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Blog’s Wiki’s and Podcast’s  Oh My!!   Web 1.0 Web 2.0  Web 3.0 Web You.0 Jeff Piontek
<ul><li>Web 1.0 </li></ul><ul><li>Web 2.0 </li></ul><ul><li>Web 3.0 </li></ul><ul><li>Web YOU.0 </li></ul>
<ul><li>Ever play the game  . . .  </li></ul><ul><li>“ I never _____” </li></ul><ul><li>Raise your hand if you would “win”...
<ul><li>I’ve never listened to an iPod. </li></ul><ul><li>I’ve never downloaded a podcast. </li></ul><ul><li>I’ve never su...
Facts About the Internet <ul><li>It is estimated that: </li></ul><ul><li>A man of the 17 th  century encountered in his li...
Fiction About the Internet <ul><li>Kids view the internet the same as adults  </li></ul><ul><li>The WEB is a giant encyclo...
Internet Realities <ul><li>Most of us assume that students know more about the Internet than they actually do </li></ul><u...
What is Web 2.0? <ul><li>Web 2.0 is the transition of the Internet from a place where we surf for information and consume ...
2.0 Tools for Creating Content <ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasts </li></ul><ul><li>Video sh...
Foundations of a Web 2.0 Classroom <ul><li>1. Internet Safety & Privacy </li></ul><ul><li>2. Information Literacy </li></u...
Internet Safety & Privacy <ul><li>Student’s identity should be protected. </li></ul><ul><li>Teacher selected and evaluated...
Information Literacy <ul><li>Locate  </li></ul><ul><ul><li>Select search engines wisely  </li></ul></ul><ul><ul><li>What t...
Select the Best Search Engine for your Information Needs <ul><li>Noodletools   </li></ul><ul><li>NoodleQuest   </li></ul><...
Websites to Evaluate <ul><li>All About Explorers    </li></ul><ul><li>Dog Island Free Forever    </li></ul><ul><li>Feline ...
Internet Citizenship <ul><li>Ability to disagree, discuss, communicate, edit and share ideas in meaningful ways. </li></ul...
<ul><li>By the way, sooner or later you will probably have to learn the lingo. Otherwise you will have know idea what your...
An Engaged Teacher <ul><li>Has current websites with accurate, timely information for varied audiences (students, colleagu...
Administrative Support of the 2.0 Classroom <ul><li>Empower teachers while holding them accountable for teaching content a...
Webliography of  Information Literacy Links <ul><li>National Educational Technology Standards for Students </li></ul><ul><...
<ul><li>Information and communications technology (ICT) is the ability to use technology to accomplish thinking and learni...
So how do we do this? <ul><li>Blog’s  </li></ul><ul><li>Wiki’s </li></ul><ul><li>Podcast’s  </li></ul><ul><li>Digital medi...
Why Blogging?  <ul><li>What do you know about blogging?  </li></ul><ul><li>Why Blogging? </li></ul><ul><ul><li>Will Richar...
Setting the Bar High <ul><li>Find an exemplary class blog, direct your students to it, and give them time to read over the...
What We’ve Liked About the Blog <ul><li>Quiet students are given a powerful voice. </li></ul><ul><li>Students grow more ad...
Establishing Expectations <ul><li>Have your students create the class blog expectations, or have your blog expectations re...
Send in the Reinforcements… <ul><li>Students need feedback, they get excited when they see their work published. If possib...
A BIG Suggestion <ul><li>Use the blog to  replace  something that you’re already doing; don’t use it to add. </li></ul><ul...
Do a Little Exploring <ul><li>Take a little time to check out some class blogs that have worked pretty well. </li></ul><ul...
Why Wiki’s <ul><li>What do you know? </li></ul><ul><li>Why Wiki’s? </li></ul><ul><ul><ul><ul><li>http://www.pbs.org/teache...
Learning With Technology Podcast The Shared American Experience Creating a podcast  Mrs. McGrath’s Kingdom DNAS News as if...
Learning With Technology Podcasting:  Alan November A conversation with Daniel Pink Ready  Set  Science Podcast
Social Bookmarking The  Social bookmarking sites are a popular way to store, classify, share and search links through the ...
What is StumbleUpon? StumbleUpon helps you discover and share great websites. As you click  Stumble!, we deliver high-qual...
Only dead fish swim with the stream all the time!!!!
