WEB 2.

0 TOOLS AND THEIR CLASSROOM APPLICATIONS

Web 2.0 Tools and Their Classroom Applications Kristin Thompson American College of Education

WEB 2.0 TOOLS AND THEIR CLASSROOM APPLICATIONS Web 2.0 Tools and Their Classroom Implications Many teachers are noticing a lack of student motivation in middle school classrooms. Students are disengaged from activities that are require books, paper, and pencils. One method in which teachers can try to renew interest in their classroom is with the use of technology, and more specifically, with Web 2.0 tools. According to Oliver (2010), Web 2.0 refers to the current generation of Internet applications that allow users to collaboratively generate their own

content (p. 50). Some common Web 2.0 tools are social-networking sites, blogs, video-sharing sites, podcasts, and wikis (Harris & Rea, 2009). This paper will describe the benefits of using Web 2.0 tools in the classroom as well as describe several Web 2.0 tools and their possible applications in the classroom. The paper concludes with a brief description of Internet safety concerns when implementing Web 2.0 tools in classrooms. Advantages of Web 2.0 Tools A very important advantage of using Web 2.0 tools is that all material is actually stored on the Internet. Consequently, the material is available to anyone or, in many cases, can be limited to individuals who have the corresponding password. As a result, individuals located in various locations can collaborate on a project. No longer do all contributors need to be in the same location to work together. In addition, storing information on the Internet frees a great amount of computer space and eliminates the need for other storage tools, such as flash drives. Furthermore, the information can be accessed from any computer with an Internet location (Holcomb & Beal, 2010). No longer do teachers or students need to always have their own computer, flash drive, or be connected to the schools server to access files and documents. Another advantage for using Web 2.0 tools is they allow anyone to publish their work, including students (Holcomb & Beal, 2010). As Oliver (2010) wrote Today, in addition to

WEB 2.0 TOOLS AND THEIR CLASSROOM APPLICATIONS reading from a top-down Web where few published for many, users can write to a bottom-up

Web where many publish to many (p. 50). Seeing their work published, may, not only increase student motivation, but may also encourage students to produce higher quality work. Furthermore, the number and diversity of Web 2.0 tools currently available, often free of cost, ensures that teachers of all subjects and grade levels can find one that fits the needs of their classrooms and their students. Web 2.0 tools are also relatively simple and easy to use. Holcomb and Beal (2010) state Web 2.0 tools reduce the technical skills required to use their features, thus allowing users to focus on information exchange and collaboration (p. 29). Finally, using technology and more specifically, Web 2.0 tools creates an environment of inquiry based learning and constructivism (Holcomb & Beal, 2010). This inquiry based learning creates an environment where students are producers of knowledge rather than consumers of knowledge. By becoming producers of knowledge students will be more engaged and use higher-level thinking skills (Harris & Rea, 2009). Classroom Applications of Web 2.0 Tools One relatively simple Web 2.0 tools is a blog. According to Harris and Rea (2009), a blog (weblog) is a type of Website, usually maintained by an individual with regular commentary entries, event descriptions, or other material such as graphics or video (p. 138). These blogs can be used as a tool for the creation of authentic writings for both teachers and students (Mullen & Wedwick, 2008). In the classroom, teachers can create a blog and turn it into a discussion forum. For example, in a reading class, the discussion posts can focus on a book that the class is currently reading. The teacher can start the discussion by posting a question about the reading. Students can then post their responses and replies to other students posts, thereby creating a virtual learning community. The posts can be in a variety of formats including

WEB 2.0 TOOLS AND THEIR CLASSROOM APPLICATIONS text, video, and audio. Blogs can be used for any subject and for almost any grade. Many websites allow the creation of blogs free of charge, such as Blogger, LearnerBlog, and MyBlogSite (Mullen & Wedwick, 2008). A more specific Web 2.0 tool is a website called Blabberize (Blabber, 2010). This website is available free of charge and facilitates the creation of a blabber, which can be posted privately or publicly. A blabber is a talking picture and is easy to create. As a class project, students can each be assigned to pick a person of significance. In science class, it could be a

famous scientist. In social studies class, it could be a famous person from a time period that was studied. Once a person is chosen, the student would be required to research that person and find a picture of him or her. The student would upload the picture to the Blabberize website and record the autobiography. Thus, the project would require a number of skills; researching, writing (the script), and communicating along with the basic technology skills needed to create the blabber. Another, more specific Web 2.0 tool is a website called Voicethread (Voicethread, 2014) which supports reflection and digital storytelling (Oliver, 2010, p. 54). Voicethread allows the uploading of wide range of multi-media, such as video, audio, images, documents, and text. Once a Voicethread is online, other individuals can post a reply in a variety of formats including, a written response, an audio response, or video reflection on the Voicethread, which facilitates a collaborative sharing of ideas (Oliver, 2010). In a classroom, Voicethread can be used as a form of digital storytelling. Once students have chosen a topic, they can research the topic and find relavant facts and images. The images can then be uploaded onto the Voicethread website along with an audio recording and text to explain the significance of the pictures. When the project is completed, the student will have created a slide show that is supported by texts and audio. Once

WEB 2.0 TOOLS AND THEIR CLASSROOM APPLICATIONS the Voicethread is online, it can be viewed by the other students in the class who can post reflections and comments on what they saw and heard. Web 2.0 Tools and Internet Safety However, before teachers integrate Web 2.0 tools in the classroom, specific safety and privacy guidelines need to be addressed. Since many of these tools allow individuals to post

work online, it is viewable to the public. For certain ages this is not advisable. Teachers need to consider how the work should be publicized and viewed (Oliver, 2010). Many Web 2.0 tools can block access to the public by offering password protection or by providing the option an email option for final products. In addition, before the use of any Web 2.0 tool, teachers need to teach their student internet safety and citizenship (Willard, 2010). Finally, all students need to be closely monitored while working on the Internet to ensure they are only viewing and using appropriate websites (Willard, 2010). Conclusion In conclusion, it is clear that in order for students to be successful in the 21 century they need to able to collaborate, solve problems and have vast technology skills. One method of implementing these skills in the classroom is with the use of Web 2.0 tools, such as blogs and multimedia presentations, such as Blabbers and Voicethreads. However, while using these tools, teachers need to ensure that students and their work is protected and instruct their students about Internet safety and citizenship

WEB 2.0 TOOLS AND THEIR CLASSROOM APPLICATIONS References Blabber. (2010). Mobouy Inc. Retrieved from: http://blabberize.com/ Harris, A. L. & Rea, A. (2009). Web 2.0 and virtual world technologies: A growing impact on IS education. Journal of Information Systems Educations, 20(2), Holcomb, L. B. & Beal, C. C. (2010) Capitalizing on Web 2.0 in the social studies context. TechTrens, 54(4), 28-32.

Mullen, R. & Wedwick, W. (2008). Avoiding the digital abyss: Getting started in the classroom With YouTube, digital stories, and blogs. The Clearing House, 82(2), 66-69. Oliver, K. (2010). Integrating Web 2.0 across the curriculum. TechTrends, 54(2), 50-60. Willard, N. (2010). Security in a Web 2.0-based educational environment: Issues and Answers part 1. Multimedia & Internet@Schools, 17(3), 8-11. Voicethread. (2014). Voicethread LLC. Retrieved from: http://voicethread.com/