The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.

1. Web
2.0
Title
screen
• through
my
PLN,
I
recently
discovered
a
new
method
for
presentations
• this
is
my
first
time
for
creating
this
time
of
presentation
which
is
pretty
scary
given
that
this
is
a
job
interview
• might
be
ill-­‐advised,
but
then
again,
diving
in
and
trying
new
things
is
what
technology
coaches
ask
teachers
to
do,
so…
if
I’m
going
to
ask
a
teacher
to
be
a
little
fearless,
I
need
to
be
a
little
fearless
myself
Pecha
Kucha
(pe
chek
a
chu)
• the
format
is
called
a
pe
chek
a
chu
and
it
was
invented
by
architects
for
architects
–
mostly
in
self-­‐defense
and
necessity
because
if
you
give
an
architect
a
slideshow
with
pretty
pictures
and
a
microphone,
you’re
in
for
a
long
night
• the
rules
are
simple:
20
slides,
20
seconds
each
My
2.0
Classroom
• I’ll
start
off
my
presentation
by
showing
you
an
overview
of
the
different
technology
that
you
would
see
in
use
in
my
classroom
throughout
the
year
• some
I’ve
used
for
several
years
and
some
were
brand
new
adventures
this
year
• each
of
the
technologies
you
see
here
have
been
used
in
my
classroom,
so
I
will
spend
a
little
time
detailing
each
of
them
in
this
presentation
Still
Like
to
Try
• there
are
things
I’d
still
like
to
try
that
I
haven’t
yet
incorporated
into
my
classroom:
o pln’s
for
students
o prezi’s
–for
student
presentations
o voicethread
for
alternative
assessments
and
small
group
collaborative
work
Wikispaces
• this
is
a
screen
shot
of
my
class
wiki
• love
wikis
for
their
portability
and
collaborative
possibilities
• one
way
I
use
my
class
website
is
to
post
tutorial
videos
created
with
my
Promethean
board
and
Jing
–
students
respond
well
to
these
and
say
it
helps
them
with
their
homework
Collaborative
Wikis
• the
discussion
feature
of
wikispaces
enables
teachers
to
post
thoughtful
questions
that
encourage
students
to
discuss
ideas
rather
than
just
regurgitate
facts
• I’ve
also
had
students
create
their
own
digital
textbooks
in
a
wiki
format
–
a
wikibook
is
more
engaging
than
a
regular
textbook
because
of
the
interactivity
–
best
of
all,
students
create
it
Online
Learning
• another
use
for
wikis
is
as
an
online
supplement;
these
two
screen
shots
are
examples
of
online
units
I
created
for
students
to
use
as
extra
help
or
as
an
additional
assessment;
students
who
missed
classes
or
who
wanted
additional
practice
were
encouraged
to
takes
advantage
of
the
units
Google
Docs
• discovered
google
docs
in
grad
school
• one
of
the
most
powerful
things
about
google
docs
is
that
a
teacher
can
comment
on
work
in
progress
so
that
the
student
can
make
adjustments
on
the
fly
before
their
work
is
“final.”
• this
improves
the
quality
of
the
final
product
and
makes
the
work
more
meaningful
and
authentic
since
peer
review
and
revision
is
a
part
of
the
normal
work
flow
in
the
“real
world”
Google
Docs
2
• I’ve
discovered
that
the
less
instruction
I
give
my
students
regarding
the
use
of
new
technology,
the
better;
students
work
more
independently
when
they
know
I’m
not
going
to
swoop
in
and
walk
them
through
every
step;
here
is
an
example
of
an
introductory
assignment
I
give
my
classes
to
teach
them
how
cool
google
docs
are
Blogging
• one
of
the
best
lessons
I
did
this
year
involved
blogging;
I
had
students
watch
a
video
about
a
musician
who
is
profoundly
deaf
and
then
read
her
essay
about
sound
and
hearing.
Their
assignment
was
to
comment
on
the
blog
and
ask
questions
of
two
different
student’s
posts;
in
one
day,
there
were
109
comments
from
two
classes.
