This document discusses integrating Web 2.0 tools into secondary schools to support student learning. It provides background on the evolution of the Web from a read-only version to today's interactive version. Web 2.0 tools like blogs, wikis and social networks allow users to both consume and create information. The document outlines advantages like increased student engagement and preparation for future careers, and disadvantages such as potential distractions. It also discusses how Web 2.0 tools can support teaching standards and skills while benefiting English language learners. Research findings indicate that with proper training, teachers gain confidence in using such tools and students engage positively with peer collaboration online.

1. INTEGRATING TECHNOLOGY
IN SECONDARY SCHOOLS
WITH WEB 2.0 TOOLS

2. Background
 Web 2.0 often refers to the “Read/Write (Execute)
Web”
 Web 2.0 evolved from Web 1.0 which was a “Read-Only
Web”
 Web 2.0 tools now allow users to interact with
information and each other
 Often referred to as “web-based collaboration ware”
 Some Web 2.0 technologies include blogs, vlogs,
podcasts, wikis, and social networks

3. Historial
 Web 2.0 es a veces llamado “Web Leer/Escribir
(Ejecutar)”
 Web 2.0 se ha desarrollado del Web 1.0 llamado “Web
Leer-Solamente”
 Las herramientas del Web 2.0 permiten al usuario
interactuar con información y otros usuarios
 Web 2.0 es a veces llamado “red-basada en
colaboración”
 Algunas tecnologías del Web 2.0 incluyen blogs, vlogs,
podcasts, wikis, y redes sociales

4. Advantages / Disadvantages
Advantages
 Student engagement
 Current/Updated
 Assists in technological
development
 Helps different learning
styles
 Prepares students for
future employment
 Hosted online
Disadvantages
 Distracting
 Unreliable technology
 Blocking of certain sites
by filters
 Students may not use
time efficiently
 Teacher must be familiar
with the tool
 May need plug-ins, etc.

5. Ventajas y Desventajas
 Ventajas
 El estudiante esta
enfocado
 Esta actualizado
 Ayuda al desarrollo
tecnológico
 Ayuda a diferentes
estilos de aprendizaje
 Prepara estudiantes
para un empleo futuro
 Acceso del Internet
 Desventajas
 Distrae al estudiante
 Tecnología no confiable
 Filtros bloquean ciertos
sitios en el Internet
 Estudiantes no usan el
tiempo eficientemente
 El maestro tiene que
estar familiarizado con
Web 2.0
 Web 2.0 puede
necesitar mas
memoria, etc.

6. Web 2.0 Supports
 The Common Core State Standards (CCSS) are high
quality academic expectations in English-language arts
(ELA) and mathematics.
 Identify knowledge and competences all students should
master by the end of each grade level to be successful in
college and their career
 ISTE (International Society for Technology in Education)
Standards
 Creativity and Innovation
 Communication and Collaboration
 Research and Information Fluency
 Critical Thinking, Problem Solving, and Decision Making
 21st Century Skills (explained later)

7. Web 2.0 Categories
 Presentation / Storytelling Tools
 Creating, editing, and sharing presentations
 Creating multimedia stories
 Video Tools
 Editing
 Creating
 Mobile Tools
 Podcasting
 Blogging
 Community Tools
 Wikis
 Social networks

8. Presentation / Storytelling
 Presentation
 Prezi
 Slide share
 Storytelling
 Make Beliefs Comics
 ToonDoo
 Extras
 Tagul
 Vocab Grabber
 Wordle (word clouds)

9. Other Tools
 Video Tools
 Magisto
 Voki
 Mobile Tools
 Poll everywhere
 QR Readers
 Community Tools
 Podomatic
 Vocaroo

10. Why Web 2.0 with ELLs?
 According to Langer (2010), beginners feel safer, more
anonymous
 Silent period
 ELLs (English Language Learners) using Web 2.0 are in control
 Record, rerecord until satisfied with outcome
 Web 2.0 forgives errors (Langer, 2010)
 Encourages ELLs to:
 Explore
 Engage
 Create
 Collaborate
 Edit
 Share
 Langer (2010) shows ELLs’ vulnerability to
advertisement
 Need to become critical consumers

