Web 2.0 And English

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This presentation makes us aware of how important it is to use nowadays technologies in our teaching.

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  • Teachers:
  • It’s not only the techn ology that has changed….
  • Teachers:
  • Teachers:
  • How much do we know? Consensus activity :who has used these in the classroom [red dot]; who is new to these [blue dot]
  • Teachers:
  • We are preparing our students for jobs which don’t exist in a world we cannot yet imagine…
  • Activity: in five groups, discuss what this might actually look like for your student, in English, then and now…..
  • May already be aware of some wonderful work (e.g. Tech Angels/Tech Wizards), Marsden, Clusters…. And we’ll see examples from other school later. Where do we as a region fit? [survey at end] Results of consensus….pre-assessment Around the room are a number of posters and you all have some red/blue/yellow dots. Red dots= using with students [write your names on these] Blue dots=aware of personally Black dots= still to explore RETURN TO THE DETAILS AS WE GO THROUGH NEXT SLIDES….
  • Average blog audience is 10 – kids can get at least 90 with parents of whole class . School website is great but full web has greater authenticity. Social interaction improves writing. Anyone used this in the region?? Curriculum AOs??
  • And in the classroom... If we can encourage teachers and students to start writing their thoughts on blogs instead of or as well as on discussion boards, scraps of paper, hand-written English language folios, MS Word docs, school websites and classroom walls, then maybe we can start to really learn from each other. Using our many blogging search tools like Technorati and Feedster, and social bookmarking tools like del.icio.us, we can follow a real discussion across many blogs and many continents at once. There's no need to be in the priviledged position of knowing where to look, of being that peculiar über geek who seems to know where the best bits are. Everyone can share the discussion and join in. Comments/Thinking/Responses
  • FLICKR PHOToSTORIES – photostories can also be be done through Microsoft photostory – but the point of all of this is audience – reaching an audience of more than 2 (student/teacher) or 30 (class) – now at least 90 (class plus 60) http://www.flickr.com/photos/som3rsault/166679215/in/set-72157594531442973/ Berbel and Josef – flick through the 6 photos using the browser at the right of the screen. http://www.flickr.com/photos/edublogger/166446587/ - digital stories
  • The question is: should it be the role of the teacher whose classroom it is to regularly upload images, video or text about their learning space; or is there a role for visiting support staff, teachers and visitors from the education and children's services department to snap as they travel, posting to Flickr with the tag of the school and edubuzz , writing a small description of how the space is used; or is there a role for students in documenting their learning space as part of their own learning log? Comments/Thinking/Responses
  • Aggregated researching Use delicious to have students research a topic and tag with a predetermined tag – use an RSS feedreader to aggregate the research of the group Also RSS feedreaders have role in bringing together clsses work – e.g. latest updates of class blogs. My Delicious site?
  • KPE - Korero Pt England is the weekly podcast from Pt England Primary School in Auckland, New Zealand. http://kpetv.blogspot.com Pt England students have become enthusiastic podcasters since we published our first episode back in August 2005. Korero Pt England won our school the ComputerWorld Excellence Award in 2006. We also have a video podcast, kpeTV, which shows snippets of life at Pt England School.
  • Willowdale, Omaha, US
  • Activity: offer a word…what does this photo mean to you? An analogy for Web 2.0: it is the world view of the user that counts, not the world view of the producer of the information. (cf. Encyclopeadia Brit.)
  • People making their own pathways.