Edmodo

2. • originally
used
edmodo
as
a
way
to
communicate
with
students
without
internet
access
• this
year
moved
edmodo
into
my
classroom
more
by
having
students
find
videos
and
share
them
with
each
other,
submit
success
criteria
checks,
and
even
participate
in
quick
contests
to
see
who
could
post
the
most
original
facts
on
a
topic
in
a
given
time
period
Online
Simulations
(2
slides)
• Another
web
technology
I
use
regularly
in
my
classroom
is
online
simulations.
PhET
–
Physics
Education
Technology
is
a
great
source
for
these
sims.
Originally,
PhET
was
only
physics
topics,
but
it
has
expanded
to
include
topics
in
chemistry,
biology,
earth
science,
and
math.
By
using
these
simulations,
students
can
manipulate
variables,
conduct
inquiry-­‐based
labs,
and
learn
by
doing.
As
an
example,
in
this
simulation,
students
learn
how
to
look
at
the
relationships
between
the
weights
of
different
shapes
–
an
exercise
which
helps
algebra
students
to
visualize
inequalities
and
equations.
Concept
Mapping
• concept
mapping
helps
students
to
make
sense
of
big
ideas
and
how
the
smaller
pieces
fit
together
in
the
big
picture
• because
there
is
no
one
right
way
to
make
a
concept
map,
student
must
be
able
to
think
about
their
thinking
and
defend
their
placement
of
their
nodes
on
the
concept
map
• c-­‐map
is
one
of
the
online
tools
I
have
used
with
student
to
create
their
concept
maps
Flip
cameras
• a
simple
flip
camera
in
the
hands
of
students
can
be
used
to
gather
data
in
lab
investigations,
to
interview
each
other
about
predictions
for
the
outcome
of
an
investigation
or
interview
each
other
after
an
investigation
as
a
de-­‐brief;
I’ve
used
my
flip
camera
in
all
of
these
ways
and
found
that
student
respond
well
•
Student
Response
Systems
• ActiveInspire
software
is
great
for
manipulating
objects
on
the
screen
such
as
this
screen
shot
where
students
could
pull
up
atoms
in
order
to
balance
the
equation;
later
on
the
flipchart,
the
students
are
asked
a
question
about
a
balanced
equation;
clickers
are
used
as
a
form
of
formative
assessment
Activegrade
• online,
standards-­‐based
gradebook
• gives
teachers
more
information
at
a
glance
than
traditional
gradebooks;
it’s
visually
appealing,
and
teachers
can
drill
down
by
clicking
on
any
standard
• students
log
on
to
activegrade
and
see
a
bar
graph
representing
their
progress
along
each
standard
–
they
can
also
drill
down
to
see
the
details
for
every
standard
–
along
with
teacher
comments
21st
Century
Old-­‐School
• 21st
century
learning
isn’t
necessarily
just
computers
and
software
–
it’s
a
way
of
approaching
learning
• here’s
an
old
school
clicker
that
I
often
use
in
class
when
a
diagram
or
a
more
complex
response
is
needed
for
formative
assessment
• concept
maps
don’t
have
to
be
done
on
the
computer:
post
–it
notes
as
nodes
on
the
student’s
desk
is
a
another
way
to
get
21st
century
thinking
into
a
classroom
without
computers
Possibilities?
• I’m
not
making
light
of
copyright
infringement
with
this
slide,
but
this
picture
reminded
me
of
one
of
my
favorite
quotes
about
21st
century
skills
–
It
sums
up
my
view
of
the
shift
in
learning
that
we
are
currently
experiencing
Learning
Revolution
• I
believe
we
are
in
an
exciting
time
in
our
world;
we
are
witnessing
a
shift
from
the
Information
Age
to
the
“What
Can
You
Do
With
Your
Information
Age”
Working
together
with
teachers
and
building
leaders,
technology
coaches
are
the
leaders
in
supporting
schools
in
order
to
give
our
students
the
help
they
need
to
be
prepared
for
and
succeed
in
the
21st
century.