11. Continue . . .
 Web 2.0 encourages (Langer, 2010) ELLs to:
 Improve in reading skills, writing skills, and other areas
 Consume and create information
 Monitor:
 Comprehension
 Language production
 Behavior
 Web 2.0 is FUN!!
 Increases of motivation and excitement (Langer, 2010)

12. ¿Porqué Web 2.0 para los estudiantes
de Inglés como segundo idioma?
 De acuerdo a Langer (2010), estudiantes principiantes en el
inglés se sienten mas seguros en el anonimato
 Periodo de Silencio
 Los estudiantes usando el Web 2.0 se sienten en control
 Preparan y vuelven a preparar su trabajo hasta estar satisfechos
 Web 2.0 perdona errores (Langer, 2010)
 Anima a los estudiantes para:
 Explorar
 Participar
 Crear
 Colaborar
 Editar
 Compartir
 Los estudiantes son vulnerables a anuncios, según Langer
(2010)
 Necesitan ser consumidores analíticos

13. Continuación . . .
 Web 2.0 alienta (Langer, 2010) a los estudiantes de inglés
como segundo idioma para:
 Mejorar sus habilidades en lectura, escritura, y otras áreas
 Consumir y crear información
 Monitorean:
 Comprensión
 Producción de idioma
 Comportamiento
 ¡Web 2.0 es DIVERTIDO!
 Aumenta la emoción y motivación (Langer, 2010)

15. Preparing ELLs for 21st
Century
 According to (Langer, 2010) to become a successful citizen
of 21st century global society, ELLs K-12 need to:
 Acquire English skills in all content areas
 Be fluent in important technologies
 The Partnership for 21st Century Skills Rainbow (Langer,
2010)
 Learning and Innovation Skills (center)
 Creativity and Innovation Skills
 Critical Thinking and Problem-Solving Skills
 Communication and Collaboration Skills
 Information, Media, and Technology Skills
 Information Literacy
 Media Literacy
 ICT (Information and Communication Technology) Literacy

16. Continue . . .
 Life and Career Skills:
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility

17. Preparando a los Estudiantes de
Inglés como Segundo Idioma para
el Siglo 21
 De acuerdo a Langer (2010), para llegar a tener éxito en la
sociedad global del siglo 21, los estudiantes del K-12
necesitan:
 Obtener habilidades de ingles en todas las materias
 Saber usar tecnologías importantes
 El “Partnership for 21st Century Skills” Arco Iris (Langer, 2010)
 Habilidades de Aprendizaje e Innovación
 Habilidades de Creatividad e Innovación
 Habilidades de Análisis Científico y Resolver Problemas
 Habilidades de Comunicación y Colaboración
 Habilidades de Información, Medios de Comunicación, y
Tecnología
 Conocimiento Informático
 Conocimiento de Medios de Comunicación
 Conocimiento de ICT (Información y Comunicación Tecnológica)

18. Continuación . . .
 Habilidades para Toda la Vida y Carrera Profesional
 Flexible y Adaptable
 Con Iniciativa y Autodirección
 Habilidades Sociales y Transculturales
 Productividad y Responsabilidad
 Líder con Soluciones

19. Perceptions
 According to Dr. Steven Michael Garcia (2010),
secondary teachers experienced Web 2.0 fostering
communication/interaction and cooperation with
peers in a positive way.
 Dr. Oksana Vorobel (2013) demonstrates the favorably
open participation of adolescent ELLs in the training on
Web 2.0 websites, writing online, reading peer’s
writing, and providing feedback in a written form.

20. Percepciones
 De acuerdo con el Dr. Steven Michael Garcia (2010),
maestros de secundaria tuvieron experiencia con Web
2.0 mejorando la comunicación/interacción y
cooperación con los compañeros positivamente.
 La Dra. Oksana Vorabel (2013) demuestra
favorablemente la participación de los adolecentes
aprendiendo inglés como segundo idioma en el
entrenamiento en Web 2.0, escribiendo en el Internet,
leyendo escritos de compañeros, y regresando
información por escrito.

21. Professional Development
 Results of the t-test comparing pre- and post-study TICS
(Technology Integration Confidence Scale) survey on
secondary level participants indicated a statistically
significant difference in the confidence levels of
participants after completion of the Web 2.0 teacher
technology training program, according to Dr. Tracey
Eatherton (2014).
 Supported work from Egorov, et al. (2007) pre-service
English teachers increased their skills and confidence
with a raise in technology application in their own
classes (Eatherton, 2014).

