Web 2.0 for the K-12 Classroom

Social Networking in the K-12 Classroom : Social Networking in the K-12 Classroom Judy Campf Jodi O’Neill E-Learning Summit ۰ May 2008

What is Web 1.0? : What is Web 1.0? Flat or single-sided Used to obtain information Integrate web-based resources into electronic products

What is Web 2.0? : What is Web 2.0? Interactive digital tool Obtain and share information Read/Write Web

Similarities Differences : Similarities Differences

What is Social Networking? : What is Social Networking? Community of online users Common interest or purpose Communicate and collaborate Chats Instant messaging Email Blogs Wikis Podcasts File sharing VoIP Discussion postings Webinars

Social Networking Websites : Social Networking Websites

Web 2.0 Vocabulary : Web 2.0 Vocabulary Aggregator Blog Constructivist Environment Moblog Open Source Photo Gallery Podcast RSS Social Bookmark VoIP Wiki Web 2.0 Vocabulary Reference Brochure

Why integrate Web 2.0 in the classroom? : Why integrate Web 2.0 in the classroom? Web 1.0 Learner Web 2.0 Learner

Sharing Knowledge with Web 1.0 : Sharing Knowledge with Web 1.0 Use search engine to locate resources Copy/paste or rewrite in own words Report: word processor Multimedia: presentation Visual: poster, sign, chart, or banner Written: newsletter Lecture: presentation

Using Web 2.0 to Collaborate : Using Web 2.0 to Collaborate Research, evaluate, synthesize results Compile and present Invite feedback and comments Include links to additional information Locate experts

Web 2.0   VSC Connection : Web 2.0    VSC Connection Grade Level: 6 Subject: Secondary English VSC Standard 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose Indicator 2: Compose oral, written, and visual presentations that express personal ideas, inform, and persuade Objective b: Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery, figurative language, and sound elements

BioPoem : BioPoem Directions: The Bio-Poem Sentence Starters will help you to develop your poem. Refer to the Scoring Tool to ensure that you receive full credit. Use Zoho Writer as the collaborative word processor. Be sure to use editing tools for graphics and text features to show more about you. After saving your poem, read and reflect on poems created by your classmates. Provide constructive feedback to at least three classmates. Use the Insert Comment feature for your feedback. Review feedback provided to you. Reflect on this feedback and revise your poem accordingly. Print your final version and submit it by Friday. Example: http://writer.zoho.com/index.do

Podcasting is for Everyone! : Podcasting is for Everyone! Grandview Heights High School Wake County Public Schools Mr. Meagher’s Chemistry Classroom Podcasts

Podcast Pros۰ Challenges : Podcast Pros۰ Challenges

Web 2.0   VSC Connection : Web 2.0   VSC Connection Subjects: Secondary English and Social Studies Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Expectation 3: The student will locate, retrieve, and use information from various sources to accomplish a purpose. Indicator 2: The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected topic and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Intranet, World-Wide Web, and others.

Objective and Activity : Objective and Activity Objective: Students will locate appropriate sources to gather research and MLA bibliographic information using a spreadsheet. Activity: Students conduct research on the Holocaust using a variety of online resources after reading Elie Wisel’s “Night.” Holocaust Topics Holocaust Resources Using the EditGrid workbook, students take notes, including MLA source information, subject words, key words, quotations, paraphrases, and/or summaries. The workbook contains worksheets for numerous students. Holocaust Research Directions provides directions for using the database features of Excel to sort and organize notes. After compiling notes, students will build a class wiki (http://holocaustresearch.wetpaint.com/) with information about a variety of topics related to the Holocaust. Adapted from Holocaust Research CBTIA

Web 2.0   VSC Connection : Web 2.0    VSC Connection Grade Level: 5 Subject: Social Studies Unit: Branches of Government Standard 2.0: Comprehension of Informational Text Indicator 1: Develop and apply comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts.

Lesson Objective : Lesson Objective Students will describe the three branches of government in order to compare the roles of the three branches. Adapted from Branches of Government CBTIA

Activity : Activity Students use the Branches of Government Activity Page to gather information about a specific branch of government. Students use the Branches of Government Research Organizer to gathering information on the assigned branch of government. Students write descriptions of their assigned branch of government using a word processor and save it to their designated saving location. Descriptions must include the following: Role of this branch of government Organizational system for this branch of government Selection process for representatives for this branch of government Using Office Live Workspace, students upload the word processing document.

Activity Continued… : Activity Continued… After learning about one branch of government, students review the writings contributed by classmates in order to complete the Branches of Government Resource Sheet to organize their notes about all three branches of government. Example: http://workspace.office.live.com

Web 2.0   VSC Connection : Web 2.0    VSC Connection Grade Level: 3 Subject: Mathematics Unit: Representation of Geometric Figures Standard 2.0: Knowledge of Geometry Indicator 1: Represent plane geometric figures

Lesson Objective : Lesson Objective Students will sketch triangles, quadrilaterals, pentagons, hexagons, octagons, and circles in order to represent plane geometric figures.

Activity Continued… : Activity Continued… After analyzing the properties of plane figures, students will move to representing plane geometric figures by locating these plane figures in previously photographed pictures. Students will locate plane figures by outlining these shapes in the photographs. Students will add comments about each shape using specific vocabulary terms by recording and/or typing comments. They will add their plane figure sketches by video doodling on each slide. Example: http://voicethread.com/share/104004/

Some Considerations : Some Considerations Telecommunications Policies Blocked or Filtered Websites Background Info + Resources  Great Starting Point Explore, Expand, Enhance

Questions, Concerns, and Comments : Questions, Concerns, and Comments