Josiah's Portfolio


Back to Josiah's Personal page | Project Home: Web 2.0: An Examination of Three Collaborative Tools

ETAP 623 Fall 2013 - Wilde

Web 2.0.jpg


Why Web 2.0? Research overwhelmingly points to the need for collaboration to foster students' understanding. Often times, students who use technology, do so independently, with no social interactions happening. Using technology does not have to result in social isolation. Web 2.0 tools allow students to collaborate and work together, while achieving their academic goals.

This course is designed to help teachers learn how to incorporate Web 2.0 tools into the classroom to foster collaboration in a new way. Three specific Web 2.0 tools will be examined: Edmodo, VoiceThread and Animoto. In the course, you will explore the sites, find at least three ways that you can incorporate them into your classroom and gain actual experience working with these three Web 2.0 tools. At the completion of this course, you will feel confident to use these tools in your classroom and engage your students in a whole new way!

Click here to see a quick video on what web 2.0 is. [[1]]

Needs Assessment

1. Instructional Problem

There is a need for professional development programs for K-12 educators who lack the knowledge and skills to facilitate Web 2.0 tools into the classroom. Web 2.0 offers unlimited ways to share ideas, communicate outside of the classroom, and push students abilites into the digital world.

2. What is to be Learned This course aims to give teachers the confidence to incorporate Web 2.0 into their classroom, using specific Web 2.0 application that how different ways Web 2.0 can be used practically and in multiple environments.

3. The Learners

Targeted learners are K-12 educators who lack confidence in incorporating Web 2.0 into their classrooms. Teachers have a minimum of a Bachelors, with no given criteria for length of their teaching profession. New teachers often lack the knowledge of pedagogy, yet they might be more familiar with technology, while experienced teachers understand good pedagogy practices, yet often lack the skills of newer technology. By focusing on both aspects as it pertains to Web 2.0, teachers will understand how to use the technology and the best practices that make using the technology successful.

4. Context for Instruction

The learning in this course will be completed in small groups, preferably in a physical environment. Collaboration for design of Web 2.0 applications and in discussion will be used so teachers can share knowledge and ideas.

5. Exploring the Instructional Problem and Solution

Teachers will have the opportunity to apply their new knowledge about Web 2.0. They will see three examples about different ways Web 2.0 can be incorporated into their classrooms; teachers will be creating their own Animoto, Edmodo and Voicethread. These three examples of Web 2.0 can be used to increase student collaboration in a classroom setting, as well as in online settings.

6. Goals of this Mini-Course

Teachers will understand how to incorporate Web 2.0 into their classroom by successfully completing the following:

· Creating an Animoto, which features text, audio and images to create a short movie to “advertise” a book of choice.

· Creating an Edmodo account and having the ability to explain features of Edmodo and how it can be used in their classroom as a social networking tool.

· Create a Voicethread, including images and audio, plus responding to a Voicethread already created.

Performance Objectives

By the of this course, participants should be able to:

1. Given an Internet website and written instructions, learners will identify three major purposes of Web 2.0, by naming three applications and their uses for collaborative online learning.

2. Provided with tutorials and written instructions, learners will demonstrate their understanding of the three Web 2.0 applications, by meeting all task objectives within the lessons of: Edmodo, Animoto and Voicethread.

Curriculum Map


Move on to the mini-course lessons here: Web 2.0: An Examination of Three Collaborative Tools