Reflection on teaching and learning with Web 2.0 tools

Web 2.0 tools are essential in today’s modern classroom.  Not only do students desire to use them daily in school, but they also afford the highest levels of Bloom’s Taxonomy: evaluating and creating.  Social media is ever present not just daily, nor hourly, but is available to students every second they are awake.  Web 2.0 tools are not something that will fade away; moreover, teachers must become aware of how learning has changed and apply their content and pedagogical practices in such a way as to reach this technology-based age group. These tools allow students to apply their content and prove to the teacher the knowledge they have learned through synthesis and application. Traditional methods of teaching can do the same thing; however, they do not allow the learning to be student-centered and inquiry-based, which is what a Web 2.0 tool offers as an advantage.

For new Web 2.0 tools, I need to focus on the ease of use, the student’s privacy and confidentiality, and the application of the tool.  I found that the easier the tool was to use, I used it more throughout the week than those I found hard to navigate.  For example, I did not like the initial Twitter platform because I do not follow politics, sports, or celebrities.  However, when I began to use Tweet Deck, I understand how others could use Twitter as their main source of communication.  It became easier for me to follow specific hashtags and group my items together on the page.  One of the pitfalls of these tools is that I think students are just as “judgy” as I am; if they cannot figure a tool out in a set number of minutes, they are apt to give up on it and use something that is familiar to them.  This is why you may have students come up and ask to use a different tool than the recommended one because they are so much more comfortable with it.  I did find the lack of security and privacy a problem when reviewing different tools.  Most of the tools are cloud based so that information can be stored and accessed across multiple platforms and devices.  Younger students may not be able to use those platforms since privacy cannot be guaranteed to a minor.  I know that during this E-learning time frame, several schools have had Zoom meetings go awry.  It is difficult to monitor and keep 100% confidentiality for students when it is going on the Web where it could potentially be accessed by someone else.  In the future, I have found that although I like certain tools because they may design things in a list (for example), others may find a similar tool that utilizes images instead.  I may put more effort into finding tools that are more click-drop usage or have potential to easily move.  I did enjoy creating a Protopage, but it is important for me, as a teacher, to test out all components before suggesting it for my class.  While I found it easy to add certain links, I ended up having a hard time with videos.  If the main use for my class was to create a Protopage over a novel and it must include a video, it needs to be easy enough for students to figure out without having technical issues.  They need to be graded on the content and application of the novel and not worry about the technology they are using.

Vanity Search #2

I wish I could say that my footprint has changed.  I googled myself “Sally Woolley”, and the hits were the same as before.  The first link that appears is to my Facebook page, which is set to private, so only my pictures and job information appears.  The second link is for a Sally Woolley at PricewaterhouseCoopers; I hate to admit it, but I think she must be in a much higher paying profession.  The third link was for LinkedIn, for which I do not have an account.  The Sally Woolley Twitter link that appears about 7^th is not mine either.  On the second page, my E-portfolio website appears as does several other portfolio postings. 

Clicking over to images, the second image is a video of myself, and the third image is a picture from my current job’s website.  There are several other images included on the page that are used in my E-portfolio website that are showing up this round that didn’t before. 

This time I went a step further and searched for “Sally Woolley Orange, Texas”.  This search listed my Facebook page, website for E-portfolio, and my YouTube channel all on the first page.  On the images page, the first three are correct videos or images of myself.

I was wondering why my other accounts that have been created are not popping up in the search results.  I feel that it maybe because they are too new or have not been utilized enough over the past few weeks to trigger a hit.  What this tells me is I need to be working to use the Web 2.0 tools in order to shape my profile.  I need to make sure that my professional links and followings can be seen so that my students know I am working hard to reach them at their technology level and trying to understand their world.

My students need to understand that it is difficult to change your internet legacy.  Even though I have created and used several new accounts, some for multiple weeks, it still was not enough use to change a vanity search.  They need to understand that their high school or college social media use will follow them when they do try to apply for jobs outside of school.  A know a former high school principal that googled everyone that applied for jobs.  They wanted to see who the person was and if they were going to be a good role model for their campus.  Students must learn that their web footprint is big, far-reaching, and will not go away any time soon.

