Serena Mohammed

LLED 462 63A

November 20, 2015

Integrating web tools into inquiry based learning: A resource for kindergarten to grade 9
teachers
Benefits on integrating web tools into the new curriculum
The new BC curriculum for students in kindergarten to grade 9. Across all grades and subjects,
the focus is 21st century skills and inquiry based learning. Students are expected to acquire
competencies that would enable them to ask meaningful questions, plan and conduct research,
process and analyze information, apply information, create multi model texts, and communicate
with others (BC Ministry of Education, 2012).
Integrating web tools into competencies and content instruction can create valuable learning
experiences for students. Web tools allow students to work on learning activities both in and out
of school. Web tools can be used to support the development of foundational skills such as
literacy and numeracy. Web tools can be used to support the development of 21st century skills
such as creativity, communication, critical thinking, collaboration, and problem solving. Most
web tools facilitate open ended activities that can be individualized according to the interests and
learning needs of each child. Web tools allow students to explore multi model texts, which are
often more engaging for students (BC Ministry of Education, 2012)
The first goal of this resource is to demonstrate how web tools can support some of the
competencies that are part of the new curriculum. The second goal of this resource is to
demonstrate how web tools can support the development of information, digital and media
literacy. The third and possibly most important goal of this resource is to facilitate collaboration
between teachers and teacher librarians (Canadian Library Association, 2014).
Collaboration and co-teaching opportunities between teachers and teacher librarians
Collaboration and communication are significant competencies that are covered in the new
curriculum (BC Ministry of Education, 2012). This does not only refer to collaboration among
students or between students and teachers, collaboration between teachers and teacher librarians
contributes to student success as well (Canadian Library Association, 2014).
It may take a significant amount of time and effort for individual teachers to adjust to the
competency and content learning expectations that are in the new curriculum (BC Ministry of
Education, 2012). Collaboration and co-teaching with teacher librarian can be an effective and
positive way to explore and discover the new competencies and content knowledge. Not only can
teachers and teacher librarians pool their experiences and expertise together to plan and
implement engaging lessons and units; having more than one teacher in the room allows for
students to receive greater support from adults. Below are just a few examples of how teachers
and teacher librarians can co-teach using web based tools to facilitate lessons and units. There

are many other strategies and tools that can be used to support 21st century learning. Teacher
librarians would be happy to demonstrate these strategies to teachers and students (Diggs, 2011).

Examples of how web tools inquiry based learning, information literacy, digital literacy,
and media literacy
Symbaloo
The first web tool is Symbaloo. This is a free web tool that allows users to create an inventory of
web based resources. It is different than book marking on a web browser as students can use their
Symbaloo bookmarks anywhere with internet access. Multiple students can share a Symbaloo
account and share resources with each other (Symbaloo, 2015). Since the new curriculum is
based on inquiry learning, students will need an inventory of reliable web based sources for each
subject to help them explore their curiosities (BC Ministry of Education, 2012). Before heaving
students build a Symbaloo it would be a good idea to teach students digital and media literacy
skills so that student know how to decide whether a resource is reliable or not. I have started to
create a Symbaloo with links to multiple resources that can be used to help children develop
media and digital literacy. This is the link to my Symbaloo
https://www.symbaloo.com/mix/tltoolkit. It contains links to numerous web resources that
teachers and teacher librarians can use to help students develop digital and media literacy skills
such as internet safety, making judgments about information, critical thinking, and legal and
ethical usage of information (Media Smarts, 2015).
After students have developed some fundamental knowledge of how to select reliable resources
and how to cite information, they can start using Symbaloo to develop webmixes of reliable and
relevant resources to the topic of inquiry (Canadian Library Association, 2014). Students can use
Symbaloo across all subject areas. Here is an example of what a Symbaloo that is still being
developed may look like for a student who would like to learn about why parrots are colourful.
Please click on the link https://www.symbaloo.com/mix/colourfulparrots.
To create a tile students will click on any tile, select create a tile, copy and paste the link and
name of the resource into the appropriate boxes, and select an image. An image is optional but
may help younger students remember and identify the link. Students in kindergarten and grade 1
can create a webmix as a class.
Symbaloo can be used to support the research process and information literacy. After the
students have chosen a topic they can use Symbaloo to help them bookmark resources that
provide them with background information which could help students narrow down their inquiry
question. After they have narrowed down their inquiry topic, students can use Symbaloo to
bookmark resources that are specifically related to their topic of inquiry. Symbaloo can be
helpful during the analyzation and citation stages of the inquiry and research process. Students
will have easy access to a collection of all of the web based resources that they have used during
the inquiry process. Student can also use Symbaloo to share their resources and research with
others (Millam, 2004).