<ul><li>[email_address] </li></ul>
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  • Before looking at what to do with these realities and how we can translate into classroom activities, let’s see how the internet involved.
  • Your students, our students, actually are in one place: online.  More precisely, on social networks.  Specifically, on MySpace, Facebook, YouTube, Twitter and now  But you may not be sure exactly how to reach them online, when to use which tool, and how to do it all safely and effectively.  So below are seven stellar strategies for maximizing your institution’s college-connected goals through social media. Learn the lexicon .  Web 1.0, 2.0, 18.0?  What’s the difference?  It’s simple.  Web 1.0 was about information .  Just seeing someone else’s info on your computer screen was a revolution itself.  Then Web 2.0 ushered in interactivity .  The user now could affect the content on the computer screen - by uploading a video to YouTube or posting a comment on a blog.  That exploded the amount of content online - and with Web 3.0, we now are able to aggregate all that content.  Thanks to feeds, widgets and command central home pages, Web 3.0 content is portable .  It comes where we invite it, and we can add it to other desirable content in a location of our choosing. Make Web 2.0…Web You .0. You don’t have to try everything at once!  A blog is a great solution if you have a focused message to share that you want students or community members to respond to (like this “CLIC with College” blog you’re reading).  That’s why advisors all have blogs on our CLIC pages.  A wiki is just a web site that any member can easily edit.  So they are perfect for group projects (as on Wetpaint ) or for interactive student and family tracking ( PBWiki offers strong page-level privacy settings).  And a social network is a great solution for letting your community rally around your organization’s mission and brand.  But before you create your own network (using Ning , for instance), explore the popular networks that your students quite certainly already are on. Meet up on MySpace. If you serve fairly young students (up to 10th grade), chances are very good that they already are on MySpace .  You can create a simple Web presence there in under five minutes and invite your students to be your “friends.”  Don’t worry - they’ll be thrilled to friend you!  You can upload video, add a logo, create a blog and more.  And you can proactively keep up with your kids via their own MySpace posts and musings. Plan a program on Facebook. If your student population is 11th grade to college age, or you serve adults (parents, business people, etc.), you are in Facebook territory (age 35+ is their key growing population).  Be sure to create a Facebook “Group” (as opposed to a personal page), and invite your students and community members to become your “fans.”  When’s the best time to use Facebook?  To plan an event! You can blast everyone in under five minutes, and they can help you organize, spread the word, and even post pictures, video and updates afterwards (if you allow it). Broadcast to your base on YouTube. If you haven’t already, search YouTube right now to see how many videos already are playing about your organization!  Schools, trust that your marching band, athletic events, aca-decas and more are all posted and enthusiastically replied to, thanks to someone’s cell phone video camera.  So take a moment to create a YouTube “Channel” for your organization, and in under five minutes, you can search for all of the video on the site that relates to your group and amass it on your channel’s home page.  Consider having competitions for students to capture special events and post them to YouTube - don’t worry, they can’t add things to your channel themselves, but you can post the finalists and winning videos after everyone has voted! Microblog to your base with Twitter. Do not underestimate this new power player.  Twitter lets users blast short text messages called “tweets” with minute-by-minute updates of what they’re doing.  Tweets can be received on cell phones, in chat applications (like Skype ) or online.  If you want to test how popular and effective Twitter is, just ask a student to tweet your next football game, play-by-play, and see what kind of response you get!  To get started, you can create a Twitter account in under one minute, then invite your students and community members to “follow” you.
  • Use alias 2. provide info lit., workshops for all teachers 3. keep these forms in central location with key person responsible for all students.
  • Wayback and checking myspace accounts. Googling done by employers.
  • Developing technical skills, such as using networked computing devices to enhance learning.blogging being good citizan in a global community.
