Web 2.0 tool reflection
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The document discusses key considerations for evaluating Web 2.0 tools for use in education. It emphasizes that tools should enhance the content being taught, be user-friendly so students can focus on learning rather than figuring out the tool, and be accessible and appropriate for all students regardless of age, ability to pay, or other restrictions. A good tool should also help reduce barriers to learning, engage students in a fun way, and make them want to learn more about the content.
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The document discusses curriculum evaluation and the use of technology in education. It explores how students are given technology but often don't know how to use it effectively due to a lack of practice and training from educators. While technology is meant to enhance learning, it is sometimes used simply to satisfy requirements rather than to develop students' skills. The document also examines formative assessment programs and how educators are working to incorporate lessons learned from such programs into online libraries to help shape instruction and assessment across different classrooms and schools.
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There are correlations between in-school and out-of-school mobile device use for learning. Frequent users tend to have support networks that help them learn to use their devices. For teachers to effectively integrate devices in the classroom, they need training on the devices' capabilities and how they can enhance learning. The educational impact of student device use is limited if teachers do not also use devices. Teacher approval of autonomous device use in lessons affects student use and attitudes. Developing effective mobile learning practices takes time as teachers learn to use devices to support learning rather than as just tools.
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Technology is increasingly important in education for three main reasons:
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2) Using mobile technology allows learning to take place anywhere and promotes collaboration between students.
3) Technology provides motivation for students by tracking their progress instantly and creating opportunities for competition, like earning badges, similar to gaming.
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3) Technology provides motivation for students by tracking their progress instantly and making learning competitive through gamification and social elements.
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The document outlines the three stages that are evaluated for educational software in the MERLOT Model:
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The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
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This document provides an overview of a professional development unit on using Web 2.0 tools to engage students. The unit is 1 hour and aims to help teachers understand what Web 2.0 tools are, how to use some tools, and how tools can motivate students. Teachers will learn about different tool types and how to incorporate tools into lessons. As an assessment, teachers will create a lesson using a presented tool and share the finished product link with peers. The unit involves a presentation on tools, an interactive activity, and a final teacher-created presentation. Feedback showed administrators and teachers were impressed with learning new tools and seeing their potential for student engagement.
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Web 2.0 tool reflection
- 1. + Evaluating Web 2.0 Tools Considerations in choosing resources
- 2. + Does It Enhance the Content Being Taught? Before choosing a tool, the teacher should ask themselves what the tool adds to the content being taught. If the tool doesn’t enhance the content then it really won’t be helpful in teaching or learning. Web 2.0 tools should not be used just for the sake of using them. They should add something valuable to the lesson that wouldn’t have been possible without them.
- 3. + Is the Tool User Friendly? As discussed in the Xtranormal “Web 2.0 Tool Evaluation Criteria” video, the resource should not become the focus of the learning. If a tool is too difficult to use, the student will spend time trying to figure it out rather than learning the content of the lesson. Web 2.0 Tool Evaluation Criteria. 2011. Retrieved from: http://www.youtube.com/watch?v=C4UAXC8-d7U&feature=youtu.be
- 4. + Is the Tool Accessible for All Students? Some tools have stringent age or use restrictions and may not be realistic for use in a K-12 classroom. A student should not be ostracized by a tool due to social or economic inability to participate, such as through an expense for registering. In using the tool, the teacher should evaluate it’s terms of use before hand to determine if it is appropriate for the demographic and age of the student’s in their classroom ( Online Learning Consortium, 2014). Online Learning Consortium. 2014. Retrieved from: http://olc.onlinelearningconsortium.org/Web_2.0_Selection_Criteria_Save_Time_Choosing_a n_Appropriate_Tool
- 5. + Does the Tool Reduce Barriers to Learning? Web 2.0 tools should help to reduce learning barriers in addition to enhancing the content being taught. Web 2.0 tools can be a great way to reach auditory, visual or tactile learning styles or students with learning challenges. These considerations should be taken into account when evaluating the usefulness of these tools.
- 6. + Is the Tool Engaging and Fun? Web 2.0 tools should be both informative and fun, and should make the students want to learn more about the content. If the tool does not engage students then there will be no real benefit to using them.