Preparing Teachers to Integrate Web 2.0 Tools
Penelope P. Pereboom
ppereboom@hawaii.edu
Submitted to Ariana Eichelberger
In partial fulfillment of course requirements for
ETEC 603
Spring 2008
Web 2.0, 1
Preparing Teachers to Integrate Web 2.0 Tools
Instructional Goal
Teachers today are faced with many challenges. While integrating technology in the
classroom should be something all teachers enthusiastically embrace, the rapid onslaught of new
tools has left teachers overwhelmed and unmotivated. Many schools have invested in hardware,
software, and internet access but in order for the curriculum to be truly integrated, teachers must
also invest their time and effort to learn how to enhance their lessons with the various tools at
their disposal.
The principal at Lake Austin School not only hopes to maximize her return on her
investment in technology but also hopes to encourage teachers to use the Internet in particular to
equip the students with the 21st century skills they require. As such, she is delegating the task of
educating the LAS staff to the technology coordinator at the school. After conducting a needs
assessment, the technology coordinator has determined that teachers lack knowledge of what the
Internet has to offer. The instructional goal, therefore, of the first professional development
series is that given a standards-based instructional goal, the kindergarten through 8th grade
teacher at LAS will select the appropriate Web 2.0 tool(s) to integrate into the curriculum
producing at least one new activity per month that promotes 21st Century Skills.
Target Population
The professional development series has been designed for the twenty four kindergarten
through eighth grade teachers at LAS who are all college educated and certified to teach in
elementary or secondary education. With an average of ten years teaching experience, the
majority of the teachers have adequate computer skills using Microsoft Office Products, email,
Web 2.0, 2
an Internet browser, a web-based grading program, and a pre-designed web site program. This
implies that the teachers already possess some of the entry level behaviors which this module
requires.
None of the teachers have any physical limitations that would deter them from full
participation in this learning experience. The age range is from 25-45 years of age.
The teachers are very enthusiastic about integrating technologies that they are already
familiar with in their classroom (mainly word processing, spreadsheet, and presentation
software). They have expressed interest in learning how to use the Internet in class but have
some reservations. They feel that students should be well versed in Internet safety and cyber
citizenship first.
Instructional Analysis
An introduction to Web 2.0 tools for teachers would not be complete without giving
teachers sound justification for using said tools. Growing up in a media-rich world, students
need skills beyond those addressed by content and performance standards. The essential skills
that our children need to succeed as citizens and workers have been identified at “21st Century
Skills”. They include learning and critical thinking skills including problem solving,
collaborating, and media literacy, just to name a few. These skills are just as important as
mastery of core subjects such as math, science, and reading.
The teachers’ abilities to justify the use of Web 2.0 tools is dependent upon their
understanding of how these tools can help promote 21st Century Skills. These concepts will be
covered in Part 1 of a self-instructional manual which the teachers will receive at a scheduled
professional development work day. The manual will take no more than forty five minutes to an
hour to complete.
Web 2.0, 3
Part II of the self-instructional module (which has been included as a sample in this
content analysis) will include a description of Blogs and Wikis. Key elements of each of these
tools as well as some suggested uses will be included.
Following the completion of the self -instructional module, the teachers will receive
hands on training in the computer lab on how to set up and use each of the tools. Having some
basic knowledge of what each tool encompasses, the teacher will then be able to appropriately
select which workshop they would like to attend, thereby maximizing limited time for training.
At the commencement of the professional development series on Web 2.0 tools, the
teacher will be prepared to integrate the tools into the curriculum. Given a standards-based
instructional goal, the kindergarten through eighth grade teacher at LAS will select the
appropriate Web 2.0 tool(s) to integrate into the curriculum producing at least one new activity
per month that promotes 21st Century Skills. A hierarchical order of skills is included in Table 1.
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Table 1 Steps and Subskills
Self-Instructional Manual Part One
Step 1: Identify how using Web 2.0 tools promotes 21st century skills in Education
Sub-skill a. Define Web 2.0 tools
Sub-skill b. Define 21st Century Skills
Self Instruction Manual Part Two
Step 2: Identify various Web 2.0 tools
Sub-skill a. Define Blog
Sub-skill b. Define Wiki
Sub-skill c. Identify uses for Blogs and Wikis in education
Sub-skill d. Identify considerations when using Bogs and Wikis in education
Hands-On Workshops
Step 3: Demonstrate use of Web 2.0 tools
Sub-skill a. Demonstrate setting up and using a Blog
Sub-skill b. Demonstrate setting up and using a Wiki
Web 2.0, 5
Given a standards-based instructional goal, the middle school teacher at LAMS
will select the appropriate Web 2.0 tool(s) to integrate into the curriculum
producing at least one new activity per month that promotes 21 st Century Skills.
Step One:
Describe how using Web 2.0
tools promotes 21st Century Skills
Define Web 2.0
Step Two:
Identify selected Web 2.0 tools
Define Blog
Step Three:
Demonstrate the use of selected
Web 2.0 tools
Demonstrate using a Blog
Demonstrate using a Wiki
Define 21st Century Skills
Define Wiki
EL1 Define content and
performance standards
Identify Uses for Blogs
and Wikis in Education
Identify considerations when
using Bogs and Wikis in
education
EL Demonstrate using an
Internet browser
EL Demonstrate using
productivity software
Web 2.0, 6
Performance Objectives
The performance objectives and assessment items included in this content analysis
provide a sampling of the training series. Only Part II of the manual will be addressed herein.
