Final Project Andrea Jacobs EDTL 6310 Web 2.

0 Tools in the Classroom During the course of this EDTL 6310 and EDTL 6360, I have used many different Web 2.0 sources and decided to explore their uses in the classroom. Students enjoy using technology and research has shown that student engagement increases when technology is present in a lesson. I was not aware that I was using Web 2.0 tools in my personal life, but they are everywhere. Most of these sources are free and relatively easy to use. I have used some technology in the classroom, but these tools could be used individually by students and be used to meet academic standards as well as technology standards. I am always looking for new ways to integrate technology and new ways to teach a standard and using Web 2.0 tools would achieve both of these goals. I chose to experiment with a few different Web 2.0 tools before completing my final project. I chose to utilize Glogster and Bubbl.us in my final lesson. Students will make their own Glogster to accompany the story they read and will also create a plot sequence using Bubbl.us. I chose to use those two sources because thirds graders would be able to learn both of these sources fairly quickly. I tried both of these sources and both of them are safe sources and free. This lesson will allow students to use two different Web 2.0 tools while meeting language art standards. Literature Review: Web 2.0 in the Classroom My literature review consisted on reviewing four articles about utilizing Web 2.0 tools in the classroom. Some of the main points of the articles were benefits of use and ways to make

learning more meaningful when using Web 2.0 tools in the classroom. The three elements of successful Web 2.0 integration are daily practice, focus on audience and appropriate behavior. Daily practice refers to utilizing technology daily in the classroom to make the most out of learning. When technology is frequently and appropriately integrated with school curricula, students will feel more comfortable using technology and can apply it outside of school as well. Having students use various technology more and in new ways in their classrooms would increase the intellectual change of lessons. Second, the audience of Web 2.0 viewing needs to be addressed. The teacher needs to monitor who can see work shared on the internet and monitor students safety. They can limit view access to classroom, schools, parents or the whole internet to view student work. Finally, appropriate behavior needs to exhibited by the students and the teacher when using Web 2.0 tools. Teachers must constantly be monitoring students use of technology and know what students are creating and sharing. Using Web 2.0 sources involves students using the internet and without proper monitoring, students could be accessing other sites. Making sure all three elements are carefully planned and thought about will take extra time for the teacher, but the students will benefit and will be more engaged in their learning. Project Goals My project goal for EDTL 6310 is creating a lesson plan incorporating Web 2.0 tools and the Ohio Academic Content Standards. This plan then can be shared with others in the class and also on my WIKI page in EDTL 6360. This project will focus on the elements of literature and Glogster and Bubbl.us.

Learning Goals My learning goals of this project were researching different Web 2.0 tools for use in the classroom. I researched more than just the two being utilized in this lesson. Also, during my literature review, I learned more about the benefits of utilizing Web 2.0 tools in the classroom and the best practices in doing so. Relation to Course Objectives The Final Lesson will meet NETS for students in the following standards: 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

The Final Lesson will meet NETS for teachers in the following standard:
2. Design and Develop Digital Age Learning Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and

resources to promote student learning and creativity

The Final Lesson will meet Ohio Academic Content Standards in the following standards: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

Reading Applications: Literary Text

3. Retell the plot sequence. 4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

Communication: Oral and Visual

8. Deliver informational presentations that: 8. Deliver informational presentations that: b. demonstrate an understanding of the topic; e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology

Technology
Standard 1: Nature of Technology Benchmark A: Compare and discuss the characteristics of technology in our community. 3. Demonstrate the use of technology in the classroom. Standard 2: Technology and Societal Interaction Benchmark D: Practice responsible use of technology, understand school district guidelines for technology use, and explore technology ownership. 1. Work collaboratively with others, respecting their ideas and needs, when using technology. Standard 4: Technology and Communication Applications Benchmark B: Develop, publish and present information in print and digital formats.

2. Incorporate the use of a digital image into a document (e.g., clipart, picture from digital camera or scanned images).

Evidence of Learning During this project, I have learned more about Web 2.0 tools and all that needs to be thought about before implementing in the classroom to make learning more meaningful. Instead of just using the tools to integrate technology, the teacher needs to think about which tools would be best for each project and learn all features of the tool being implemented. When researching different tools, I thought about which tools would be best for third graders. I considered the audience of viewing of this project and it will mainly consist of other students in the class during the presentations and the teacher. Students do not need to share their projects online. I also made note in the lesson plan that the teacher will walk and monitor the students while working to ensure safety and correct use of the internet.

