Week 5 Reflection

This week we explored Web 2.0 tools that could be used to engage students in learning. I watched the series of Web 2.0 videos on the Discovery Education website. The tools are broken down into categories of application such as Presentation, Video, Mobile, and Community. Additionally the site provided an overview of resources known as The Best of the Best. This video shared Web 2.0 tools that could be used in numerous ways in the classroom. I explored the tools that I had not used recently or that were new to me. I found that, as they mentioned in their video, some of the Web 2.0 sites were no longer in existence. Some of the tools that were free now have fees associated with different levels of services, and still others had been bought or merged with other tools. For example, Gizmoz is gone, GlogsterEDU that was originally free now has a small but reasonable charge, and JOTT has been integrated into Nuance, which offers speech to text services such as Dragon Dictation.

More importantly this week however, was reading about the different ways that my classmates incorporate web 2.0 tools. Many of the students are obviously using iPads or other tablets in the classroom, because many of them recommended apps such as ShowMe or StoryKit. My students are not allowed to use personal devices, and their screens have to be large enough for an adult to fully supervise 2-3 students 100% of the time. There are often computer based Web 2.0 tools that are similar to the apps that were suggested. I use http://awwapp.com/, which is sort of like ShowMe, and www.StoryJumper.com, which is a digital storytelling tool that my students can use on laptops or desktop computers. One new tool shared by classmate, Jennifer Barcavage, was Popplet. Using Popplet groups, a teacher could set up accounts for the school year for as little as $2.00 per student. It is basically a visual organizer or presentation tool, or a place to curate ideas, images, and videos. I could see many uses for this tool. Students could use it to present what they have learned about a particular subject, as a pre-writing tool, to summarize something they have learned or read, or even as a note-taking device during lectures or movies. Teachers could use it to introduce new concepts, to help students develop meaning for new vocabulary, or as a review at the end of a unit.

Another learning point this week was on communicating for inquiry based learning. The way to communicate is based on the scientific method, but could be applied to any content area. A question is created, the students form a hypothesis or make a claim, the students collect data and supporting evidence, and then, based on the evidence, students formulate a conclusion. Our activities this week asked how we might use Web 2.0 tools to communicate a scientific explanation. Again my classmates provided several explanations for how this could be done including using Prezi, Blabberize, and Animoto. Many also suggested uploading the work to be published on class Edmodo sites, Blogs, or wikis. I already use many of these tools regularly for my students to communicate in various ways, so the real lesson for me was on how to apply what I have always seen as the scientific method to other content areas. Corinne Altham shared how to use what she calls Power Answers to respond to literature, and Darryl Chriss shared ideas for how the method could be applied to a social science theme.

I know that we will move into designing inquiry based lessons this next week. I am hopeful that the plans that we use will be easily integrated with the formats of planning that I am expected to use to address and communicate learning to 8 different Massachusetts districts.