Padlet
Padlet can be used to support inquiry based learning in numerous ways. Students can use Padlet
to create multimodal texts. They can use Padlet to communicate and collaborate with others.
Students can use Padlet to record and share their learning, questions, and information (Province
of British Columbia, 2015). Padlet allows single or multiple users to access an account. This
would facilitate communication and collaboration among peers, teachers, and teacher librarians.
Users can post pictures, videos, attachments, and audio files to Padlet (Padlet, 2015).
The new curriculum requires students to demonstrate and communicate their curiosities.
Teachers can create a Padlet for students to post their questions. Teachers and teacher librarians
can also asked students to comment on their peers questions (Province of British Columbia,
2015). Here is an example of a Padlet that would facilitate students to share to record and share
their questions. Please click on the link http://padlet.com/seri623/j9c8zok683dt. This particular
Padlet shows a wonder wall for ancient Egypt but teachers and students can use Padlet to post
and comment on questions related to any topic.
Another example of how students can use Padlet for inquiry and research activities is to record
and communicate about an inquiry based experiment. The following link shows an example of a
student who is completing an inquiry experiment on water filtration (EPA, 2005). The
experiment follows the Smarter Science inquiry approach (Youth Science Canada, 2011). Please
click on this link http://padlet.com/seri623/d9ekahg2avtb.
Padlet is quite simple to use. Teachers or Teacher librarians can create a shared class account or
individual or groups of students can have their own accounts. To create a new Padlet, click on
the button that says new Padlet. Students or teachers can choose the tittle, layout, and
background for their Padlet. To add text to a Padlet, users will click anywhere on the Padlet and
start typing. Users can manipulate the size and location of each text box. To add media to a text
box, click the media symbols in the text box. Users can copy and paste a link from the internet or
upload a file from their computers (Padlet, 2015). In order to ensure accountable and respectful
use of Padlet, teachers may want to ask students to write their name after each of their
statements. Another helpful tip is that teachers may want to ask students to create and save their
text in a word program and then copy and paste the text into Padlet. When I used Padlet for the
first time, I accidently deleted an entire section of my text. I was not able reverse the delete.
Padlet can support the research process and information literacy. Students can use Padlet to
communicate with their peers and teachers to define an inquiry question. Students can plan their
information seeking process on Padlet. They can share and keep a record of and the resources
that they have used. Students can use Padlet to present their work. Students can use Padlet to
record and communicate their evaluation of the research or inquiry process with their peers and
teachers (Millam, 2004).

Padlet can be used to support media and digital literacy. Teachers and Teacher librarians use
Padlet to facilitate learning of basic digital skills such as copying and pasting, asking media
documents, and typing skills. Teachers and Teacher librarians can use Padlet to teach students
about being responsible and ethical digital citizens. Students may learn to realize the importance
of thinking before they post a comment online. Once students add a post on Padlet, all of their
classmates and teachers will be able to see their comments. Students can use Padlet for
collaborative and creative activities such as the experiment that was mentioned above. They can
use Padlet to share resources and help each other think critically and evaluate on a variety of
resources (Media Smarts, 2015).

Storyboard That
Storyboard That is a web tool that can help students, teachers, and teacher librarians to create a
variety of presentations such as story boards, webs, and timelines. Users can use the images that
are part of the web tool library or upload their own images. Users can also add text to their
creations. Students can easily share their storyboards with others by sharing the links to their
storyboards. Multiple students can share one account and collaborate on projects (Storyboard
That, 2005). The Storyboard that tool can be used with any subjects and with students of any
grades. Please click on the link
https://www.storyboardthat.com/userboards/serenarichmond/remembrance-day to view an
example of a storyboard on Remembrance Day that might be created by a child in the primary
grades.
To use Storyboard, students will log in to their account and select create a storyboard. Students
can choose a layout. Students can add text, characters, props, and backgrounds by selecting the
appropriate buttons. Students can also create their own pictures with a variety of shapes and
symbols. They can also upload their own pictures (Stoyboard That, 2005).
Storyboard That can be used with other web tools to support the research process and
information literacy. Students can use Symbaloo to help them manage a collection of resources.
Students can then use Padlet to take notes and help each other evaluate on resources. They can
then use Storyboard That to display the new information they have create as a result of the
pervious steps. Students can use Storyboard to share their learning with others. Students can
create a story board to communicate their reflection and evaluation of the inquiry and research
experience (Millam, 2004).
Storyboard That can be used to support media and digital literacy. Before the students start
creating their storyboard Teachers and teacher librarians can help students learn to how to select
reliable and relevant information to add to their storyboards. Teachers can also help students
learn how to cite sources that they have used in their storyboard. Students can use the web layout
of the storyboard web tool to help them think critically about the resources they are using.
Storyboard that can also be used to help younger learners learn basic computer skills such as
selecting images, adding text, changing colours of text and pictures, saving a document, and
adding image files to a document ( Media Smart, 2015).

Supporting diverse learners

Webtools can be used to support learners with diverse needs. Web tools can be used with multi
model texts. Students can incorporate videos, audio recordings, pictures, magazine article,
EBooks, and educational games into their creations. The web tools that are mentioned in this
document and many other web tools available on the internet are more image and visual based
compared to traditional text. This can be helpful for students who struggle with written
communication. Students who are new to learning English can use resources in other languages.
They can translate text by copying and pasting text into language tools such as Google language
tool (Serenfini, 2012). Web tools can be use with speech to text or text to speech apps and
software and adaptive electronic equipment (SLJ, 2009).

Works Cited
EPA. (2011).WaterFilteration. Retrieved November 13, 2015, from
http://water.epa.gov/learn/kids/drinkingwater/upload/2005_03_10_kids_activity_grades_48_waterfiltration.pdf
Youth Science Canada. (2011). Steps to Inquiry. Retrieved November 13, 2015, from
http://smarterscience.youthscience.ca/sites/default/files/1-1_CDN_EN_Initiate_and_Plan_L1.pdf

The University of Illinois. (2015, September 17). The Research Process. (Retrieved November
13, 2015, from http://www.library.illinois.edu/learn/research/researchprocess.html
Storyboard That: The World's Best FREE Online Storyboard Creator. (2005). Retrieved
November 14, 2015, from http://www.storyboardthat.com/
Millam, P. (2004). A road map for the journey. Library Media Connection, 20-23.