Final Project My final project is a well-developed lesson utilizing two Web 2.0 tools while also incorporating language art standards and technology standards. This lesson plan is for third graders but could be adapted to other grade levels since elements of literature of are in other grade level standards. This lesson plan can be printed and utilized in a classroom and will also be posted on my website. Appendix The full lesson plan and also a copy of my full literature review will follow this synopsis.

Andrea Jacobs EDTL 6310 Final Project Lesson Plan Grade Level: Third Subject: Language Arts/Technology

Standards:
4. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 5. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats The Final Lesson will meet Ohio Academic Content Standards in the following standards: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension. Reading Applications: Literary Text 1. Retell the plot sequence. 6. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction. Communication: Oral and Visual 8. Deliver informational presentations that: 8. Deliver informational presentations that: b. demonstrate an understanding of the topic; e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology

Technology Standard 1: Nature of Technology Benchmark A: Compare and discuss the characteristics of technology in our community. 3. Demonstrate the use of technology in the classroom. Standard 2: Technology and Societal Interaction Benchmark D: Practice responsible use of technology, understand school district guidelines for technology use, and explore technology ownership. 3. Work collaboratively with others, respecting their ideas and needs, when using technology. Standard 4: Technology and Communication Applications Benchmark B: Develop, publish and present information in print and digital formats. 4. Incorporate the use of a digital image into a document (e.g., clipart, picture from digital camera or scanned images).

Objectives:
1. Students will be able to identify and explain the defining characteristics of fairy tales, folk tales, poetry, fiction and nonfiction. 2. Students will be able to retell the plot sequence. 3. Students will be able to use Web 2.0 sources to create and share information with class. 4. Students will be able to collaborate with others to create a project.

Approximate Time for Lessons and Summary:

1. Day One (60 minutes): Teacher will introduce the different genre of books and read examples of each. Teacher will discuss different characteristics of each. Students will select genre and book they would like to use to create their Glogster. 2. Day Two (60 minutes): Teacher will introduce project to students and explain that they are going to create a Glogster about their chosen genre. The book will be used later. They will be working with a partner to create this. Teacher will show students how to use Glogster on the SMARTboard. Teacher will give students rubric of what is needed on their poster. Students need to search the internet for information. Students will begin work. 3. Day Three (60 minutes): Students will work on their Glogster in partners. 4. Day Four (60 minutes): Students will have the first part of reading to work (20 minutes) and then students will share posters with class. Students will take notes about the different genres of teacher-made note handout.

5. Day Five (60 minutes): Students will read assigned genre book and create a plot sequence for the book. Students with the genre of poetry and nonfiction will choose a different genre. Students will use Bubbl.us to create their plot sequence. Teacher will post what is needed for the plot sequence on the board. Students will print off and turn in. They will be graded according to the rubric. 6. Day 6 (??)-If needed to catch up and finish any of the activities.

Materials and Resources:

Assortment of books with various genres: Student books and the teacher examples Netbook Cart Glogster example Teacher-made handout of genres for note-taking Plot sequence requirements Rubric for Glogster Rubric for Plot Sequence on Bubbl.us Bubbl.us- Web 2.0 tool accessible online Glogster- Web 2.0 tool accessible online

Day 1:
1. Teacher will ask students what genre means and if they know any different genres. Teacher will write these down on the board. 2. Teacher will tell the class that during this week they will be focusing on nonfiction, fiction (realistic), fairy tale, folk tale and a piece of poetry. Teacher will not provide full characteristics of each because students will be making posters and sharing them with the class. 3. Teacher will read a short nonfiction book about a concept being taught in science and explain that nonfiction means that it is true and contains facts. 4. Next teacher will read a fairy tale, The Three Little Pigs, and talk about the characteristics of a fairy tale- make believe characters, talking animals, not true. 5. Teacher will then read a folk tale Stone Soup and discuss the folk tale. Folk tales are stories passed on and also called a legend. 6. Last, teacher will read a short poem from Shel Silverstein book. Teacher will let students know that there are many different kinds of poems. 7. Teacher will explain to students that they will be making their own Glogster about one type of genre in partners. First teacher will assign each student another person to work with. Then students will draw a piece of paper to see what genre they will be researching and making a Glogster about. This is to ensure that each genre is represented. 8. Teacher will explain to students that they will start making their Glog tomorrow and will research it first online or in their Literature book.

