Course Reflection

I have learned a great deal from the Web 2.0 course. It has been a truly amzing and educational journey. The course has re-invigorated my enthusiasm for the use of interactive tools in the classroom as well as for personal use. It can act as a stimulus for a more meaningful learning journey for my students- now and in the future. We must all embrace this technology as it opens up the whole idea of collaborative planning and sharing with fellow staff members as well as teachers within our system, not to mention collaborating with your own students at their own pace.
By completing the Web 2.0 course I have discovered resources that can be used positively in the classroom. Blogger, Glogster, Wikis, Nings, Bubbl.us and Delicious most definitely have their place in any classroom. We should allow our students, with teacher guidance and confidence, to be the masters of all these online tools.This is the world they live in!
Learning outcomes may be improved using these tools. Above all, they must be used appropriately and therefore teachers must firstly establish a code of ethics within the classroom as well as establishing parameters so that all these tools have a positive impact on each and every student.
In relation to the specific tools studied, I found Blogging to be a powerful tool enabling collaborative learning amongst the students. They are able to learn from each other not to mention the teacher.
I am quite impressed with Bubbl.us and Glogster. These tools are more suited for creative purposes and allow students to show in diagram form or illustrations what they have learned. Students enjoy the use of these tools as we all like to be creative. Bubblús and Glogster allow this to happen.
Bookmarking is the main feature of Delicious. It is a tremendous tool as it to helps students with their learning outcomes. By bookmarking, the teacher can establish a readily available set of webpage resouces that relate specifically to the chosen topic. Students then read, enjoy and interpret the information so that they can then complete there research task.
The Wiki and Ning tools are more collaborative and interactive tools. They are an effective and stimulating way to promote collaboration and interaction amongst students. Another effective way of making sure that students are meeting their learning outcomes.
In hindsight it has been a pleasurable experience to be a part of the Web 2.0 course. The tools studied will make learning in the classroom far more interesting for every student. It also allows them to work at their own pace, collaborate, interact and create work that they can be proud of.
For teachers, as facilitators, we must expose our students and not hinder their progress. Teachers too can work in collaboration with each other to produce a more interesting classroom experience.
Here is the link to my comment on another participants Blog: http://easyasabc-anna.blogspot.com/2010/10/module-10.html#comments

Module 10

Wikis
The video 'Wikis in Plain English' taught me a great deal about the meaning of 'Wiki' and how it can be of use as a tool in the classroom and beyond. In a way it is quite similar to the tool Google Docs which was reviewed in Module 3.

A Wiki is a website or similar online resource which allows users to add and edit content collectively.

A Wiki can also allowthe user to change information, varying it without agreeing to the change with the author/administrator of the written piece. Wikipedia seems to be the first port of call for the majority of students when seeking a definition or information related to a research topic. This is fine, as long as  they are aware that it is better to obtain a cross section of information from a variety of sources as wikipedia can be an unreliable resouce at times.

 

Nings

A Ning is a platform for creating your own social network (wikipedia definition). Using Ning, this network can be used for anything or anyone. Give the network a name then choose any of its features such as videos, photos, forums, events, etc to get you going. These options are continue to grow so I have only listed those that are relevant and the most popular. Once you have done this you will be able to customize your social network's look/appearance and then launch it. Those who join your network are then able to have a page that they can customize/change. They will then be able to communicate each other.

For students, once the teacher has set up a Ning, he/she can control who can become a member or friend. They then create an interactive webpage which can be used together by the class. A variety of notes, relevant to the students, are posted online for students to read on any computer. The teacer has total control of the site and who can take part in it.

Module 9

Scootle
I really didn't know too much about Scootle until our school signed up for it last year. Even then I was not aware of the possibilities this tool had until I studied it pretty much in depth during the Web 2.0 course. Playing around with it enabled me to focus on its capabilities.
What made me even more aware of Scootle is that my wife, who is a teacher-librarian, has developed units of work on biodiversity for Curriculum Co-operation. You may view these on the following link: http://www.scootle.edu.au/ec/pin/CCINMB?userid=22
Scootle allows you to choose the digital content that you want and then create a Learning Path. A Learning Path allows students to gain access to a portion of the lesson content online. This allows students to work at 'their own pace.' Networking and sharing between teachers are just some of the features Scootle provides. It also allows students to access information and online resources.
My summation is that Scootle seems to be a useful tool that provides relevant and reliable resources for teachers and students alike. Its good to be able to access resources for teachers Australia-wide. One can keep on building their resource base and adjust assessment tasks.
Interactive learning in the classroom is inevitable. We should embrace it using tools such as Scootle!
I am not a great believer in Social Networking scene. I do not see the relevance for this as a learning tool in the classroom and hesitate to release information or images of a private nature for the world to see.
Sure there are positives but I feel that, if used in an adverse nature, it can have a negative effect on learning and interaction.
Facebook has a security feature which allows the user to block content or other users. I was only made aware recently by an ex-student from a school I used to teach in, that a group from the school set up a network describing teachers and adding class photos, etc. Fortunately any comments posted about me were all positive! Phew! It does though open up this whole question about what has actually been said about teachers? Scary, to say the least!