Continuing Education

Technology and media are the ways that a media specialist stays connected in today’s world. Through conferences, social media, and list-servs, there is a wealth of information to review and join.  As much as school media and technology changes, it would be helpful to take continuing education hours geared towards specific subjects at conferences and/or workshops.  As a former ELA Pre-AP teacher, annual conferences were invaluable to adding new materials and strengthening ideas.  I can see how this idea would be applicable to the Texas Library Association Conference that has been recommended to me.  The TLAC is held annual rotating between Houston, Dallas, and San Antonio.  Due to COVID-19, this year’s meeting was cancelled and moved to an online platform.  They will offer continuing education hours virtually, and once your fee is paid, you can attend the classes on your own time over a set number of days.  I have done several continuing education classes hosted online through the American Library Association.  There classes are 1 CE credit, and they email out a word document before the class goes live.

Networking with other local librarians would also be an additional way of understanding the needs of the community.  The email listserv: http://www.lm-net.info/ serves as a resource to school librarians with over 11,000 members from 64 countries. Therefore, you will get a wide variety of views and help. The list-serv has a population spanning globally.  Sometimes it is necessary to come back to local issues, and contacting local ISD librarians and media specialists may be of better service in those regards.

Twitter is another means of connecting with other professionals.  Several librarians are available to follow and send out interesting articles and new procedures as COVID-19 is leading to changes in how we manage libraries.  I love Tweet Deck and will continue to use it to follow specific hashtags for information.

Adventures in Diigo and keeping up with other tools...

Another week, and another application.  This week we researched and used Diigo.  This was interesting to me, as I had never thought about organizing bookmarks.  Diigo is an application that allows the user to house bookmarked URLs in one location and add notes, annotations, and tags to them, so they are easier to access for the user.

The set-up was relatively simple.  We were asked to upgrade to the free teacher version; however, as I do not have an active educator email, I was unable to do this.  I am hoping that the limits I found for this application are answered when teachers use the educator side.  I was able to join the Diigo for the class #etec527.  I went ahead and installed the chrome add on, so I could easily link information to my account.  After searching for a website or video, I could click on the d in the upper right corner, and it would automatically add it to my list and add tags for sorting later.  It is a quick and easy feature that allows everything to be saved in one location.  I was not able to add Diigo to my main Protopage as a website, but I was able to place it as a bookmark on one of my tabs in Protopage. 

I can see many benefits to this application.  If you are a teacher that has a desktop computer, doesn’t have a special drive on the school’s hard drive to save documents, bookmarks, etc. too, this would allow you to have access when relocated or if you needed to find information at another location other than your classroom.   I am not one that usually bookmarks information.  I tend to find what I need when I need it and either save it to my desktop or to my google drive.  I don’t like that the platform is so wordy.  I don’t see this being of benefit to any small children in elementary or even middle school.  This tool could be used in the professional and upper school levels for student/teacher use.  I see how this would have been useful for me when looking for articles in databases.  I was just creating a word doc and pasting the URLs into it; this would have been easier to keep a running compilation of possible articles to reference.

I tweeted a few times this week.  I am still grasping Twitter and really only like it when using the Tweet Deck application.  I find the main platform of Twitter not as user friendly as Tweet Deck.  Ironically, my husband got locked out of Twitter this week and has been in withdrawal and mourning.  His account was hacked, and when he fills out the form for Twitter to release his information, the form won’t load, nor is there anyway to contact Twitter via any customer service phone number, email, or website.  I found it interesting that the only way to reach out was via an online form.  He is debating starting a new account; he uses twitter for his main news and sports sources.

The Twitter playlists are one of my favorite features about having a YouTube channel.  I did find one huge drawback, and that is you cannot save to a playlist if a video is marked safe for children.  I wanted to create a channel for celebrities reading children’s books from Storybookonline, and I was not given the option to save them.  This is a huge drawback for me as a librarian or for someone needing to save videos for elementary students.

Aggregate Pages - Protopage

Our challenge this week was to try a site for aggregating pages.  I chose Protopage.  I had no idea what an aggregate page, but I quickly found out, after creating a login, it was a housing site for all forms of created multimedia and information.  I was able to quickly review the page and delete prefilled widgets to create a blank canvas.  I renamed my prototype page and played with the color filled widget boxes.  I uploaded a picture to use as my background.  All of this was very easy and straight forward.

