Web 2.0 in the Future

The future of Web 2.0 in society and in education is already here. I agree with Ivo Jansch in his post about Web 2.0, that this "Web 2.0 thing" is about more than terminology and semantics -- the Web 2.0 is about the collaborative, creative uses of technologies that already exist. People argue that Web 2.o is an inaccurate name, but does that really matter? I think what matters is that people find the best ways to use this technology, especially in education.

Web 2.o technology in schools has both more obstacles and more benefits than in general society. Educators must be aware of the increased safety issues that are brought up with this more collaborative, exposed nature of Web 2.0 so that students can be taught to be appropriate, responsible, and productive Web 2.o users. Educators also must educate parents and other community stakeholders (and perhaps, themselves!) on Web 2.0 technologies and internet safety, so that they can understand why using these technologies is so important for students. Even though there are these obstacles, using Web 2.0 technologies in schools should not and must not be avoided in schools. This collaboration is a vital 21st century skill, and if students are taught to be effective collaborators in the school setting, they will be that much more prepared for what lies ahead for them in the future.

Threshold Magazine Summer 2007 Issue

The table of contents for the Summer 2007 issue of Threshold Magazine reads like the syllabus for Digital Media. Articles include some about WEB 2.0, rules and responsibilities of Web 2.0 users, digital ethics, and using Web 2.0 tools in the classroom. For people interested in Digital Media and Web 2.0, there is a lot of good info to be found. In my short browsing through some of the articles, I found a dictionary of Web 2.0 terms, a listing of the top Web 2.0 sites, and ideas for teaching with Flickr and del.icio.us. So, as I say at the end of my school blog posts....

Happy Readings!

GCast --Podcasting Made Simple & Convenient

GCast

I think GCast is a very teacher-friendly podcast tool, because you can make podcasts simply by talking on the phone -- making this new technology much less scary for teachers who might be a little fearful of Web 2.0. That is probably the best feature, at least to me -- the ability to make a podcast without even touching the computer. It makes it easy for everyone involved. Some other great features are that you can embed your podcast right in your website, and you can be alerted by email whenever a new podcast by your favorite podcaster is created/published. This could be a convenient feature in the educational setting; for instance, teachers could be alerted whenever the library media specialist posted a new book review podcast, or a teacher could be alerted whenever their students completed their assigned podcast.

I have already talked to some colleagues about Gcast, and they were excited about how easy Gcast makes podcasting. They had ideas like podcasting directions to longterm assignments or to ongoing assignments, so that parents could here them as well. As I work on my new library website, I already have a space for a book review podcast ready and waiting!

Podcast Potentials Follow-Up!

As I continued searching for school library specific podcasts, here are some resources I found that I know I will find very useful:

http://www.schoollibraryjournal.com/article/CA6302221.html (This article at form School Library Journal lists blogs with good book reviews for school library media speciailists.)

http://www.justonemorebook.com/ (This is both a podcast and a website that has tons of reviews of children's books.)

http://childrensbookradio.com/ (This is a podcast about children's books and authors -- a wider age range than the previous listing).

http://www.fayette.k12.in.us/cmslmc/ (A great middle school library website...tons of info about tons of stuff!)

http://www.hopkintonschools.org/hhs/library/podcast.html#anchor823756 (A school librarian who is actively using Web 2.0 technologies like podcasts and blogs!)

Podcast Potentials!

Searching for podcasts was interesting; it definitely shows you how much information is out there -- information OVERLOAD! I found a lot for technology, but not as many as I would have liked that are school library/ middle school library specific. I am sure, with a little more searching, I will be able to find something that is exactly what I am looking for!

Here are some interesting podcasts I found:

Coming of Age Podcast
http://comingofage.podomatic.com/rss2.xml

This is the podcast version of what we read, discussed, and blogged at the beginning of the year. This might be a great tool for us to share with our colleagues to help them understand Web 2.0 and 21st century skills.

