PK-12 Teacher Use of Web 2.0 ToolsPresentersSheryl Abshire, Ph.D.Cindy Cummings, Ed.D.Diane Mason, Ph.D.Kay Abernathy, Ed.D.
Introduction• Students are engaged in a world of Web 2.0 tools.• Tools have quickly made their way into classrooms.• Teachers must be prepared to guide this use in educational settings.• The workplace demands expertise in these various technologies in order to compete in a 21st century workplace (McArthur Foundation, 2008).
Rationale for Study• There is a need for current research about the teacher’s specific use of Web 2.0 tools in the PK-12 classroom.• There is a gap in the literature regarding use of Web 2.0 tools by elementary, middle, and high school teachers.
Research QuestionHow do PK-12 Teachersuse of Web 2.0 tools differbetweenelementary, middle, andhigh school teachers?
Web 2.0• 24/7 availability of Web 2.0 tools can also be extremely motivating (Cook & Harrison, 2008).• Pk-12 teachers play a vital role in using Web 2.0 tools in designing learning activities that provide opportunities for interaction with learning and higher academic success (Murphy & Lebans, 2008).
Web 2.0• Adoption Rate of Web 2.0 Tools = Perceived Usefulness (PU) * Perceive Ease of Use (PEOU) (Karrer, 2006).• Inherent characteristics of Web 2.0 are so aligned with significant educational pedagogies we are going to have to dramatically rethink our educational institutions and expectations because of them (Hargadon, 2009).
Elementary Teachers• According to Ravitz, Becker, and Wong elementaryteachers are more constructivist in their thinking (2000)and constructivist teachers tend to have more effectivestudent use of technology in classrooms (Ravitz et al.2000).• Elementary teachers are slightly more likely to be amember of a social networking site ("A survey of,"2009).
Middle School Teachers• Blogs and wikis are best used in mathematics with word problem solving tasks needing collaboration, communication and group work rather than used in daily homework, individual students work or one answer tests or exams (Zein & Majdalani, n.d.).• Newlit.org was created for middle school teacher professional development and sharing about wiki use in language arts (Knobel & Lankshear, 2009).
Middle School Teachers• Teachers should model use of digital tools so middle school students develop digital citizenship (Miller, Thompson, & Franz, 2009).• Using academic social networks for collaboration permits student active learning rather than passive learning in language arts (Taranto, Dalbon, & Gaetano, 2011).• Online discussions, such as discussion forums for literature circles are engaging for middle school students (Day & Kroon, 2010).
High School Teachers• With job-embedded support on use of Web 2.0 tools, secondary teachers appreciate, value, and use the tools for teaching and learning (Murphy & Lebans, 2008).• In a study by Crook and Harrison (2008), 74% of students surveyed had social networking accounts while 7.3% of teachers used a social networking site in teaching and learning.
High School Teachers• In a 2010 study, of 97% of classroom teachers with access to technology only 64% of secondary school teachers indicated they used technology for teaching and learning (Gray, Thomas & Lewis, 2010).
Methodology• Quantitative – Survey – Self-reported use of Web 2.0 tools with students• Descriptive Analysis to report teacher responses – Elementary (PK-5th grades) – Middle (6th-8th grades) – High (9th-12th grades)
Quantitative Sample• Distributed survey to 289 ETL graduates.• 16 not valid email addresses• 2 opt outs – not PK -12 educators• Possible respondents - 271• 110 completed survey – 40.5 % response rate• Reporting specifically on the use of Web 2.0 tools with PK-12 students(Question #10)
Results• Middle School Teachers only group where 100% of teachers use some sort of tool.• Rank percent ordering revealed that at least 50% of elementary teachers use Google tools (67.7%) and Animoto (50%).• Most middle school teachers used Google tools (100%), Wikis (82.4%), Blogs (82.4%), Discussion Forums (7 6.5%) Facebook (58.8%).• High School teachers used Prezi (68.2%),Google tools (63.6%), Blogs (59.1%).
DiscussionConclusions Evidence supports the Kober and Lankshear (2009) research from the National Middle School Association that Middle School teachers are more fully engaged in the use of Web 2.0 tools. Middle school teacher’s use of Web 2.0 tools, particularly blogs and wikis appear to be supported by the work of Knoble and Lankshear (2009) concerning professional development offerings that provide practical experience for teachers.
DiscussionImplications• Researchers should define Google tools and examine the frequency and specific use of the Google Tools.• Researchers should investigate barriers that might have prevented elementary and high school teachers from using the Web 2.0 tools in their classroom.
DiscussionSuggestions for Future Research• More research related to the use of Web 2.0 tools in specific core content areas.• Research related to the PK-12 implementation as related to categories of Web 2.0 tools such as problem-solving, communication, productivity, and research.
References• A survey of k-12 educators on social networking and content-sharing tools. (2009). Retrieved from http://www.edweb.net/fimages/op/K12Survey.pdf• Crook, C., & Harrison, C. (2008). Web 2.0 Technologies for Learning at Key Stages 3 and 4: Summary Report. Retrieved from http://www.becta.org.uk• Day, D., & Kroon, S. (2010). Online literature circles rock!" Organizing online literature circles in a middle school classroom. Middle School Journal, 42(2), 18-28.• Gray, L., Thomas, N., & Lewis, L. National Center for Education Statistics, (2010). Teachers’ use of educational technology in u.s. public schools: 2009. Retrieved from website: http://nces.ed.gov/pubs2010/2010040.pdf• Hargadon, S. (2008). Moving Toward Web 2.0 in K-12 Education. Retrieved from• http://www.britannica.com/blogs/2008/10/moving-toward-web-20-in-k-12-education/• Karrer, T., (2006, September 22 ). Adoption of Web 2.0 and eLearning 2.0 Revisited [Web log post]. Retrieved from http://elearningtech.blogspot.com/2006/09/adoption-of-web-20-and-elearning-20.html• Knobel, M. & Lankshear, C. (2009). Digital literacies: Wikis, digital literacies, and professional growth. Journal of Adolescent & Adult Literacy, 52(7), pp. 631-634.• MacArthur Foundation. (November, 2008). Living and learning with new media: Summary of findings from the digital youth project. Retrieved from http://digitalyouth.ischool.berkeley.edu/files/report/digitalyouth- WhitePaper.pdf• Murphy, J., & Lebans, R. (2008). Unexpected outcomes: Web 2.0 in the secondary school classroom. International Journal of Technology in Teaching and Learning, 4(2), 134-147.
References• Miller, N. C., Thompson, N. L., & Franz, D. P. (2009). Proactive strategies to safeguard young adolescents in the cyberage. Middle School Journal, 41(1), 28-34.• Ravitz, J. L., Becker, H. J., & Wong, Y-T (2000). Constructivist-Compatible Beliefs and Practices Among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey, Report 4. Center for Research on Information Technology and Organizations, University of California, Irvine (July).• Taranto, G., Dalbon, M., & Gaetano, J. (2011). Academic social networking brings web 2.0 technologies to the middle grades. Middle School Journal, 42(5), 12-19.• Zein, R. & Majdalani, M. (n.d.). Implementation of blogs and wikis in a middle school mathematics classroom: An exploratory case study. Retrieved from Education and Information Technology Digital Library at http://editlib.org/noaccess/40078.
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