I reviewed the assignment and started to add the required feeds.  I clicked on add a widget and chose to add a Twitter feed by search type.  I entered the #ETEC527, and it created a widget for that search on the site.  It was easy to click, drag, and resize the widget on the screen.  I was able to add my personal Twitter feed, a link to my blog, and a link to our class syllabus. 

Then, came the downfall.  The task was simple: imbed your YouTube channel and playlist.  I added a widget and tried every which way I could to add my YouTube channel.  I tried as a website, newsfeed, link, etc.  Each time it said unable to be found with a sad face ☹ I think started googling.  I watched YouTube videos on how to imbed a YouTube channel; none of the suggestions worked.  I went in and cleared all my cached information and deleted cookies – still nothing.  The only thing I could get to work with YouTube was just by imbedding each individual video by itself, which really defeats the purpose of how the hosting site is to be used. I created an additional tab, renamed it YouTube, and posted a few videos from my channel on there.  I could have gone ahead and created a different tab for each playlist and then linked each individual video under the tab, but that’s what YouTube playlists already do.  It really defeats the purpose to do it twice.

Overall, Protopage is useful.  I can see it is similar to a wiki site wear you could have your own personal class webpage.  You could also create a different page for each unit you are covering in class or for each six weeks.  It is user friendly, and maybe someday I can figure out how to correctly link YouTube.

YouTube, Twitter revisited, & Screencastify

I have several people I am friends with on Facebook that always post their YouTube videos and state, “Make sure to subscribe!”  I had never created a YouTube account, so this was not an option for me; well, not anymore!  This week’s Web 2.0 tools required me to set up a YouTube account.  I found that when I went to YouTube on my desktop, I was logged in through my Google account.  I knew I needed to share my YouTube channel name in the ETEC527 class document, but I had a hard time finding my channel name.  I figured out it was because I did not have any content on the channel.  I uploaded a video, and then I still wasn’t sure what the name was.  I email my husband a test link, and it worked.  My review on the initial set-up is so-so; it was confusing but not too difficult.

I did upload a video and noticed I needed to complete a caption/title and then a description.  It also required me to chose if the content was kid friendly.  I noticed if I chose that option, a few other options disappeared from the screen.  I wanted to upload a thumbnail for one of the videos, and it said I need to verify my account.  I chose to do that, and it sent a confirmation to my phone to verify.  I wanted to chose the last moment of my son’s Lego video to allow someone finding it to see the finished product before they clicked on the time-lapse.  I was not successful in doing this.  It only gave me a few video options to chose from for the beginning image.  When posting the video, it allows the user to share the video via other platforms: Facebook, Twitter, Instagram.  I chose to tweet my videos with our class hashtag to see how it posted/viewed from the Twitter side.

The next requirement was to set up specific playlists in my account.  This was the easiest part of using YouTube. I was able to creates specific playlist titles and search for content to add under the playlist.  When logged in, it is as simple as one-click in order to save a video to a playlist.  I was also able to subscribe to two of my friends’ channels.  The playlist I created of my own choice was Young Adult Literature/Library as I will be graduating in August with a masters in educational technology/library science.  I thought this would be a good spot to search and save any videos that I could use to promote novels to middle and high schoolers.

One way I think YouTube would be successful as an educator is to create playlists for each unit that I teach.  I could save any video clips that I would want to use in one location, and I wouldn’t have to search for them every year or save the link on a Word document.

I continued Twitter this week and still prefer TweetDeck when using it.  I think it makes the search feature so much easier, and I prefer to order what I see first in my feed.  It definitely is an “upgrade” to the basic Twitter app.  I was able to search several hashtags including #librarytwitter and #Shakespeare.  I wanted to tweet videos of celebrities or teachers reading elementary books in read-a-louds during this distance-learning time period.  I searched for celebs and books and that did not result in a very “elementary” friendly hashtag return.  I then searched for readalouds and had a few hashtag hits.  One of those tweets used the hashtag #weread, and from this hashtag, I was able to find several videos to retweet.  I am slowly getting the hang of using Twitter.  I see it as primarily a news source and celebrity platform, but I also see the educators’ professional uses too.

