This document discusses the use of Web 2.0 tools in education. It notes that K-12 classrooms and higher education students are increasingly using tools like blogs, wikis, and videos. New pedagogical approaches that engage students through collaboration and personalized learning have emerged. Popular Web 2.0 tools mentioned include Google Drive, Dropbox, Evernote, Mangahigh, and e-portfolios. The document questions how these tools impact learning and assesses growth. It also discusses considerations for implementing e-portfolios and their purpose in allowing students to reflect on artifacts, knowledge, and future goals.

1. Lamar University
College of Education
Educational Leadership
Beaumont, TX
Web 2.0, Literacy and ePortfolios
Cindy Cummings, Ed.D. Diane Mason, Ph.D.
Sheryl Abshire, Ph.D. Kay Abernathy, Ed.D.

2. Web 2.0/Literacy
• K-12 & higher ed are huge consumers of dynamic user-
centered Web 2.0 resources.
• K-12 classrooms & higher ed students using a wealth of
Web 2.0 resources across subject areas.
• Web 2.0 resources are available to students and
teachers to create engaged interactive learning
environment.
• King (2011) observed students’ culture
has dramatically changed
• To align with student’s world,
educators have altered their pedagogical approaches.

3. Web 2.0/Literacy
• New pedagogical approaches are student centered and
are in response to the cultural and literacy demands of
the information age.
• Solomon and Schrum (2007) defined literacy today
“acquiring new skills, including those of using
technology, understanding science, having global
awareness, and most important, having the ability to
keep learning” (p.20).
• Consequently, we have seen huge strides made in
contributing to the growth of literacy with the use of
Web 2.0 tools.

4. Questions: Web 2.0 Tools
• What Web 2.0 tools and resources impact
the way you learn, communicate, and assess
growth?
• How are you currently using Web 2.0
personally and/or with students?

5. Web 2.0 Research
• Enables interaction and collaboration (Parker &
Chao, 2007; Tapscott & Williams, 2008)
• One-fifth of US higher education students actively
contributing content to blogs, wikis, photo or video
websites and 18% contributed regularly to at least
three of these (OECD, 2009)
• Relatively new paradigm which enables
contributions and communication (Mills, 2007)

6. Web 2.0
Promising
Practices
• Collaboration
• Project-based Learning
• Personalized Learning (Choices)
• Standards-based
• Critical Reflection
• Authentic Assessment
• Mentoring, Coaching, and Peer Review

7. Web 2.0 Tools
• EdShelf
• Google Tools, Slideshare, AudioBoo
• DropBox, DropVox, & MediaFire
• Web Conferencing, Skype, Google Talk/Chat Hangouts
• Animoto, Podcasts, Stykz, Audacity, Wordle, Tagxedo
• Assistive Technologies
• YouTube, TeacherTube, SchoolTube, YouTube
Education
• WikiSpaces, Blogger, WordPress
• EdTech Toolbox
• Best Web 2.0 Tools

8. edshelf
Edshelf is a directory of digital tools for educators
• www.edshelf.com
• Discover new tools
• See what other educators use
• Rate and review your favorite tools

9. Dropbox
What is Dropbox?
• Saves file to your computers, phones, and the Dropbox website.
• Provides 2GB of Dropbox for free, with subscriptions up to 100GB
available.
• Makes files are always available from the secure Dropbox website.
• Works with Windows, Mac, Linux, iPad, iPhone, Android and
Blackberry
• Works even when offline. You always have your files, whether or not
you have a connection.
• Transfers parts of a file that change (not the whole thing).
• Manually sets bandwidth limits — Dropbox won’t hog
your connection.

10. Evernote
Great tool for teachers and students to:
• Keep everything in sync- all of your notes, web
clips, files and images are available on every device
and computer you use.
• Remembers things you like- Snap a photo, record
some audio and save it
• Save favorite webpages - Save entire webpages to
Evernote account with web clipper browser
extensions.
• Research better - Collect information from anywhere
into a single place.
• Share notes and collaborate on projects with
friends, colleagues and classmates.

11. Mangahigh
• Adapt in difficulty to the ability of the student in
order to aid the student to stay in their zone of
proximal development
• Overlay the game mechanic with the core
learning concept
• Develop students' ability and curiosity to observe,
hypothesize, test, evaluate, conclude and refine
ideas
• Provide powerful contexts that often bring out
the 'real-world' application of the topic at hand

12. Google Drive
• Google Drive is one of many cloud computing
document-sharing services.
• The majority of document-sharing services require
user fees, whereas Google Drive is free.
• Its popularity is growing due to enhanced sharing
features and accessibility.
• Google Drive has enjoyed a rapid rise in popularity
among students and educational institutions

13. Questions: Using Eportfolios
• What is the purpose for having students develop
electronic portfolios?
• What are three types of student eportfolios?
– Storage
– Workspace
– Showcase
• https://sites.google.com/site/eportfolioapps/overview/le
vels
Dr. Helen Barrett: http://electronicportfolios.com/

14. Questions: Considerations for You
• What ages are the students?
• What content areas?
• What is your current technology infrastructure (i.e., will
your network keep up with GoogleDocs network
traffic?)?
• What is your computer-to-student ratio?
• How many students will be implementing portfolios?
• Will you use some type of Internet/cloud/Web 2.0
system?
Dr. Helen Barrett: http://electronicportfolios.com/

15. Questions: Eportfolio Answers
• What? (The Past) What have I collected about my
life/work/learning? (my artifacts)
• So What? (The Present) What do those artifacts
show about what I have learned? (my current
reflections on my knowledge, skills and abilities)
• Now What? (The Future) What direction do I want
to take in the future? (my future learning goals)
Dr. Helen Barrett: http://electronicportfolios.com/

16. e-portfolios PK-12
• Web-based or electronic portfolios (e-
portfolios, ePortfolios, efolios, digital portfolios, etc.) are a relatively
new, but quickly expanding, component of teacher education programs
(Strudler & Wetzel, 2005).
• e-Portfolio templates in teacher education programs range
– highly structured(e.g., foliotek) to those that are
– loosely defined by rubric where students
independently organize and construct
format of their own entries using website
design program (e.g., Google Sites).
• Electronic portfolios (ePortfolios) basically
operate as a "content-management system"
(Jafari, 2004, p. 40).

17. e-portfolios PK-12
• Chen and Light (2010) observed, ePortfolios allow students to select a
variety of digital artifacts and assemble them in one place in order to
exhibit presentation skills or reflect, inquire and analyze material
• ePortfolios require students to reflect on their learning.
• Richards and Guilbault (2009) contend that reflection has become as
essential way for students to speak in their own voices.
• Critical reflection at strategic points in the development of the
ePortfolio creates a pathway for the formative examination and
demonstration of learning

18. Contact Information
Sheryl Abshire, Ph.D. Cynthia Cummings, Ed.D.
sheryl.abshire@lamar.edu cdcummings@lamar.edu
Diane Mason, Ph.D. Kay Abernathy, Ed.D.
diane.mason@lamar.edu lkayabernathy@lamar.edu

19. Presentation in slideshare.net
http://www.slideshare.net/cdcummings/tcea-2013

20. For More Information:
Lamar University
Beaumont, TX
http://luonline.lamar.edu/ACP/graduate/med_edtechleadshp.htm
http://lamar.edu/
http://stateu.com/lamar/