  • Activity: discuss
  • Audience How many people read or hear the work of your students? Do you project the work of your students onto exterior walls of the school or County Hall? Do you publish their work on school blogs for all to see, in the same way that their "stupid and useless " videos attract 154,000+ viewers. Do you know how? Creativity Unleashed! Student creations can be conceived and published in the same place, whether that's in photographic, video or audio forms   . Find out how to do all this . Channel the creative energy and ideas of your students - teacher as guide, not fount of knowledge - and you can turn those silly YouTube aspirations into something much more powerful . Differentiate... by raising the bar Students' favourite elements of learning are often the most difficult, if my quotes are anything to go by. If students have persevered to create somthing valuable share it in formats that they can relate to and use: mobile phones, iPod and gaming formats . Then mum and dad can see it straight away - and anyone else. Bluetooth is a really easy free way to transfer stuff around the classroom through kids' phones. You can assess and be creative at the same time. Take a look at formative assessment in action in Modern Languages et in English . Why make students write to express their views all the time? Why not use photography and notes on Flickr ? Authentic goals (for students, not teachers) Create real audio guides for the city in AudioSnacks . Keep a learning log of what is going on in class or on a school trip   . It's not about the teach, it's about the tech Use the technology that is in your students' bags and pockets - mobile phone ideas ; iPod  use (listen to education material on iTunes Podcast Directory; xBoxes let you speak with fellow players around the world; the games played by kids on their Nintendo DS or Wii (I'm playing one at Steve 's here ) can often be put into multilingual modes - never has brain training been so draining.
  • Teachers: ask for comments.
  • Web 2.0 And English

    1. 1. Connect, Contribute, Collaborate Video: http://www.youtube.com/watch?v=xNG3sgk02Lc English and Web 2.0:
    2. 2. Back to the Future… The future is here.
    3. 3. What else has changed? <ul><li>How we communicate </li></ul><ul><li>Relevant skills in a ‘global’ world </li></ul><ul><li>What can be created </li></ul><ul><li>The ‘where’ and ‘how’ we learn </li></ul><ul><li>Who owns and creates knowledge </li></ul>
    4. 4. Learning Outcomes <ul><li>become aware of ‘Web 2.0‘ technologies </li></ul><ul><li>understand ways in which ‘Web 2.0’ could be used in your teaching </li></ul><ul><li>understand that our ideas about what constitutes knowledge being challenged </li></ul>
    5. 5. Knowledge is power
    6. 6. Knowledge is power <ul><li>Encyclopaedia Brittanica </li></ul><ul><li>Hard copy - 75,000 articles </li></ul><ul><li>DVD version - 100,000 articles </li></ul>Wikipedia 2 million+ articles
    7. 7. What is Web 2.0? Tools: Podcasting/Vodcasting Blogs Wikis Tags Rss Aggregators Image sharing Source: blog.getoutsmart.com
    8. 8. The web will... <ul><li>&quot;give a much more powerful means for collaboration between people“ </li></ul><ul><li>&quot;allow computers to collaborate directly&quot; </li></ul><ul><li>Sir Tim Berners-Lee </li></ul><ul><li>Creator of the ‘World Wide Web’, CERN, 1990 </li></ul>
    9. 9. Key Competencies are capabilities people need in order to live, learn, work and contribute as active members of the community. What might this mean for us in the Web 2.0 era?...or even Web 3.0?
    10. 10. Managing Self : “.. enterprising, resourceful , reliable and resilient…” Relating to Others: “..interacting effectively with a diverse range of people in a variety of contexts..” Participating and Contributing : “…active in local, national and global communities…” Thinking : “..actively seek, use, and create knowledge..” Using language, symbols and texts : “..use language to produce texts of all kinds ...confidently use ICT to access and provide information and to communicate with others..” Source: New Zealand Curriculum 2007.