Day 2
1. First, teacher will review the types of genres. 2. The teacher will show students the example that was made for one type of genre. She will show students the different parts required on this. Then the teacher will hand out rubric to students and go over. 3. Teacher will show students how to create a Glog by going through the directions on the SMARTboard and showing students different features on Glogster. Students need to click on tools to add text and images. Teacher will show students how to add text and how to add images. 4. Students will start researching their genre before making their Glog. 5. Students can begin working and the teacher will walk around and monitor students and answer any questions.

Click on the link to finished teacher Glog http://www.glogster.com/amj2004/fairy-tale/g-6lhck0dvvva2k8u8n4qdfa0

Day 3:
1. Student Work Day-monitor students and answer any questions. Teacher may need to review Glogster on SMARTboard. Teacher will let students know that tomorrow they will be sharing their Glogs to the class. They need to share what they learned about their genre and display their Glog on the SMARTboard.

Day 4:
1. Students will have the first 20 minutes to finish and decide who is going to do what part of the presentation. 2. Students will present their Glogs to the class. While students are presenting, other students will take notes on the teacher-made organizer. Since some students will be duplicating genres, students can add any additional information learned. 3. Teacher will grade Glogs according to rubric and the organizer will also be graded for accuracy.

Day 5
1. Teacher and students will discuss genres previously learned earlier in the week. Then teacher will ask students what they remember about plot. Teacher will then display what is needed for plot on the board. 2. Students will pick a book from genres learned previously (realistic fiction, fairytale, folktale) and read their assigned book individually. 3. Students need to think about the plot sequence as they read. 4. Teacher will introduce bubbl.us to class on the SMARTboard. Students will practice using this source for a few minutes. 5. Teacher will explain to students that they will be making a plot sequence for their assigned book making sure they include all parts of the plot sequence. 6. When finished, students will print off their plot sequence and put their name on it. Link to sample bubbl.us https://bubbl.us/?h=f8d58/1d92e7/10o4wGO5jFvq2

Day 6 (if needed)

1. Finish any work from this lesson plan.

Assessment:
Students will be assessed by grading their Glog with the attached rubric. Their graphic organizer during the presentations will also be graded for accuracy. Their plot sequence will be assessed for including all parts of the plot for their assigned book.

Attachments to this Lesson Plan:

Glog rubric Graphic organizer for presentations Plot sequence

Plot
Plot is the sequence of events in a story The plot has a beginning, middle and end

Five Parts of a Plot Sequence:

Exposition: Beginning where characters, setting and sometimes problem are introduced Rising Action: Events leading to the climax Climax: Turning point of a story Falling Action: events leading to Resolution Resolution: story comes to an end with problem usually solved

Rubric for bubbl.us Total Points: 15

Exposition 3 2-1 0 Student includes Student includes Student does not characters, some, but not all include any setting and parts. characters or problem (if setting applicable) information. Student includes Student includes Student does not at least 3 events one or two include events leading to climax. events leading leading to climax. to climax. Student includes Student does not turning point of include turning story. point of story. Student includes Student does not at least one include any event after the events after the climax. climax. Student included Student does not the ending of the include the story. ending of the story.

Rising Action

Climax

Falling Action

Resolution

Rubric for Glogster Total Points: 25

Characteristics of Genre 5 Student includes at least 5 characteristics of assigned genre. Student includes at least 5 books from assigned genre. Student includes at least two graphics. Student changed background on Glog. Glog is free from spelling and grammatical errors. 3 Students include at least 3 characteristics of assigned genre. Student includes at least 3 books from assigned genre. 0 Student does not include any characteristics of assigned genre. Student does not include any books from assigned genre. Student includes at Student does not least one graphic. include any graphics. Student does not change background from original. Glog has one or two Glog has more than spelling or two spelling or grammatical errors. grammatical errors.