The Tech Teachers Podcast
http://feeds.feedburner.com/thetechteachers

This podcast is done by two educators to talk about new "tech" things, with more of an emphasis on technology resources other in which educators might be interested. This particular podcast focused on the iPhone, Aperture, Picasa, and new features of Google Maps. Unlike the other podcasts I listened to, this one was not something that had already been written; this podcast was two people discussing their thoughts and opinions. It was very easy to listen to.

School Library Journal Podcast
http://feeds.feedburner.com/TheSljPodcast

I listened to one of their "Site of the Month" podcasts, this time about Photojojo. This is a site where you can subscribe to a twice-weekly email about new and interesting things to do with your digital features. You can also access archives of previous emails. Two interesting sites I found in the archives were Flickrvision (a combination of Google Earth and Flickr) and Blabberize (a site where you can make a digital photo talk!).

TeacherTube

Resource #3: TeacherTube

TeacherTube is a safe, educational environment for teachers to harness some of the power of the Read/Write Web; it is the teacher-friendly version of YouTube. It is an easy-to-search site where you can find videos for student and teacher use: teaching videos, professional development videos, student project examples, and more. One important use, especially in terms of Web 2.0 resources, is that teachers can upload their own videos here to then be embedded in blogs, wikis, or websites. Obviously, this was designed with teachers in mind, and the uses are numerous. One way I hope to use this is to both show teachers this resource and hopefully share videos and I ideas with teachers that I have found here; as a library media specialist, I think helping teacher find media resources to use in their classrooms is an important part of my job.

Although I already have two examples of TeacherTube videos in previous posts, here is one I found on this visit to TeacherTube:

Gliffy

Resource #2: Gliffy

Gliffy is a free, web-based resource that is, in general, similar to Inspiration and Kidspiration. It can be used to make graphic organizers, flowcharts, floor plans, network diagrams, and more. You can collaborate with others on the same document, so, like the best examples of wikis, users can work together to make the best possible document. Unfortunately, with the free service, you can only have five free public documents; if you want to have more, you must upgrade to a Gliffy online premium account. Because of this, it probably is not the best tool for student use; however, it could definitely be used for professional purposes by the school staff. Possible examples are sample floor plans for new spaces in a school and flowcharts for student discipline. As I tested out the service, I created this floor plan of my library:

Ta-Da List

Resource #1: Ta-Da List

Ta-Da List is an organizational tool that allows you to record information in list format. You then have a variety of options; you can check items off on your list, share your list with others, and be notified of changes to a list through an RSS feed. Although many of the uses would be professional in nature (to-do lists, resource lists, etc.), you could also use this resource with students. I am currently using Ta-Da List to keep track of what I am reading and will keep a link to my lists on my blog (see the sidebar); this way students can see what I am reading and ask me questions or share their opinions. It also shows them that I am reading, and modeling this reading is an important component of creating lifelong learners and readers. You could have students use Ta-Da Lists for the same purpose (recording what they have read) or for other purposes like brainstorming or listing sources. This is a 21st century way for students to meet the Wisconsin Media and Technology standard B.8.5 (Record and Organize Information).

Teens and Today's Technology

I am taking my last class (!) so that I can be officially certified to be a library media specialist (!), and one of our readings was called "What Students Want: Leave Me Alone...I'm Socializing!" by Neal Starkman. Basically, the author sat down with students from 5th grade through 12th grade to talk about technology -- what kinds students use, what kinds they wish they had, and what their attitudes are towards technology and socializing. While it was really interesting to hear what students had to say (one had lost a friendship because her friend isolated herself with her iPod and one wishes she had portal technology to take her from her bed to school without any effort at all!), I would be really interested to hear what my middle school students think. Some of the students had great attitudes towards technology, realizing that it doesn't replace all forms of communication - especially face-to-face interaction. Some had rather lackadaisical attitudes towards internet safety. I am sure both of these attitudes are accurate reflections of both my students and most students.

