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Running head: TAXONOMY OF WEB 2.0 TOOLS 1
Taxonomy of Web 2.0 Tools
Kristina Pfohl
American College of Education
TAXONOMY OF WEB 2.0 TOOLS 2
Taxonomy of Web 2.0 Tools
Introduction
Today’s society revolves around technology and is fille...
TAXONOMY OF WEB 2.0 TOOLS 3
classroom this school year for Algebra. It is important that this does not become the replacem...
TAXONOMY OF WEB 2.0 TOOLS 4
words the steps that
would be taken in
order to solve the
problem.
Applying Twitter
www.twitte...
TAXONOMY OF WEB 2.0 TOOLS 5
require at least ten
words in the Wordle.
Evaluating Animoto Education
https://animoto.com/edu...
TAXONOMY OF WEB 2.0 TOOLS 6
Conclusion
Being a teacher it is important that I am aware of the type of questions that I am ...
TAXONOMY OF WEB 2.0 TOOLS 7
References
Majid, N. N. (2014). Integration of web 2.0 tools in learning a programming course....
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Taxonomy of Web 2.0 Tools

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Taxonomy of Web 2.0 Tools

  1. 1. Running head: TAXONOMY OF WEB 2.0 TOOLS 1 Taxonomy of Web 2.0 Tools Kristina Pfohl American College of Education
  2. 2. TAXONOMY OF WEB 2.0 TOOLS 2 Taxonomy of Web 2.0 Tools Introduction Today’s society revolves around technology and is filled with digital natives. Most communication is done through some sort of technology and I am using that in my classroom as a means of communication as well. Technology is not only a way to communicate in the classroom, but it can be used as a tool for learning as well. There are numerous tools that can be used in the classroom that can be used to help students learn. This paper is going to look at what a Web 2.0 tool is and how it can a web-based tool can be used for each of Bloom’s Taxonomy. Part 1: Web 2.0 tool A Web 2.0 tool is something that can be accessed via the internet. Unlike a website, Web 2.0 tools involve interaction to develop the content of the content. A website you are only able to view the content without adjusting anything. A Web 2.0 tool is accessed via the internet and allows you to use that tool to create or develop something from it. It can be used as a source of collaboration and participation. It can be used as tool to interact with others and others can view the work that you have done if they are given the access to the tool. Web 2.0 tools allow for students to be creative using multimedia while using text, graphics, audio, and video (McCoy, 2014, p. 237). Part 2: Taxonomy of Web 2.0 tools The web is filled with a variety of Web 2.0 tools, it is just important to decide which one is best for the lesson that is currently being taught. As an educator with students that are digital natives it is important to meet their needs and using Web 2.0 tools in the classroom is a great way to speak their language. Second generation Web applications provide educational inspriatioin for learning because of the sharing, interactions, and collaborations (Sendag, Erol, Sezgin, & Dulkadir, 2015, p. 175). These are tools I am going to try to incorporate into my
  3. 3. TAXONOMY OF WEB 2.0 TOOLS 3 classroom this school year for Algebra. It is important that this does not become the replacement of the lesson, but a compliment to the lesson. For each of the levels in Bloom’s taxonomy I have found a Web 2.0 tool to use and gave a brief description of how it will be used in my math class. I was unaware of the different options that are out there. Level Digital Tool Learning Activity Using Tool Bloom’s Taxonomy Justification Remembering Poll every where https://www.polleverywhere.com/ This is a tool that is used to take a poll or quiz in class. Students are able to use their phones to text their response to the question I pose. It can be a multiple choice questions or open ended question. I will use this as a type of assessment after a lesson. It can be used for any lesson. After I have taught the lesson I can ask a question that relates to the lesson to check for understanding. Students can create their own polls in order to collect data to create data tables and graphs. This works for remembering because students are able to recall the material that was just learned. Understanding Wordpress https://en.wordpress.com/ Wordpress is a blogging tool. Students are able to comment on my blog. This can be used to have students explain in words how to solve a specific problem. I can post a problem of the week and have students comment in This allows students to explain or summarize to show their understanding.
  4. 4. TAXONOMY OF WEB 2.0 TOOLS 4 words the steps that would be taken in order to solve the problem. Applying Twitter www.twitter.com I am going to use this as an extension of the classroom and lesson. I will tweet word problems that requires students to use what they learned in class to solve. They can tweet me back with their answer. This requires students to solve a problem that need to use calculation to solve. They also many need to use some sort of manipulative to solve the problem. Analyzing Wordle http://www.wordle.net/ Wordle is a group of words that are arranged randomly to create a cloud. Color, font, and layouts can be changed. Wordles can be printed or saved to the computer. I will use this learning tool to compare and contrast the different types of graphs. We have linear, quadratic, and exponential that I will be covering. Students will need to use words to describe them and how they are similar or different and then print them off. I will This is analyzing because it requires students to take what they have learned about the different types of graphs and compare and contrast them through words only.
  5. 5. TAXONOMY OF WEB 2.0 TOOLS 5 require at least ten words in the Wordle. Evaluating Animoto Education https://animoto.com/education/classro om This is a website that uses pictures, words, and music to create videos. I will use this for students to use an extra credit project. They will create a video about parabolas and where they can be found in the real- world. They will need to explain the qualities of the parabola and why they believe the pictures they put in the video are considered parabolas. This requires students to defend their thinking and evaluate objects in the real-world. Creating Glogster http://edu.glogster.com/?ref=com Glogster is an interactive poster. It does cost money to create an account, but students are able to use the code and do not have to pay. I think it is a valuable tool for students to use. Videos, pictures, and text can be added to the posters. This is a great resource to use at the end of a chapter as a way for students to explain the concepts they learned and how it can apply to real- world problems. I would use it as a project and have them share with the class. Students are able to plan, design, and build a poster with the material they think should be on there.
  6. 6. TAXONOMY OF WEB 2.0 TOOLS 6 Conclusion Being a teacher it is important that I am aware of the type of questions that I am asking. I need to be sure that I am challenging students and using the different levels from Bloom’s Taxonomy will challenge the students and their thinking. Today’s classrooms are moving more towards technology based, or incorporating technology into lessons because students are digital natives. Web 2.0 tools are becoming the emerging technology in education today, understanding the preference of the students towards these tools can help in the learning process (Majid, 2014, p. 91). This can be done using a variety of Web 2.0 tools that are available. It allows students to use the technology to learn and challenges them to think to the next level without realizing that they are doing work, because they are able to do something that they enjoy which is using technology. The Web 2.0 tools are something that can be added to learning in a manner that is suitable for all learners when incorporated and used properly.
  7. 7. TAXONOMY OF WEB 2.0 TOOLS 7 References Majid, N. N. (2014). Integration of web 2.0 tools in learning a programming course. Turkish Online Journal of Educational Technology, 13(4), 88-94. McCoy, L. P. (2014) Web 2.0 in the mathematics classroom. Mathematics Teaching in the Middle School, 20(4), 237-242. Sendag, S., Erol, O., Sezgin, S., & Dulkadir, N. (2015). Preservice teachers' critical thinking dispositions and web 2.0 competencies. Contemporary Educational Technology, 6(3), 172-187.

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