helps answer the question.
Which posts are most helpful in answering the question?
How do you suppose the Voting Rights Act of 1965 influenced or changed American society?
test hypotheses

Wallwisher
Brainstorming whole-class, in groups, or individually
Generating and assessing background knowledge
Reviewing important content from a unit
Cool Features
Auto-saves as soon as info entered
Embeds into blog, web page

Concept Mapping: Gliffy and Bubbl.us

Concept Mapping
Show understanding in a less language-dependent way
Show understanding of connections between important concepts
Visual representation/visual learning

Concept Mapping: Bubbl.us
Students can collaborate with each other and you
You can preselect topics for students to organize
You can’t write on lines to explain connections, but you can add unattached bubbles.

Investigate
Construct
draw conclusions
From your concept map, which type of program appears most common? Why do you think that is the case?
Examine the concept maps from the others in your group. Which map makes the most sense? What does this map help you understand?
test hypotheses

Heads Together
For more bright ideas
about
concept mapping 2.0

Google Forms (in Google Docs)
Choose type of answer, and make it optional or required.
Link to dynamically updated spread-
sheet

Real-Time Feedback & Support
Students: Will This Resource Help Me for My Own Research?
Teachers: Is this student finding the right kind of evidence?
Are students having a harder time finding evidence for A than for B?

Feedback and Support
Students share resources
Students learn from each others’ choices of best passages
Teachers (classroom and librarian) make formative assessments about individual students and whole class.
Students and teachers see trends about what resources are most helpful. Provides starting point for reflections about the research process and about the content.

Heads Together

More from Google Forms
Each time students complete a work session:

Google Forms: Assessment and Self-Reflection
Students and teacher(s) monitor progress with an easy form
Students reflect regularly.
Students can view reflections collectively when unit is over for big picture of progress, process
Teachers can use as formative assessment and a conversation-starter on process and content.

Heads Together
For more bright ideas
about
Google Forms for assessment & reflection…

For 2nd Language Learners
Comic Strip Generators:
MakeBeliefsComix
http://www.makebeliefscomix.com
NO REGISTRATION NECESSARY
Easy to use for novice computer users

Comic Strip Generators:
ToonDoo
http://toondoo.com
More Difficult, but with hundreds of options

Animation Programs
XtraNormal
http://www.xtranormal.com

XtraNormal…
Students create a script, choose
voices,
backgrounds, characters, camera angles, ambient noise, music, character movement, etc.
Cameras
Animations
Expressions
Looks
Points
Pauses
Sounds
‘Magicam’ chooses
the best camera angle for you.

https://sites.google.com/site/sbhslibraryaides/home/xtranormal

Academic Benefits
Students engage in language creation and language play
Lowers affective filter
Students can share work with others even when they’re not ready to speak

Heads Together

Final ThoughtsHow can I use Web 2.0 to…
Help students learn more, learn differently, learn more deeply?
Facilitate student collaboration to produce deeper understandings than they could produce alone?
Expand the community of learners on a given project?
Enhance students’ experience through the inquiry cycle?

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Web 2.0 for Student Achievement

by dachterman on Nov 13, 2010

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Web 2.0 for Student Achievement — Presentation Transcript