Module 8

RSS or most commonly expanded to 'Really Simple Syndycation', is a family of web feed formats. They are used to publish frequently updated works such as blog entries, news headlines, audio, and video.The text is usually summarised. Its great for people who want to subscribe to updates from their favourite websites.
RSS therefore saves time when the user is searching for content on a websit they use often.
Google Reader allows you to organise the most important information that is relevant to the user. The user can then be selective about the content they want and is linked to a current Google account.
I think that Google Reader is a good resource and can be used as a useful tool in an educational context by being kept up-to-date with information related to particular KLAs.
For example, you could add a feed that will keep you informed of tornadoes in the mid-west of the United States while studying Monster Storms/The Jason Project in Science. This is subject-specific information within the Science KLA.
Unfortunately, RSS feeds can also become an overload of information. It is vital not to become entrenched with only this form of data collecting!

Module 7

Delicious was quite intriguing and has the potential for allowing greater access for students to share resources amongst themselves.It is also a powerful tool for teachers in that they can share and gain access to each others resources. What a great idea! This also allows us to better organise our own resources and materials.
The idea of social bookmarking is therefore a valuable concept and application as it allows you to bookmark web addresses/pages that you would like to remember for future reference from any computer. Teachers are then able to follow your tags. You, in turn, are also able to follow others using networks.
Tagging is also an advantage as it allows you to 'tag' web pages using keywords that are important to the related website. All this is achievable using 'Delicious'. Only thing is that you need to set up yet another user account using the search engine, Yahoo.

Module 6

I found Bubbl.us fairly easy to use. It's a great way for students to present information as it allows you to create simple mind maps. This simplifies information into presenting the main ideas or points.It is also good because it can also show how specific information can be traced back to a particular concept.
Glogster, I feel , is more of a novelty tool in which the students could present their information in creative and novel way. There are many ways of presenting their information using Glogster such as in the form of texts, images or even video. Only issue is that students could possibly lose their focus on the task at hand by using Glogster more for making their information look fancy, etc

Module 5

I am fairly comfortable with podcasting but I must say that as yet I have not made this a learning tool in my Year Six classroom. I am particularly keen to use it in the classroom as I do have quite a number of podcasts on my own personal iPod. Finding the time is an old cliche but it is so true with so many other demands made of your time. Frustrating indeed!!
Vodcasting also has the potential of being an excellent tool in the learning environment as it has, along with podcasting, the ability to be used by the students at their own pace.
I have been using Youtube in the classroom for quite some time now (when the privileges are there!!) and I see it as a very user-friendly resource- powerful in its delivery and potential. The number of video clips both educational and instructional is absolutely 'mind-blowing!' Youtube can enhance learning because of its immediate impact visually. Being very selective of its content is absolutely critical as many uploads are misinformed and utterly incorrect in terms of its content. Nevertheless, the positives of this fascinating tool far outway any negatives and I for one will continue to use it as a means to captivate my students.

Module 4

I'm always worried about putting images on the internet but it seems it's the thing to do and therefore quite normal. One way of achieving this is to use Flickr. Flickr is particularly good in that it allows you to display images. These images can then be viewed by whoever you allow to have this privelege.
Flickr also allows others to use the images as long as they know who you are.

Module 3- Phew!

Google docs.
I have only heard Google Docs since Web 2ing and it really didn't mean very much to me and I have really only looked at it for the first time now. I picked up the basics fairly quickly but I did see right away how it may be useful. A few ideas I had are:

It's good for teachers working in teams on assessments.

Could be used for daily notices, students absentee check list and setting ICT work for students. 

There are a number of benefits and reasons why students could use Google Docs.

Group work presentations

Access assessment tasks

Access homework

Complete homework and upload to Google docs to be easily accessed by the teacher.

My conclusion is that there are a great deal of applications both teachers and students could use by using Google Docs.

Module 2

Yes, I've created a blog! In theory, I can see many uses already. Where a blog is created for a purpose by a group of students, the possibilities might be endless. A group of very creative and able students all working on the one group task, could each contribute using their particular strength be it photos, pictures, collecting data, creating and editing text. Alternately, students with similar interests eg music, art, love to share their interest. They could collaborate and develop their own skills through peer support, eg reading and writing skills. A group task could be completed on an excursion, on line research, interviews, a school newspaper etc. Even a group brain storm blog. Any of these could all be presented to the rest of the class.
There is a great deal still to learn and there are endless opportunities for teachers and students alike. Learning has never been so inspiring as it is in today's world!

Module 1

Hi, I'm Fabrizio and I am a Year 6 teacher as well as Sport Co-ordinator at my school. I have been working in Catholic schools for 28 years. This is my first blog and after some initial hiccups it's now all smooth sailing.