Web 2 Point Whoa!
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Web 2 Point Whoa!

Web 2 Point Whoa!

Sarah Martabano and Linda Brandon‘s presentation on using Web 2.0 to differentiate in the classroom had the potential to do one of three things for participants:

  1. Open the floodgate of excitement for the myriad options (go2web20.net).
  2. Open the floodgate of fear of the unfathomable options (go2web20.net).
  3. Paralyze with options (go2web20.net).

For those already in the know about Web 2.0, the session introduced new tools to use in new ways.

For those just starting out on the Web 2.0 path, the session might’ve made attendees feel like Great Depression time travelers dropped into one of today’s Super Wal-Marts. Deer in the headlights. Fortunately, both Sarah and Linda came equipped with brakes, so hopefully no-one was run over.

One of the participants, a principal, asked, “How do we introduce teachers to Web 2.0 without overwhelming them?”

The answer came from another participant, “Like with students, start with one tool at a time.”

Sarah went on to say, “You need to meet teachers where they are.” Good advice.

And so, in the interest of providing bite size pieces for the recent digital immigrants (like me), yet enough of a meal for the more enlightened, I’ll try to provide a small buffet of options into the Wonderland of Web 2.0 as introduced in their session, Differentiating with Web 2.0.

(Please add additional options to the comment section.)

They built their presentation (accessible on their wiki as agoogle doc) around three main parts:

1. Web 1.0 vs. Web 2.0

Reading vs. Writing

Individual vs. People

home pages vs. collaboration

Lectures vs. Conversations

Advertising vs. Word of mouth

The result is that “We the People” have some power.

2. Differentiation Basics:

  • Three areas to differentiate: Content; Process/Activities; Product/Assessment (real time assessment — pre and post, pre and post, pre and post, repeat as necessary).
  • When considering students: What is their Readiness, Interest, and/or Learning Style?

3. Strategies:

  • Adjusting questions: preassessments using online questions — preassessments to test student comprehension (some on-line quiz building sites: StudiyoQuiaPolldaddy)
  • Buddy Studies: Using wikis with students for a number of projects, including assessments and discussions. (wikispaces)
  • Flexible Grouping: wikis and blogs to allow students to create projects together.
  • Learning Styles/Profiles: (post research/lectures/reviews as podcasts, also, increase student motivation to write by telling them, “If your script is good enough, we can video it and podcast it,” then watch their motivation soar.)
  • Anchoring Activities: Gives students new angle on information (VoicethreadWordle)
  • Independent Work: iGoogle
  • Student Interest: writing prompts (Big Huge Labsflickrstorm uses flickr to find pictures around themes — happy for example — and students can then pick from a folder of pictures that they connect with.
  • Independent Study: Social Bookmarking  (Delicious) “The common folks are now deciding how to tag/categorize things.”

Why use these tools?

  • Proliferation of the tools
  • Ease of use (can you cut and paste?) ,
  • 24/7 access (“You can teach while you sleep!” Students can access on their own time.)
  • Collaboration potential
  • Global reach
  • Reinforcement of 21st century skills.

Good luck, may the web be with you, and if you get overwhelmed take a break and check out these bunnies (you should probably check them out anyway!).

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