22. Desarrollo Profesional
 Los resultados del t-test comparando los estudios
previos y posteriores de la encuesta TICS con los
participantes de secundaria indicaron una diferencia
estadísticamente significante en el nivel de confianza
después del programa de entrenamiento en Web 2.0, de
acuerdo a la Dra. Tracey Eatherton (2014).
 El trabajo de Egorov, et al. (2007) apoya la información
anterior con el estudio de maestros de inglés en su
entrenamiento aumenta las habilidades y confianza
con un aumento en la aplicación de tecnología en sus
clases (Eatherton, 2014).

23. ESL Teachers’ Experiences
with Web 2.0
 “QR codes can be used for K-12 ESL students. Especially to link
books to corresponding audio.”
Yvette Anderson-Alvarado, El Paso ISD
 “I’ve used many Web 2.0 tools with my elementary ESL students to
include Pre-K.”
Melissa Holguin, Socorro ISD
 “Story Bird is another Web 2.0 tool that can be used for
keyboarding and creation of stories.”
Anna Weaver-Guerra, Canutillo ISD
 “I’ve used Slide Share with my students. It has images and
terminology which are easy to understand.”
Maggie Morales, Fabens ISD
 “I use Make Beliefs Comics with my elementary ESL students to
help them with writing skills.”
Sylvia Nunez, Canutillo ISD
 “Web 2.0 tools are helpful as a new avenue for bilingual students.”
Pilar Arriaga-Shoenbrun, El Paso ISD

24. Resource Links
 Big Huge Labs
 Caesar Rodney's Web 2.0 Tools List
 Discovery Education Web 2014
 Ed Judo Web 2.0 Teaching Tools
 LiveBinder by SCP TFoTs

25. E-mails
 Laura Alvidrez
 lalvidrez@canutillo-isd.org
 Yvonne Lugo
 ylugo@canutillo-isd.org

26. References
Anderson-Alvarado, Y., Holguin, M., Weaver-Guerra, A., Morales, M., Nunez, S., and Arriaga-Shoenbrun, P. (2015).
LACe Cohort II Course. Region XIX.
Bolden, B. (2013). Learner-created podcasts: Students’ stories with music. Music Educators Journal, 100(1), 75-80.
De Abreu, B. (2010). Changing technology = empowering students through media literacy education. New Horizons in
Education, 58(3), 26-33.
Eatherton, T. (2014). The effect of an online teacher technology training program on the frequency of technology-
based activities in secondary school classrooms (Order No. 3665082). Available from ProQuest Dissertations &
Theses Full Text: The Humanities and Social Sciences Collection. (1637668879). Retrieved from
http://search.proquest.com/docview/1637668879?accountid=7374
Garcia, S. M. (2010). Teacher perceptions and use of the internet in the classroom: A descriptive case study (Order
No. 3424980). Available from ProQuest Dissertations & Theses Full Text: The Humanities and Social Sciences
Collection. (756359990). Retrieved from http://search.proquest.com/docview/756359990?accountid=7374
Greenhow, C. (2009). Social scholarship: Applying social networking technologies to research practices. Knowledge
Quest, 37(4), 42-47.
ISTE Standards. (2007). ISTE standards for students. Retrieved from http://www.iste.org/docs/pdfs/20-
14_ISTE_Standards-s_PDF.pdf

27. Kilickaya, F., & Krajka, J. (2012). Can the use of web-based comic strip creation tool facilitate EFL learners' grammar
and sentence writing? British Journal of Educational Technology, 43(6), E161-E165.
Langer, L. R. (2010). Empower English language learners with tools from the web. Chapter 1. Corwin A SAGE
Company. Retrieved from http://www.corwin.com/upm-
data/32678_Langer_de_Ramirez_Empowering_English_Language_Learners_With_Tools_From_the_Web_Ch1.pdf
Vance, L. K. (2012). Do students want web 2.0? An investigation into student instructional preferences. Journal of
Educational Computing Research, 47(4), 481-493.
Vorobel, O. (2013). A case study of peer review practices of four adolescent English language learners in face-to-face
and online contexts (Order No. 3589688). Available from ProQuest Dissertations & Theses Full Text: The
Humanities and Social Sciences Collection. (1430500718). Retrieved from
http://search.proquest.com/docview/1430500718?accountid=7374