    11. 11. How are Web 2.0 tools being used by English teachers in our region? What are we already doing? Red dots = using with students [write your names on these] Blue dots = Personally aware of or personally use
    12. 12. Finding an individual voice Blogs • Easy to edit, add links, photos • Your own space for reflection on your work • Others can post feedback comments Ideas • Online project journal • Personal (e)portfolio • An alternative to traditional essay writing • Discussion of ideas • Creative writing • Making links to like minded students Digital self-expression
    13. 13. Teaching Examples…   Room 9’s writing spot http://room9writing. blogspot .com/ [Rachel Boyd’s Blog] Tanya Phillips. Aorere College http://englishdepartment.wikispaces.com/ Elizabeth O’Hagan, Aorere College http:// finkspace . wikispaces .com/#tochome1
    14. 14. <ul><li>Image sharing </li></ul><ul><li>• Easy to edit, add links, photos </li></ul><ul><li>• Others can post feedback comments </li></ul><ul><li>Ideas </li></ul><ul><li>Digital stories, essays, poetry </li></ul><ul><li>Performances </li></ul>Finding an individual voice. Digital self-expression
    15. 15. Hemingway Six word stories: For Sale: baby shoes. Never worn. Flickr: Six Word Story http://www. flickr .com/groups/ sixwordstory /pool/ Berbel and Josef http://www. flickr .com/photos/som3rsault/166679215/in/set-72157594531442973/ Digital stories http://www.flickr.com/photos/edublogger/166446587/ Digital essays: http://www. teachertube .com/view_video. php ? viewkey =c4e241fcc6d519ea962f Teaching Examples…
    16. 16. Collaboration Wikis • Who controls the ‘knowledge’ is changing • Few technical skills are needed to contribute • Understanding is formed through collaboration and consensus Ideas • Edit or create new Wikipedia articles • Create a wiki for a project • Brainstorm ideas online • Creative writing
    17. 17. <ul><li>Hi all, currently I am teaching poetry in my year 8 class and to entice the students to write some quality stuff I have asked them all to set up a wiki. Well, the result is amazing! They can’t stop using it and the language that is coming through is excellent. I have used the 30 days of poetry as a base. I would like to share one of the wikis with you </li></ul><ul><li>[Jacira Meyerink, post on English/ICT forum, 2.11.07] </li></ul>Teaching Examples…
    18. 18. Computers get organised RSS feeds - Subscribe to blogs and websites Ideas • Follows developments in a class research project • Subscribe to the latest news Podcasts - Subscribe to audio downloads Ideas • Create broadcasts:- Audio/video diaries, book reviews • Search and research
    19. 19. Point England School: http:// kpetv . blogspot .com/2007/08/ kpe -episode-135- google -eyes.html Teaching Examples…
    20. 20. Research: the power of many <ul><li>Research </li></ul><ul><li>Contribute and not receive information </li></ul><ul><li>Content (e.g. text, photos, videos) is classified - tagged </li></ul><ul><li>Tags allow:- Search, Find, Collect, Sort, Edit, Connect, Share </li></ul><ul><li>RSS allows us to subscribe to latest information </li></ul>Ideas • Create an online research area for a topic • Subscribe to sites for researching a topic • Join forum – e.g . EOL, Facebook to make links Dewey System
    21. 21. Willowdale School http://del.icio.us/willowdale Teaching Examples…
    22. 22. Making Meaning Source: boston.com
    23. 23. The Social Web Search Find Collect Sort Edit Connect Share
    24. 24. Implications for us as leaders of learning….? <ul><li>- we are no longer the only leaders of learning </li></ul><ul><li>Information Literacy skills are crucial , together with realistic, aspirational Internet policy </li></ul><ul><li>new Curriculum: a new paradigm </li></ul><ul><li>our students have no prior knowledge of a time before the Internet, before mobile phones… </li></ul><ul><li>powerful motivator: “ It’s so motivating you can’t stop them learning ” [McIntosh] </li></ul><ul><li>Computer suites are already an out-moded model </li></ul>
    25. 25. Five elements that have changed outside school and which need to change inside school <ul><li>Audience </li></ul><ul><li>Creativity unleashed </li></ul><ul><li>Differentiate…by raising the bar </li></ul><ul><li>Authentic goals </li></ul><ul><li>It’s not about the teach, it’s about the tech. </li></ul>Source: Ewan McIntosh http://edu.blogs.com/edublogs/2007/03/so_motivating_y.html
    26. 26. The tools we use should not get in the way of the far bigger question - what is your role in your classroom now and will new technologies integrate with it? The chances are they won't, unless you integrate (i.e. change) with them. The main release these tools will offer the teacher is the extension of the classroom beyond the 'nine-to-four': collaborative tools like these offer free and flexible ways to claim back some of the 200 minutes spent online by our kids each night. Source: Ewan McIntosh, Coming of Age [2006]
    27. 27. … and now the future is here …. The Machine is Us/ Ing Us Source: mwesch, March 2007 http://youtube.com/watch?v=NLlGopyXT_g
    28. 28. Where to now…? <ul><li>http:// del.icio.us/karen.melhuish </li></ul><ul><li>At the Virtual Chalkface </li></ul>

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