This
reflection is based on how I would use a WEB 2.0 tool in the classroom with
students and the process that it would be used in and how it relates to the
HOTS (Higher Order Thinking Skills) of Bloom's Taxonomy. This reflection has
actually been difficult for me as I use many WEB 2.0 tools in the classroom
daily with students. These tools are second nature in the process of learning
within the four walls of my classroom.
As I reflected on the
past year and activities that students undertook using mobile devices and WEB
2.0 tools I think of a web quest that was QR Scan based. Students were given a
handout with QR barcodes for activities that hand them analyzing documents
(primary sources), maps, watching video clips and gathering information from
websites. The ability for students to work collaboratively in groups for this
project was extremely helpful for the handful of students who did not have a
mobile device. Students would also use their own laptops, iPads and the
classroom iPads (we have 2 in the class) to process their results.
Depending on the device
students would create podcasts, iMovies, Prezis, Google Presentations or
Thinking Maps using Bubbl.US all students were able to engage in the activity
with their individual learning modality. Students would compose blog responses,
perform skits that would be recorded (iMovie) or evaluate maps as part of
understanding a historic event. These are just some of the tasks they would
complete in their processing and understanding of curriculum.
A WEB 2.0 tool that
stands out for immediate use as students enter the classroom is Google Voice.
Google Voice allows students to text messages to the teacher without having the
teacher's personal cell number. Teachers set up a phone number through Google
Voice, teachers can even select their number based on a word or series of
letters. As students enter the classroom a trivia question or warm up activity
is waiting for them on the board. Students text their response during the
beginning class activities as they enter and prepare for the class. Though not
every student has a cell phone they can borrow and add their name to their
response for holding each student accountable. Students are able to text messages/questions throughout the class as
necessary. This keeps them on task but able to send the teacher their question
to be answered. As the teacher facilitates the class activity they
are able to monitor questions and join groups as needed or address the whole
group as necessary. Google Voice is great for the shy students, the student
afraid to ask a question or the student that asks a lot of questions and needs
to be focused.
Google Voice doesn't
lend itself to showcasing a student's work but students using Spreaker an online
podcasting platform that has apps for Droid and iPhone will allow students to
create an end product. Spreaker allows students to create a radio talk show to
showcase their learning. I see this in my US History class as a way for
students to do biographies of the important figures from history; like Paul
Revere, Thomas Jefferson, Sam Houston, Eli Whitney and a host of other key
figures. Students would use their Mobile Devices to research, write and then
produce their podcast using the Spreaker app or going to the Spreaker
website.
Some students may wish
to take this to a different avenue and instead of creating a podcast (radio
show) and film a Dr. Phil style show. This opens up new areas as students
create characters, backgrounds, and role play explaining the importance of the
individual for the biography. Students video tape their Dr. Phil show and edit
on the iPad uploading their published copy to a site like Vimeo. The activity described will take a series of class
periods before the final copy is published. This is only just a piece of what
can happen in classes and has happened in my class in the past.
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