Download to read offline
More Related Content
Module 2 Application Web 2.0 Erin Bennett
- 1. 1 Module 2 Application:Web2.0 Tools Module 2 Application: Web 2.0 Tools Erin Bennett American College of Education
- 2. 2 Module 2 Application:Web2.0 Tools Introduction The following will define Web 2.0 tools per the internet, and per the writer’s understanding. It will also discuss the differences between Web 2.0 tools and a webpage. Finally, it will identify specific Web-based tools and learning activities that correlate with the six levels of Bloom’s Taxonomy.
- 3. 3 Module 2 Application:Web2.0 Tools Module 2 Application: Web 2.0 Tools Part 1: Wolcott (2008) states, “Web 2.0 describes a set of next-generation Internet technologies. They're also highly social, encouraging users to manipulate and interact with content in new ways.” Wolcott continues with the following characteristics: Web-based applications can be accessed from anywhere Simple applications solve specific problems Value lies in content, not the software used to display content Data can be readily shared Distribution is bottom-up, not top-down Employees and customers can access and use tools on their own Social tools encourage people to create, collaborate, edit, categorize, exchange, and promote information Network effects are encouraged; the more people who contribute, the better the content gets In addition to Wolcott’s definition, WhatIs.com (2016) defines Web 2.0 tools as “…the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels. After reviewing many definitions, I believe the best way to describe Web 2.0 tools is by saying they are interactive, accessible, collaborative learning tools. They are different from websites in that websites provide the user with information on a topic. Web 2.0
- 4. 4 Module 2 Application:Web2.0 Tools tools allow information to be shared and transformed by multiple users no matter where they are located and give the opportunity for users to communicate on the topic. Part 2: Taxonomy of Web 2.0 Tools Level Digital Tool / Description Learning Activity Justification for level of Bloom’s Taxonomy Remembering www.drop.io -Converts voice to text by using a mobile device, tablet, or computer and stores it in a dropbox. Information can be kept for grading or shared with parents on I tunes. After a lesson on Thanksgiving, the Pilgrims, and the Wampanoag, have each student state one fact they can remember from the lesson (pass the phone or tablet). The first stage is recalling and remembering information. This would be especially helpful with younger students that cannot write/spell. The fact/information each student said is then documented for later grading. Understanding www.voicethread.com -Create an image/discussion topic where others can post comments by text, voice, or video. After reading “The Three Little Pigs” and “The Three Ninja Pigs”, post the discussion prompt “What is similar and what is different between the two stories?” Students should respond via text, voice, or video post. They should also view their classmate’s posts. Understanding is about describing, discussing, and explaining an idea. Students are required to compare and explain their thinking using this Web 2.0 tool. Applying www.prezi.com -Create a “bubble map” type presentation on a topic. Allows the viewer to “hop” around and view the presentation in any order. Each student is assigned an animal of the rainforest to research. Using the Web 2.0 tool, create a presentation to be shared with the class describing the animals location, eating habits, enemies, etc. Applying allows students to demonstrate what they have learned. In this lesson, the use of the Web 2.0 tool is more of the Bloom’s Taxonomy in that they must implement and operate the tool.
- 5. 5 Module 2 Application:Web2.0 Tools Analyzing www.wordle.net -Create word bubbles on a topic of your choice. More frequently used words will appear larger in the bubble. After reading a novel whole-class, ask students to create a Wordle describing the character or characters in the story. Analyzing requires students to organize, examine, and compare. This lesson demands that they examine the characteristics of a character. Evaluating www.blabberize.com -User uploads or chooses a picture/image and then has the ability to make the image “talk”. The mouth moves to a voice recording that the user makes. After learning about the Pilgrims and the Wampanoag, ask students to use www.blabberize.com to state whether or not the Pilgrims would have survived had they not had help from the Native Americans. Students should speak as either a Pilgrim or a Native American and defend their opinion using facts discussed in class. Evaluating allows students to argue, defend, and support a choice. In this lesson, students have to choose a side and defend their choice. Creating www.bighugelabs.com -This is an image manipulation tool that allows the user to create IDs, billboards, trading cards, magazine covers, or movie posters on a topic. After reading a novel, each student creates trading cards on the two main characters in the story. Trading cards should include name, age, likes and dislikes, their problem in the story, and the reader’s opinion on the character. Creating requires the student to design and construct an item. This lesson requires the students’ to formulate an opinion of the character and create items that represent those characters.
- 6. 6 Module 2 Application:Web2.0 Tools References What is web 2.0? – definition from WhatIs.com (2016) Available at: http://whatis.techtarget.com/definition/Web-20-or-Web-2 (Accessed: 29 November 2015). Wolcott, M. (2008) What is web 2.0? Available at: http://www.cbs.com/news/what-is-web-20/ (Accessed: 29 November 2015).