Sample books

Pictures/Graphics

Background

Spelling/Grammar

Name__________________________________

Date________________________

Directions: As you listen to each presentation, take notes about their characteristics and examples from each. You must include at least 3 characteristics and 2 examples from each. Characteristics Nonfiction Examples

Fairy Tales

Folk Tales

Realistic Fiction

Poetry

A Literature Review Web 2.0 in the Classroom Andrea Jacobs Bowling Green State University

Abstract The final project for my EDTL 6310 is a full lesson plan utilizing Web 2.0 sources in the classroom. I will also be addressing NETS and Ohio Academic Content Standards as well. During this project, I will explore more Web 2.0 sources for use in my final project. Students will be required to utilize at least one Web 2.0 source in their final project that would be shared with the class. The following literature review focuses on the benefits of using Web 2.0 sources in the classroom. The article focuses on how to make learning more successful when using Web 2.0 sources. The three elements of successful Web 2.0 integration are daily practice, focus on audience and appropriate behavior. The following review will focus on these three elements and how to make the most out of Web 2.0 sources in the classroom.

A Literature Review: Do Web 2.0 Right Technology has changed education and will keep changing education and the way that we teach. An important aspect with technology is knowing how to do so effectively. Teachers need to spend more time lesson planning, but the students will be the ones benefiting. According to Do Web 2.0 Right, three elements have been identified as important when creating meaningful learning while using technology. These elements are daily practice, considering the audience and enforcing appropriate behavior (Light, 2011). First, teachers must use technology frequently to make the most out of learning. This When technology is frequently and appropriately integrated with school curricula, students will feel more comfortable using technology and can apply it outside of school as well. This does not mean that teachers have to use the same type of technology constantly. Having students use various technology more and in new ways in their classrooms would increase the intellectual change of lessons. According to Light (2011), the most successful blog is when the student and teacher only have view of their posts and can really put what they are feeling without having to think what others might say or think. This may not be the best for all students. Most would probably benefit from classroom blogging where they can view comments and all posts made by classmates. Many teachers use blogs to see what students know before starting a new unit and this could create interest with the child (Light, 2011). Using blogs may be more beneficial at the secondary level than the primary level, but can still be done with younger children. It could also be used like a daily journal that many young children do in elementary school. If students are using technology and different Web 2.0

sources daily, then more types of technology can be introduced without overwhelming students. Students will feel more comfortable when assigned a new Web 2.0 source and want to explore its use. Second, the audience of Web 2.0 viewing needs to be addressed. Web 2.0 is different than Web 1.0 because now more people have access to shared information on the Internet. During Web 1.0, we were mainly the receiver of information and not all could publish online, but now with Web 2.0, more people are able to access and share or publish online. More people can view work when using Web 2.0 sources and this includes other children and adults. According to Do Web 2.0 Right, schools are limiting access on certain tools or sites that classrooms are using. They can limit use to classroom, schools, parents or the whole internet to view student work (Light, 2011). This would make it safer for use and children may feel more comfortable if a limited number of people can view their work. It is our job as educators to make sure we are controlling who has access to material made by our students (Light, 2011). Third, appropriate behavior needs to be exhibited by both the teacher and students. According to Light, this is the most important element (Light, 2011). Teachers must constantly be monitoring students use of technology and know what students are creating and sharing. Using Web 2.0 sources involves students using the internet and without proper monitoring, students could be accessing other sites. In addition, students could be commenting, creating inappropriate projects or many other issues that arise when using the internet. Teachers must work hard to make sure that the learning environment is the best for the students and supportive. Without this, learning will not occur like anticipated (Light, 2011).

Making sure all three elements are carefully planned and thought about will take extra time for the teacher, but the students will benefit and will be more engaged in their learning. Teachers must keep up to date with the online learning community and make sure they are constantly monitoring students. According to Light, But theres no doubt that these tools are worth the trouble of learning how to use them, because when done right, they can add a whole new dimension to learning (Light, 2011, p.15). When using Web 2.0 sources in the classroom, teachers must use and teach them correctly to make it more beneficial to students.

