Reflection on emerging Web 2.0 tools and its benefits for teachers.

1. Emerging Web 2.0
tools for Education
By
Bukky Ebhodaghe
EDEL 544

2. Introduction:
The journey through EDEL 544 has been
rewarding and enlightening. The course has not
only broadened my understanding of Web 2.0
technologies but also enabled me to envision
practical scenarios where these tools can enhance
teaching and learning experiences.
Course readings which includes research
literature has familiarized me with discourse
surrounding technology in schools and libraries.
The research literature also helped me gain
insights into best practices, innovative
approaches, and potential challenges related to
technology in education.

3. KEY TAKEAWAYS
TECHNOLOGICAL TOOLKIT
&
PROFESSIONAL DEVELOPMENT

4. Technological Toolkit
The course has expanded my technological toolkit by introducing me to a
wide range of Web 2.0 technologies. Through hands-on exploration and
practical applications, I’ve acquired proficiency in using the following
emerging technologies:
• Timetoast : A timeline tool for displaying information in a chronological
order. I can use this tool to help my students understand chronological
order of events.
• Storyjumper : A digital storytelling tool that allows teachers combine audio
and visual elements to tell stories and create a storybook digitally. I can use
this tool enhance my student's creativity by giving them assignments that
requires them to write and illustrate their stories.

5. Technological Toolkit: Contd
• Screenpal: A screencast tool to share with others what is happening on a
computer screen. I intend using this tool to provide tutorials on a tool or
step-by-step instructions on an activity for students.
• Prezi: A presentation tool that allows users zoom in and out of their screen.
Its non-linear presentation style and zoomable canvas allows teachers
create visually impactful presentation. I intend using this tool for
presentations in conferences and remote teaching
• Podcasting tools: Spotify for podcasters is a free podcasting tool that allows
teachers record, edit and share information with an audience. I can use this
tool as an interactive tool with my students where I start a podcast on a
topic and invite students to research on the topic and create their own
podcasts.

6. Technological toolkit: Contd
• Pixton : This is a comic creator tool that allows teachers tell stories to
students in a creative way. I intend using this tool to enhance by students'
creativity by giving them assignments that allows the students express
themselves visually through digital comics.
Web 2.0 tools does not end with these tools. I also intend familiarizing and
gaining proficiency with the following tools:
• Wikis: A collaborative site for creating content. Teachers can collaborate
with students and other educators to add, edit and remove content.
• Second Life: A collaborative tool that allows teachers create a virtual
computer –generated 3D environment where participants can represent
themselves with avatar and interact with others in a virtual environment.
• Flipgrid: A tool that allows teachers facilitate video discussions with
students.

7. The group projects has also introduced me to tools
that I can integrate into my practice as a teacher:
Scratch: This a computer programming tool that allows teachers and
students create interactive stories, games and other animations. I intend
using this tool to enhance my student's creativity and problem-solving
skills.
QR code generators: This tool allows teachers create Quick response codes
for URLs, text information and other purposes. I intend using this tool to
create QR codes linked to websites, documents or online resources for my
students to easily access learning resources.
Weebly: A website building tool that allows teachers create personal
websites or blogs. I intend using this tool to create a classroom website
where I can post resources ,assignments for students and share information
with parents.

8. Professional Development
Course readings has also helped me see the relevance of building and staying
connected in my Personal Learning Network(PLN). Oddone et al.(2019)
proposed a model that can assist me to stay connected within my Personal
Learning Network.
The scholarly articles also exposed me to strategies I can use to establish and
support my students develop good online practices such as maintaining
positive digital footprints, developing digital literacy and a participatory
culture. (Martin et al.,2019, Cochrane & Antonczak, 2015, Gibson & Smith,
2018, Jenkins et al., 2006).
The course further enlightened me on ways I can avoid information overload
or being overwhelmed with information that it affects my role as a teacher
and connected educator ( Chen el al., 2011, Gibson & Smith, 2018)

9. Moving Forward
As I explore new and emerging Web 2.0
tools, I aim to refine my pedagogical
approach, model effective technology
integration practices and infuse Web 2.0
tools into the curriculum in my school.

10. References
• Chen, C., Pederson, S., & Murphy, K.L.,(2011). Learners perceived information overload in online learning via
computer-mediated communication. Research In Learning Technology,19(2),101-116.
• Gibson, F.P., & Smith, S. (2018). Digital literacies: preparing pupils and students for their information journey in
the twenty-first century. Information And Learning Science,119(12 ),733-742.
• Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional
learning through personal learning networks. International Review of Research on Open and Distance Learning, 20(3), 102-
120
• Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of Participatory
Culture: Media education for the 21st century. The John D. and Catherine T. MacArthur, pp. 3-11
• Cochrane, T., & Antonczak, L. (2015). Developing students’ professional digital identity. 11th International Conference Mobile
Learning. Retreived
from https://www.researchgate.net/publication/274384052_Developing_students%27_professional_digital_identity
• Martin, F., Gezer, T., & Wang, C. (2019). Educators' perceptions of student digital citizenship practices. Computers in the
Schools, 36(4), 238-254