  • Transcript of "Blogswikispodcasts"

    1. 1. Blog’s Wiki’s and Podcast’s Oh My!! Web 1.0 Web 2.0 Web 3.0 Web You.0 Jeff Piontek
    2. 2. <ul><li>Web 1.0 </li></ul><ul><li>Web 2.0 </li></ul><ul><li>Web 3.0 </li></ul><ul><li>Web YOU.0 </li></ul>
    3. 3. <ul><li>Ever play the game . . . </li></ul><ul><li>“ I never _____” </li></ul><ul><li>Raise your hand if you would “win” with these questions . . . </li></ul>
    4. 4. <ul><li>I’ve never listened to an iPod. </li></ul><ul><li>I’ve never downloaded a podcast. </li></ul><ul><li>I’ve never subscribed to an RSS feed. </li></ul><ul><li>I’ve never installed a widget. </li></ul><ul><li>I’ve never been in Facebook. </li></ul><ul><li>I’ve never downloaded from YouTube or TeacherTube </li></ul><ul><li>I’ve never read a blog </li></ul><ul><li>I’ve never been on a wiki other than Wikipedia </li></ul><ul><li>SL vs RL? I don’t have any idea what you mean! </li></ul>
    5. 5. Facts About the Internet <ul><li>It is estimated that: </li></ul><ul><li>A man of the 17 th century encountered in his lifetime less information than we can read in a weekday issue of the New York Times. </li></ul><ul><li>It takes about 4 months for the amount of information in the world to double. </li></ul><ul><li>Humans can process visual images 60,000 times faster than text. </li></ul><ul><li>The Internet has over four billion pages. </li></ul><ul><li>In 2004, 8,000,000 American adults created weblogs. </li></ul>
    6. 6. Fiction About the Internet <ul><li>Kids view the internet the same as adults </li></ul><ul><li>The WEB is a giant encyclopedia </li></ul><ul><li>Personal information is safe on the internet </li></ul><ul><li>If it’s on the internet it must be free </li></ul><ul><li>If it’s on the internet it must be true </li></ul><ul><li>Everyone is blogging </li></ul><ul><li> Wiebe, G. Beyond Surfing the Internet. </li></ul><ul><li>Retrieved 12/2004 www.socialstudiescentral.com </li></ul>
    7. 7. Internet Realities <ul><li>Most of us assume that students know more about the Internet than they actually do </li></ul><ul><li>Students think their Internet skills are better than they actually are </li></ul><ul><li>Students believe most of what they find on the Internet </li></ul><ul><li>Most of us worry about students plagiarizing from the Internet, but don’t know what to do about it </li></ul><ul><li>Students must be taught Information Literacy skills </li></ul><ul><li>Wiebe, G. Beyond Surfing the Internet. Retrieved 12/2004 from www.socialstudiescentral.com </li></ul>
    8. 8. What is Web 2.0? <ul><li>Web 2.0 is the transition of the Internet from a place where we surf for information and consume information to a place where we are creators of information. </li></ul><ul><li>We go from surfing the wave to BEING the wave as we contribute and share information on the Internet ocean. </li></ul>
    9. 9. 2.0 Tools for Creating Content <ul><li>Blogs </li></ul><ul><li>Wikis </li></ul><ul><li>Podcasts </li></ul><ul><li>Video sharing </li></ul><ul><li>Photo sharing </li></ul><ul><li>Social Bookmarking </li></ul>
    10. 10. Foundations of a Web 2.0 Classroom <ul><li>1. Internet Safety & Privacy </li></ul><ul><li>2. Information Literacy </li></ul><ul><li>3. Internet Citizenship </li></ul><ul><li>4. Internet Teamwork </li></ul><ul><li>5. Intentional Internet Activities </li></ul><ul><li>6. An Engaged Teacher </li></ul>
    11. 11. Internet Safety & Privacy <ul><li>Student’s identity should be protected. </li></ul><ul><li>Teacher selected and evaluated web sites will assure student safety. </li></ul><ul><li>Internet Acceptable Use Policy should be in school-wide. </li></ul><ul><li>Parental Consent Form for use of students’ images and work must be maintained school-wide. </li></ul>
    12. 12. Information Literacy <ul><li>Locate </li></ul><ul><ul><li>Select search engines wisely </li></ul></ul><ul><ul><li>What types of information are you looking for? (blogs, videos, podcasts, maps, pictures) </li></ul></ul><ul><ul><li>Compare search engines http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html </li></ul></ul><ul><li>Evaluate </li></ul><ul><ul><li>Accuracy </li></ul></ul><ul><ul><li>Authorship ( easywhois.com ) </li></ul></ul><ul><ul><li>Currency </li></ul></ul><ul><li>Use Information Wisely </li></ul><ul><ul><li>Read, take notes and paraphrase </li></ul></ul><ul><ul><li>Avoid plagiarism </li></ul></ul><ul><ul><li>Cite properly ( citationmachine.net ) </li></ul></ul>