Literature Review: Additional Three Sources Web 2.0 will be used more in classrooms in the near future. Many studies have shown that using technology in the classroom enhances learning. Most Web 2.0 sources are free and once more teachers explore them, more sources will be used by students. Since school districts are sometimes financially challenged, Web 2.0 sources would be optimal. In schools where abundant technology tools are not readily available, students could still have access to many different program options and all that would be needed is computers with Internet access for utilizing Web 2.0. Some schools may not have SMARTboards, iPads, iPods, Clickers and many other types of technology. This means that teachers must be experienced users of Web 2.0 sources because research has shown that this students need technology skills when they graduate and in future careers (OConnor-Petruso & Rosenfeld, 2009). To better prepare students for their future, teachers must be willing to put time in and learn these new technologies so we are doing everything possible to further each student as much as possible. It is our job as teachers to prepare students for their future careers. This will require teachers to have training and practice using these sources and then time for students to learn how to use different Web 2.0 sources. It does take some time, especially in the elementary years, for students to learn how to use different sources, but will benefit them in the future. Web 2.0 sources incorporate collaboration among peers, teachers, community and others on the web. This is an important skill for students to learn for their future. This meets many standards in communication and also technology. According to Web 2.0 Literacy and

Secondary Education Web 2.0 is changing literacy programs from just reading books and writing papers (Fahser-Herro & Steinkuehler, 2009). Now students are able to do so much more with reading and dig deeper into the curriculum and share their ideas with others. Students are able to use different sources to create presentations and share work and collaborate with others on projects (Fahser-Herro & Steinkuehler, 2009). Students are able to work on the same project without being on the same computer while utilizing some Web 2.0 sources and this eliminates down time in the classroom. Students can be working on the same presentation on different computers in programs such as Google Docs or Glogster. This could make projects take less time to complete because all students will be working at all times on the presentation instead of waiting of their other group members to finish their part of the project. Web 2.0 sources will be changing the way students use the internet and the way teachers assign projects. Lastly, Do Web 2.0 Right explained that teachers must be willing to spend more time to utilize these sources in the classroom. This includes spending time researching the source and practicing using them. During my final project, I will utilize and practice several different sources such as Glogster, Google Presentation and Pixton and will decide which sources will be used for my final project. According to Influencing Preservice Teachers Intention to Adopt Web 2.0 Services teachers attitudes towards Web 2.0 technology will influence how they use the source in their classroom (Chaen, Song, Nam & Jones, 2010). If teachers perceive learning new tools for learning as too time consuming, then they will probably not fully explore the tool and find all the features of the Web 2.0 source. But if teachers are excited about learning about a new technology tool to use in the classroom, then they will most likely test many different

features that they will then show students. This article agreed with the Do Web 2.0 right because it does take a lot from the teachers end. The teacher must consider all the benefits of utilizing the sources in the classroom and spend extra time preparing. Convincing other teachers that Web 2.0 is worth the time to explore will not be easy, but well worth the effort.

Discussion According to Do Web 2.0 Right multiple steps need to be taken before utilizing Web 2.0 in the classroom. When completing my final project, I will focus on the three elements identified in the article: daily practice, considering the audience and teaching and enforcing appropriate behavior by students and teachers (Light, 2011). The other articles supported the use of Web 2.0 in the classroom because of all the benefits such as cost efficient, collaboration and engagement. In all the articles, it was mentioned that teachers must have training to use the sources and want to use them as well. In Influencing Preservice Teachers Intention to Adopt Web 2.0 Services the authors stated that the teachers attitude will influence the use of the technology. This is very true and when creating this lesson, I will be excited to learn about new sources because I know that students will enjoy their use and make learning fun. Web 2.0 is changing the way we teach, but must be done correctly to be most beneficial. It is not the only way to teach the standards, but an important technology integration.

References Cheon, J., Jones, D., Nam, K., & Song, J. (2010). Influencing Preservice Teachers Intention to

Adopt Web 2.0 Services. Journal of Digital Learning in Teacher Education. 27 (2). 53-62 Fahser-Herro, D., & Steinkuehler, C. (2009). Web 2.0 Literacy and Secondary Education. Journal of Computing in Teacher Education. 26 (2). 55-60. Light, D. (2011). Do Web 2.0 Right. Learning and Leading with Technology. Retrieved May 4, 2012 from ISTE. OConnor-Petruso, S.A. & Rosenfeld, B. (2009). Effective Strategies for Integrating Technology and the Tools of Web 2.0 in the Curriculum When Limited by Budget, Infrastructure, and Shelf Life. The Journal for Computing Teachers. Retrieved May 4, 2012 from ISTE.