I used Screencastify this week to help with our group project as the project required a brief demonstration.  This was, by far, the easiest tool I have used to date.  I was able to download it quickly, and with 4 simple choices, I was recording my desktop or specific tab.  I did note that if I chose a tab, if I wanted to click on a link that opened into another browser tab, it would not record the new tab, so I chose to make most of the videos with recording of the entire desktop.  I used a plug-and-play microphone, and I had no problems with this software.  My favorite part was that it has a shareable link to copy and paste, and it automatically saves in your own Google drive, which is a win for me!  I would recommend this for teachers and students.  Personally, I will try to record lessons for MLA formatting for my seniors and load them onto my webpage or a class YouTube channel for students to access when they “forget” how to do headers or page numbers, etc.

Twitter - Web 2.0

Twitter.  I run a Mother’s Day Out program with ten staff members, and in a recent survey, none of them used twitter.  My husband, on the other hand, is an avid user.  I have been in limbo somewhere; I created an account in 2009, and there it sat until last week when it was resurrected by ETEC527. 

This week, I was able to attempt to join the tweeting world.  The first triumph was tweeting with the #ETEC527.  I was able to quickly move towards retweeting.  This involved searching for specific topics in educational technology, finding articles to retweet, adding a comment, and adding #ETEC527.  I subscribed to the class list created by our professor, and, in turn, found some co-students to follow.  I learned how to tweet to someone in regard to their twitter handle; I found a webpage to tweet about and referenced the creator with his handle.

Initially, I do not like the Twitter homepage on the computer.  It automatically sorts the tweets in top tweet order instead of latest.  In order to search for information for our class, I have to search for our hashtag and then sort the page into latest tweets every single time you log in.  There had to be something better.  Enter TweetDeck.  This platform is fabulous.  You are able to order your page on the right-hand side.  I created a specific search for #ETEC527 and moved that to my second stream.  It automatically updates in real time, so there is no more required sorting.  Que the happy dance!

I did watch the video about Hootsuite, but in order to create a free 30-day log-in, you had to provide a credit card, and I did not feel comfortable doing that.  However, if I become a twitter convert, I might give that platform a chance.  A school media specialist might handle multiple twitter account, and this platform would make it much easier to navigate through the twitter feeds.

There is an app called Periscope for phones that allows the user to post a live feed to Twitter – much like the live feed you can use on Facebook.  The user can search previously live recorded videos by topic or by location.  The location feature shows a map where you can see who has recently filmed live close to you.  For teachers, this app could be used to follow specific authors or presenters that have live weekly feeds.  This would allow you to post the live feed on Twitter for your classes to watch along with you.

To be honest, I don’t frequent that many websites.  I stay on Facebook and am starting to use some Instagram.  I do use Fox News, so I played around on their website to see how they connected with Twitter.  I clicked on the search icon and used one of their subtopics, Education, to get a list of articles.  I then read an article and noticed that there was a little bird next to it allowing me to retweet it.  I retweeted it and added a comment with the class hashtag; it formed a tinyurl and included Fox News’ own hashtags they had used when the article was first published.

As an educator, I know that the more advanced students in high school are using Twitter to stay up to speed with the latest news.  It becomes instant gratification in finding things out in the sporting or political worlds sometimes before it hits the mainstream population.  This platform will allow students to bridge that connect to the teacher outside of the classroom in a neutral space.  For instance, if they have a question on a topic, want clarification, or decided to do their own additional research, they could use the teacher’s twitter handle and send the link even if they don’t have a class hashtag.  This is just one more way to give students another medium to connect in what they view as the most modern technology.

Vanity Search - Web 2.0

In my initial google search of “Sally Woolley”, the first return was a link to that name on Facebook.  When I clicked the link, the first profile that shows up is correct, and underneath showed five other returns for the same name (none of which were my profiles).  The second hit on my google search was for a LinkedIn account, which I do not have, to a Sally Woolley, Senior Associate, at Pricewaterhousecoopers. The third hit was 10+ profiles for LinkedIn; the fourth was a correct hit to my current job, Mother’s Day Out Director from our church website.  This is followed by several obituaries, and one twitter post regarding baylorgirl87.  When I clicked the images tab at the top, 24 pictures popped up.  The second picture was a correct picture of me posted on my job’s website. The third image/video was my speech I posted on Vimeo for one of my other college classes. The other images were from linkedin.com and peekyou.com; one image was from baylorgirl87.