    13. 13. Select the Best Search Engine for your Information Needs <ul><li>Noodletools </li></ul><ul><li>NoodleQuest </li></ul><ul><li>Ivy’s resource centre for kids   </li></ul><ul><li>SearchQuest   </li></ul><ul><li>UC Berkeley’s BEST search engines   </li></ul><ul><li>Sea World Animal Information Database   </li></ul><ul><li>ProFusion   </li></ul><ul><li>Tekmom   </li></ul><ul><li>WebQuest   </li></ul><ul><li>UK WebQuest   </li></ul><ul><li>Lycos </li></ul><ul><li>HotBot.com   </li></ul><ul><li>Yahooligans   </li></ul><ul><li>All the Web </li></ul><ul><li>Technorati </li></ul><ul><li>Podscope </li></ul><ul><li>B linx </li></ul><ul><li>Google   </li></ul>
    14. 14. Websites to Evaluate <ul><li>All About Explorers   </li></ul><ul><li>Dog Island Free Forever   </li></ul><ul><li>Feline reactions to bearded men   </li></ul><ul><li>Victorian Robots   </li></ul><ul><li>Temperate Rainforest   </li></ul><ul><li>Coniferous Olympic Rainforest </li></ul><ul><li>Pacific Northwest Tree Octopus * </li></ul><ul><li>A short introduction to the study of Holocaust revisionism </li></ul>
    15. 15. Internet Citizenship <ul><li>Ability to disagree, discuss, communicate, edit and share ideas in meaningful ways. </li></ul><ul><li>Ethics of posting accurate information. </li></ul><ul><li>Respect opinions of others. </li></ul><ul><li>Internet is the “real world.” This is their first opportunity to demonstrate good citizenship. </li></ul><ul><li>Posting to the internet is a permanent mark of their integrity. </li></ul><ul><li>Using the waybackmachine.com you can track the history of internet sites. </li></ul>
    16. 16. <ul><li>By the way, sooner or later you will probably have to learn the lingo. Otherwise you will have know idea what your students are saying to one another behind your back. </li></ul>BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz U wiL hav knO idea wot yor students R sAN 2 1 NothA Bhind yor bak.
    17. 17. An Engaged Teacher <ul><li>Has current websites with accurate, timely information for varied audiences (students, colleagues, administrator) </li></ul><ul><li>Models what they teach, to include good internet ethics </li></ul><ul><li>Diligently supervises student internet use </li></ul><ul><li>Stays abreast of new educational technologies and be willing to try new techniques </li></ul><ul><li>Plans wisely for internet use in the classroom </li></ul><ul><li>Integrates RSS feeds accordingly and subscribe to blogs about education and technology </li></ul>
    18. 18. Administrative Support of the 2.0 Classroom <ul><li>Empower teachers while holding them accountable for teaching content and integrating technology </li></ul><ul><li>Provide access to ongoing and meaningful professional development </li></ul><ul><li>Work with staff to assess training needs </li></ul><ul><li>Maintain ongoing communication with colleagues locally, nationally and internationally </li></ul>
    19. 19. Webliography of Information Literacy Links <ul><li>National Educational Technology Standards for Students </li></ul><ul><li>Alan November on Information Literacy </li></ul><ul><li>Kathy Schrock’s School Discovery site </li></ul><ul><li>Scholastic’s website </li></ul><ul><li>Education World </li></ul><ul><li>WebQuests or WebQuestUK </li></ul><ul><li>UK National Archives </li></ul><ul><li>US National Archives </li></ul>
    20. 20. <ul><li>Information and communications technology (ICT) is the ability to use technology to accomplish thinking and learning skills: </li></ul><ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Creativity & Innovation Skills </li></ul><ul><li>Communication & Information Skills </li></ul><ul><li>Collaboration Skills </li></ul>ICT Literacy
    21. 21. So how do we do this? <ul><li>Blog’s </li></ul><ul><li>Wiki’s </li></ul><ul><li>Podcast’s </li></ul><ul><li>Digital media </li></ul>
