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Defining Purposes for Using Web 2.0 Tools

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Richard Beach
Richard Beach

This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.

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Defining Purposes for Using Web 2.0 Digital Tools Presentation at the 2009 Minnesota Council of Teachers of English conference, Rochester, MN Richard Beach University of Minnesota
Kathy Yancey: 21st Century Writing ,[object Object]
30,000 students: Facebook site: ,[object Object],[object Object],[object Object]
Jeff Uteckt: Literacy Curriculum Models
NCTE: Twenty-first century readers and writers need to: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
NCTE Poll: 900 language arts teachers ,[object Object],[object Object],[object Object],[object Object]
NCTE Poll: 900 language arts teachers ,[object Object]
Teachers: Student writing ,[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching tools versus uses of tools to achieve purposes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Purposes for uses of tools ,[object Object],[object Object]
Students: OTX study: Social purposes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Web 2.0 tools: Affordances ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Purposes: teacher vs. student initiated ,[object Object],[object Object],[object Object],[object Object]
Mega-academic purpose: Engaging students ,[object Object],[object Object],[object Object],[object Object],[object Object]
Fostering fluency: Just getting them to write ,[object Object],[object Object],[object Object]
Acquiring/subscribing to information ,[object Object],[object Object],[object Object],[object Object],[object Object]
Accessing online literary texts ,[object Object],[object Object],[object Object],[object Object]
Gathering information ,[object Object],[object Object],[object Object],[object Object]
digital mind-mapping --> defining topics/connections ,[object Object]
 
Purposes for using blogs and wikis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Blogs: Individual vs. classroom? ,[object Object],[object Object],[object Object]
Blogging: Paul Allison: questions to students: ,[object Object],[object Object],[object Object],[object Object]
Google Docs --> Collaboration texts ,[object Object]
Wikis --> collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object]
Wikibooks: constructivist learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
Texting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sharing Online ,[object Object],[object Object],[object Object],[object Object],[object Object]
Twitter ,[object Object],[object Object],[object Object],[object Object]
Virtual Literacy Worlds ,[object Object],[object Object],[object Object],[object Object]
 
Multimodal communication: visual design and rhetoric ,[object Object],[object Object],[object Object],[object Object]
 
 
 
 
VoiceThread ,[object Object],[object Object],[object Object],[object Object]
Digital Storytelling/literature/poetry ,[object Object],[object Object]
 
Digital comics ,[object Object],[object Object],[object Object]
 
Podcasting Tutorials ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting interviews using Skype
Creating an online role-play: Students: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Through online role-play, students learn to: ,[object Object],[object Object],[object Object],[object Object]
Using a Class Blog: "Fighting Sioux" mascot debate
Issue: Internet policies ,[object Object],[object Object],[object Object],[object Object],[object Object]
Read Cory Doctorow’s Little Brother ,[object Object],[object Object]
  Ning: Blocking “educational” sites/administrator snooping
Ethos: EmoGirl: Critique of school Internet policies ,[object Object]
“ Strict Father” cultural model: Charles Hammerstein ,[object Object]
Bubbl.us mapping to identify roles and relationships between roles
Students reflect on: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Students reflected on the role-play: ,[object Object]
Change-based assessment: Determining effectiveness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Students wrote a paper from their own point of view ,[object Object],[object Object],[object Object],[object Object]
Self-reflection: Achieving purposes ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
 
Self-reflection: Purposes in video production ,[object Object]
VideoAnt: feedback to videos
Podcasts: Online professional development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Websites ,[object Object],[object Object],[object Object],[object Object]
Teaching Writing Using Blogs, Wikis, and other Digital Tools , Richard Beach, Chris Anson, Lee-Ann Kastman-Breuch, and Thom Swiss

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