To me, this proves I do not really have a major digital footprint.  I have a profile on my church’s website where I am employed, a Facebook account (which is set to private), and that is really all that I could find.  I flipped over to page 2 and found my E-portfolio link, and on page 3, I found my blog for this class.  All of the other postings are in regards to others that are not myself and clearly are quite older or deceased. My husband is a high school principal, and I know that one of the first things he does when reviewing a hire is check their digital footprint.  Since I am aware of this, and taught for ten years, I try to keep that is mind when I post anything to social media.  I represent who I work for, and future employers will review what they can find on me. I am glad that the other Sally Woolley’s out there have a good digital footprint since a lot more information comes up on them than on the real Sally Woolley.

Tech Play 4 - Information Literacy

While content objects are relevant for today’s students, I have decided to cover options on Informational Literacy.  As a former high school English teacher, it is very important for my students to understand the implications of Aristotle’s triangle and whether sources are credible or not when doing research and using these schools at a college level.  Even state tests are beginning to test students over sources via charts, graphs, or ads.  It is clearly evident that it is necessary for students to understand, dissect, absorb, and apply this information.

In order to teach Informational Literacy, the teacher must be fully knowledgeable themselves in each of the four domains.  I first used a simple google search to find teaching tools for informational literacy.  Must options that appeared were in teaching critical thinking of the texts.  I then switched my google search to the Rhetorical Triangle + Advertisements.  I think using Aristotle’s ethos, pathos, and logs with a variety of print or video ads would be a lesson worth having students participate in.  Students must be able to decipher what the author’s purpose was in creating the ad (critical literacy), who it was created by (information ethics), and what form the ad was in (media literacy).  I would then have the students use research skills to find their own ad to present to the class with their analysis. Overall, this lesson could be used to answer all sections of the graphic. Please note, I did not find one website that addresses all areas of informational literacy.  It would be my job, as the teacher, to put different lessons together in order to address all sections. This activity would take them through a complete lesson based on TPACK.  The class would be using technology to find their own sources, pedagogy to evaluate the sources, and content over the rhetorical triangle.  

My next google search was lessons on informational literacy.  The first listed website was from Indiana University.  This has handouts and lessons used to teach researching and evaluating sources for students. The worksheets can be used via access of the internet by students (media literacy) or in downloadable and printable pdf handouts if the teacher were to use them as supplements with their content they were teaching.  Research skills and informational ethics are two sections of the NFIL graphic that this website would address.  The teacher would need to have a supplemental lesson for their students on media literacy, if using this website for printables, which would address how to go about looking for specific sources on the internet or in databases (differences between them) to fulfill media literacy.  I feel that this lesson could transform my teaching by showing them the relevancy of the skills needed; if it is important enough for a college to spend time on it, it must be important enough for us to learn (pedagogy).  My students could apply this website/printables to any number of research projects depending on the unit: background of a writing’s time period, author biography, current events to showcase their content and knowledge.

The Online Writing Lab at Purdue University is a source that I have had on my teaching website for many years.  It is critical for students to know how to correctly cite and quote information they find for their papers.  Although it only fits the research skills section of the Informational Literacy diagram, I feel that is still necessary for students to have knowledge of using MLA formatting for undergraduate work.  Easybib.com is another website for this same purpose.  It can go through the sections needed using MLA in a paper and address how to cite information using a Works Cited and in-text citations.  Easybib allows students to use technology to come up with an MLA citation by just copying and pasting the URL.  While this does not impact their content or knowledge, it does just what a calculator has done for math: make the task easier and more efficient so all students can learn the process.  Students would need a lesson on cheating and plagiarizing in order to address the Information Ethics in the NFIL graphic.  My pedagogy would be teaching students the skills needed to create an MLA Works Cited entry.  Most of the time I use the original source, a class novel, and have the students find a secondary source or review of the novel in order to create a citation.  They would have to use technology in this respect and be able to identity the type of media they were using for the review (Media Literacy).