    22. 22. Why Blogging? <ul><li>What do you know about blogging? </li></ul><ul><li>Why Blogging? </li></ul><ul><ul><li>Will Richardson: 2004 </li></ul></ul><ul><ul><ul><ul><li>http://www.weblogg-ed.com/2004/09/24#a2373 </li></ul></ul></ul></ul><ul><ul><li>Jeff Piontek:2005 </li></ul></ul><ul><ul><ul><ul><li>http://www.techlearning.com/article/3204 </li></ul></ul></ul></ul><ul><ul><li>Where are you? </li></ul></ul><ul><ul><li>What do you want to know? </li></ul></ul><ul><ul><ul><li>http://schoolofthefuturehawaii.blogspot.com/ </li></ul></ul></ul>
    23. 23. Setting the Bar High <ul><li>Find an exemplary class blog, direct your students to it, and give them time to read over the post and comments. http://kakos4english2006.blogspot.com/ http://thefischbowl.blogspot.com/ </li></ul><ul><li>Ask them for feedback—which comments are powerful and why? Which ones are less captivating and why? When does the blog get good and why? </li></ul><ul><li>Get a discussion going—why do we blog? How is it different from turning in a piece of writing to your teacher? Or having a large class discussion? </li></ul>
    24. 24. What We’ve Liked About the Blog <ul><li>Quiet students are given a powerful voice. </li></ul><ul><li>Students grow more adept at reacting to each other’s ideas. </li></ul><ul><li>Class is truly extended beyond the walls of the classroom. </li></ul><ul><li>Students produce information on the web instead of passively absorbing it. </li></ul><ul><li>Technology is integrated into every subject. </li></ul><ul><li>Students take their words seriously and begin to understand what it means to be published. </li></ul><ul><li>Students just like it. A lot. </li></ul>
    25. 25. Establishing Expectations <ul><li>Have your students create the class blog expectations, or have your blog expectations ready to go. </li></ul><ul><li>Print out or direct them to the AHS “Safe Blogging Policy” as well. </li></ul><ul><li>Talk about blog safety; emphasize that the blogs are linked directly to the school and need to follow the class guidelines as well. Let them know that administrators can and will read their personal blogs. </li></ul>
    26. 26. Send in the Reinforcements… <ul><li>Students need feedback, they get excited when they see their work published. If possible approve their comments instantly. </li></ul><ul><li>Try having a blog for homework that night for immediate reinforcement of what they have just learned. </li></ul><ul><li>Try to give them immediate positive feedback; bring up their blogs the next day and commend them on what they did well. </li></ul>
    27. 27. A BIG Suggestion <ul><li>Use the blog to replace something that you’re already doing; don’t use it to add. </li></ul><ul><li>Never blog for blogging’s sake. Think about how the blog can be used to enhance an assignment (links to audio/video clips, artwork, online texts, other blogs, etc.). </li></ul>
    28. 28. Do a Little Exploring <ul><li>Take a little time to check out some class blogs that have worked pretty well. </li></ul><ul><ul><li>http://www.seedwiki.com/wiki/teaching_with_blogs/teaching_with_blogs.cfm </li></ul></ul><ul><li>What do you like? </li></ul><ul><li>What do you not understand or question? </li></ul><ul><li>How can you use this in your classes? </li></ul>
    29. 29. Why Wiki’s <ul><li>What do you know? </li></ul><ul><li>Why Wiki’s? </li></ul><ul><ul><ul><ul><li>http://www.pbs.org/teachersource/learning.now/2006/06/using_a_wiki_to_promote_educat.html </li></ul></ul></ul></ul><ul><ul><li>Where are you? </li></ul></ul><ul><ul><li>What do you want to know? </li></ul></ul><ul><ul><li>http://www.wetpaint.com </li></ul></ul>
    30. 30. Learning With Technology Podcast The Shared American Experience Creating a podcast Mrs. McGrath’s Kingdom DNAS News as if an original news broadcast of the Early 20th Century.
    31. 31. Learning With Technology Podcasting: Alan November A conversation with Daniel Pink Ready Set Science Podcast
    32. 32. Social Bookmarking The Social bookmarking sites are a popular way to store, classify, share and search links through the practice of folksonomy techniques on the Internet or Intranet . Delicious
    33. 33. What is StumbleUpon? StumbleUpon helps you discover and share great websites. As you click Stumble!, we deliver high-quality pages matched to your personal preferences. www.stumbleupon.com
    34. 34. Only dead fish swim with the stream all the time!!!!
    35. 35. <ul><li>[email_address] </li></ul>
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