This leads to one of the most widespread questions and biggest fears educators have about using new Web 2.0 technologies in schools today: how can you ensure the safety of students using this technology in schools? That is definitely a tricky question, but it is one we cannot avoid; students are using the technology, and as educators, we have a duty to try to teach them the best ways -- and the safest ways -- to do so. The first thing that needs to happen is that educators need to be aware of and understand these technologies; educators need to feel comfortable with Web 2.0 resources and understand why they are valuable (and why they won't just go away even if they keep ignoring them). This is well expressed in an editorial by Doug Johnson in Learning and Leading with Technology, February 2006 called A Proposal for Banning Pencils. I totally understand this avoidance and fear, because until the last few months, I was one of the "avoiders". With just a little education, I am now excited to use these technologies and help other teachers use them, too.

One of the lessons students need to understand is that once they are on the web, they are ON the web; they are out there in the public and have a lasting "digital footprint". What they say now can follow them for years; what they say now can be out there for anyone to find. Students need to be taught that and shown the importance of accuracy, the need for personal responsibility, and how to be true to yourself online without revealing the kinds of personal information that could lead to dangerous web encounters. We need to balance teaching the students these things about Web 2.o safety and responsibility with protecting ourselves on the school setting with filters and monitoring software (see Patrolling Web 2.o).

Blogging Video

Although this video is a little slow, it is a creative and visual representation of why blogging can have such value in the classroom. Students will benefit so much from the widespread feedback they could receive on their writing.

When I grow up...

Another video to check out...I have seen another video like this, and like the comments on TeacherTube said, this video is a perfect example of what technology can do and what it could and should be used for in schools. We need to get teachers up-to-date on 21st century skills and make them comfortable using these skills; this is the only way we will truly prepare our students for the future.

How can the elements of storytelling be used to improve classroom instruction?

One of the elements of storytelling that could have a significant impact on the classroom environment is music or "the power of the soundtrack". Obviously, we have a great capacity to remember song lyrics -- why wouldn't we put that to use to aid student learning? In the position I will have next year -- library media specialist, I also believe that music could play a helpful role. The busiest time of the day in library is during the lunch and learning lab periods. During this time, students are checking out books, taking read up tests, and using the computers to complete homework. Sometimes, it can be very crazy (to say the least)! I think music could help calm down some of that potential craziness. I have an example to demonstrate that: two content areas of teachers using the computer lab to work on curriculum mapping. The seven teachers were in the lab on the second of two days of curriculum work, and although they were accomplishing some work, there was also a lot of general goofiness. Once someone threw in a CD, the focus and productivity improved dramatically. I think I could really use "the power of a soundtrack" in the background of the library to help provide a conducive and inviting learning environment.

Other storytelling elements that I feel could improve lessons are both dramatic questions and emotional content. I feel both of these elements can help students create connections, and for em, those connections are what lead to deeper learning and understanding. If students can connect something they read or something they are trying to learn to something they already know, they will be much more likely to actually learn and remember. I have implement both in my traditional classroom setting, but it is interesting to try to put these elements in play in my new role. I think I could use both dramatic questions and emotional content when creating bulletin boards or doing book talks. Obviously, these elements will come into play during book club discussions, too. Using these elements, in addition to helping kids make connections to what they are learning, will help peak student interest and spark student discussion.

How might you use digital storytelling in your classroom?

I can see many uses for digital storytelling in my classroom, as I teach literacy – a subject focused on reading and stories. One of the biggest uses I can see is for a new version of a book report. Students could tell the basic story of a book they read in this new digital format, adding appropriate images and audio to make others also want to read the book. A twist on the book report could be students creating a digital story that shared the same theme as the book they read.
Literacy in my school is content-area based, so as a literacy teacher I teach reading strategies through all curricular areas. Because of this, I could easily incorporate digital stories into other curricular areas as well. Currently, students do postcards from the anti-slavery movement and from the revolutionary war era and a mini-project based on the travels of Lewis and Clark. Any of these could be made into a digital story.
Next year, I will be the library media specialist at my school. I can see easily the areas in which digital storytelling can be used. For instance, the 6th grade takes an overnight trip to Camp Whitcomb, and digital storytelling could be used as a way to introduce the students to the trip, as a getting-to-know-you activity at camp, or as a culminating project after the trip to reflect on their experience. I could see most teachers utilizing this technique, for purposes as varied as composer projects, health projects, and explorer and scientist projects…many more, too!