The same google search for lessons on informational literacy led me to a page that was a class lesson for third grade students on analyzing text.  It mentioned using the Big 6 for teaching informational technology or modifying to three steps for elementary students.  I then when to thebig6.org and found a wealth of information. The website gives six clear steps to use when solving any problem or dissecting information - something that is applicable across all content areas.  I browsed through the instructional materials tab where I found where it had big 6 teacher centered handouts.  As the teacher, you could analyze the pedagogy you used to teach a particular lesson to see how well it covered all six areas: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation.  It also gave links to sample lessons depending on grade level/content where this approach had been successful.  While this was not a student-centered handout, it did give the teacher valuable information on how they could transform their current lessons to make them relevant for including informational technology goals. When using this site with a lesson, all four NFIL sections would be addresses as you analyzed the problem, looked at solutions, and evaluated your answers.  This idea would thoroughly allow teachers to overlap all three sections of TPACK: technology, pedagogy, and content.

Sources (Click on words to go to provided link)

Rhetorical Triangle

Indiana University

OWL at Purdue MLA

The Big 6

Sample Lesson Applications of Big 6

Week 5, Tech Play 3 - Creativity Tools

Creativity tools are essential in today’s modern classroom.  Not only do students desire to use them daily in school, but they also afford the highest levels of Bloom’s Taxonomy: evaluating and creating.  Social media is ever present not just daily, nor hourly, but is available to students every second they are awake.  Creativity tools are not something that will fade away; moreover, teachers must become aware of how learning has changed and apply their content and pedagogical practices in such a way as to reach this technology-based age group. These tools allow students to apply their content and prove to the teacher the knowledge they have learned through synthesis and application. Traditional methods of teaching can do the same thing; however, they do not allow the learning to be student-centered and inquiry-based, which is what a creativity tool can accomplish.

I tested iMovie, Animoto, YouTube, and Skype this week.  As a person with many apple devices, I found iMovie much more enjoyable to work in than Animoto.  My iCloud connected automatically, and I was able to incorporate pictures and videos from previous years without having to place them on a flash drive or access them from a third party.  Even though there are not a lot of directions, the app is user friendly and is used with common sense, which is why most people who have apple products use apple apps as well.  Animoto is a very similar concept as iMovie.  Both allows the user to incorporate pictures or videos and give options for sound effects.  The use of either product in my classroom would depend on the school district and what type of technology was available: iPads or Chromebooks.  Both accomplish the same goals; having more knowledge and hands-on experience with Apple products, I would feel more confident using iMovie in my classroom.  This does not mean that there is no value in Animoto; in fact, I feel it would be easier for younger students to create and produce a project with it.

Personally, using Skype would be my preference to connect with others.  It is easy to contact someone who is out of cell phone signal strength but may have internet access.  I can see using this in a classroom with having a classroom virtual pen pal.  Both classes could read a novel and then interact with each other over discussion questions via Skype.  This could also allow students to connect with professionals or experts in a particular subject area as a supplement to basic book content knowledge.  Seeing the application of the knowledge first hand in a virtual field trip format can inspire and show relevancy to students.

YouTube was interesting to research and tech play.  My husband and I both have used YouTube for our may diy projects and find many answers to things which we are not masters: car mechanics, installing a shower, moving a shed across our property.  Professionally, I have used YouTube in my classroom to show clips from tv shows that show certain literary devices: Tim Taylor and Al Borland to show examples of Foils for characterization purposes. However, I had not given much thought on YouTube usage for my students.  After thinking through the TPACK model and its application with certain creativity tools, I realized YouTube could help connect my parents to their children’s’ works in my class and could allow students to review others work. 

Traditionally when teaching Shakespeare, I would read the script in a read-aloud format in the classroom and then supplement the reading with a professional video of the Act that had been read.  I would review specific concepts and then test them with traditional paper and pencil.  I could do the same thing through creativity tools.  Students could form groups to rewrite the script in different time periods or settings, then film the reenactment.  They could place the videos together in iMovie and then upload them to a closed YouTube channel where we could watch them as a class.  I could grade the project which not only tests their knowledge but their application of the content through technology.  Parents could then login to the channel and view their child’s creation.  Students could also review others work and see different interpretations of the same material.  This allows the student to control their learning and provide them with options in displaying their knowledge.