Terminal Objective:
Given a standards-based instructional goal, the middle school teacher at LAMS will select the
appropriate Web 2.0 tool(s) to integrate into the curriculum producing at least one new activity per
month that promotes 21st Century Skills.
Self-Instruction Manual
Part II Performance Objectives
Skill
Objective
#
3
Define Blog
4
Define Wiki
5
Identify uses for Blogs
and Wikis in
Education
Identify considerations
for using blogs and
wikis in educations
6
Given a list of characteristics, the elementary through
middle school teacher will correctly identify a blog.
Given a list of characteristics, the elementary through
middle school teacher will correctly identify a wiki.
Given a list of uses for wikis, the elementary through
middle school teacher will correctly identify appropriate
uses of a wiki.
Given a list of considerations, the elementary through
middle school teacher will correctly identify
considerations for using blogs and wikis.
Assessment Items
To evaluate and measure what the middle school teachers already know about the selected
Web 2.0 tools, the following test will be given at the beginning of the manual and again at the
end of the manual to determine if the instruction was effective in meeting the stated instructional
goal. The post test will be re-worded but the material will be consistent with the pre-test.
1. Select the correct definition of a blog from the following:
a. A blog is an online diary for private thoughts only the student and teacher have access
to.
b. A blog is a tool for communicating with the students’ parents regarding grades and
conduct in class.
Web 2.0, 7
c. A blog is a Web publishing tool that allows authors to quickly and easily self-publish
content with minimal technical knowledge
d. A blog is a tool teachers can use to post personal information about her students so they
can get to know each other better.
2. Which of the following is not something you can do with a blog host service:
a. Add multimedia such as videos, audio, and music to your blog.
b. Completely customize the design of your blog page
c. Obtain help on how to create and maintain your blog
d. Store all the blog posts created on the site
3. How is a wiki different from a blog?
a.
You can add multimedia such as videos, audio, and music to your blog but not to a
wiki.
b. A wiki is more collaborative in that anyone can edit any one else’s contribution in an
effort to improve upon it or make it more accurate.
c. A wiki does not offer free help on there site while a blog hosting service does.
d. There are no free wiki hosting services available for educators.
4. Select the correct definition of a wiki from the following:
a.
b.
A wiki is an online encyclopedia anyone can edit.
A wiki is the technology that allows users to easily create, edit, and link pages together
to create collaborative websites.
c. A wiki is a web publishing tool that requires knowledge of HTML.
d. A wiki is a tool teachers can use as a grading program which they can access anywhere
they with Internet access.
5. Which of the following is the best example of a use for a classroom blog or wiki?
a.
b.
c.
d.
To inform students of class assignments
To post student grades and conduct referrals
To communicate with parents about individual student needs
To allow students to post their favorite personal videos to share with the class
6. What is an important consideration teachers must make before using blogs or
wikis in the classroom?
a. Teachers must first teach the students about internet safety and etiquette.
b. Teachers must make sure written consent is obtained before requiring students to
participation in a wiki or blog.
c. Teachers need to create an acceptable use policy and have students and parents sign it.
d. Teachers must make sure written consent is obtained before students can participate in a
wiki or blog even if it’s an optional class activity.
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Instructional Strategy
The module will be part of an ongoing professional development program. The
preceding module will set the stage by providing teachers with the reasons why these
particular tools can help them incorporate technology into their curriculum that promotes
21st century skills.
The objective of this particular module is that teachers learn about two Web 2.0
tools: Blogs and Wikis. Each of the sub-skill objectives will be presented in a section
containing graphical examples of the tools followed by an assessment and feedback. The
graphical examples will be actual blogs and wikis that have been created by educators from
a variety of grade levels. These examples will be instrumental in enticing the teachers to
learn more. Once they see that other teachers are really using these tools to supplement
their curriculum, hopefully they will be encouraged to do so as well. The teacher should be
able to clearly understand what a blog and wiki looks like from graphics in the module. The
module was developed using Gagne’s nine events of instruction as described in Table 2.
Conclusion
Given that teachers tend to be self-directed learners, the hope is that this module will
provide them with enough information to peak their interest in these tools. The next step is
for the teachers to learn how to actually use the tools. Attending the hands-on workshop
equipped with this pre-requisite information will help ensure the teachers are enthused and
ready to jump into learning how to develop their own Blogs and Wikis.
Web 2.0, 9
Table 2. Gagne’s Nine Events of Instruction
Gagne’s Nine Events of Instruction
Gain and maintain attention
Stimulate Recall
Inform learners of objectives
Present stimulus
Provide learner guidance
Elicit performance
Provide feedback
Assess performance
Enhance Retention and transfer
Graphics were used throughout the module to gain the
learners attention. The information was chunked into
small sections and a white space was left for the
readers to rest their eyes and not get too fatigued.
Embedded test questions were used to allow the learner
to recall the information periodically throughout the
module.
The objective was noted at the beginning of the
module.
The information was presented in a clear and concise
manner so as to keep the learner interested and not
overwhelm them.
Given that this module is self-instructional, there is no
guidance from the instructor thereby the module must
include information the instructional designer feels the
leaner may need to further understand the concepts.
Graphics were used to clarify information.
Pre, embedded, and post assessments required the
learner to test what they have learned.
Feedback was given on the embedded assessment
items.
The instructional designer will asses the performance
of the leaner by reviewing pre and post test answers.
This valuable information will be used to further
enhance the module as deemed necessary.
The learner was encouraged to participate in a blog.
Websites for further learning where provided. A wiki
was created for teachers to share best practices.
Providing the wiki encourages the transfer of
information into the classroom because it provides a
forum for discussion, collaboration, and recognition
which all learners stand to benefit from.