Weebly, Wikis, and Digital Storytelling

2013 ◽  
pp. 1104-1114 ◽  
Author(s):  
Brian Kissel
Keyword(s):  
Web 2.0 ◽  
21St Century ◽  
Process Model ◽  
Digital Storytelling ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Portfolios ◽  
Web 2.0 Tools ◽  
Online Technologies ◽  
K 12

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

Weebly, Wikis, and Digital Storytelling

2012 ◽  
pp. 288-298
Author(s):  
Brian Kissel
Keyword(s):  
Web 2.0 ◽  
21St Century ◽  
Process Model ◽  
Digital Storytelling ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Portfolios ◽  
Web 2.0 Tools ◽  
Online Technologies ◽  
K 12

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

scholarly journals CONTRIBUTO DAS TECNOLOGIAS DIGITAIS PARA O DESENVOLVIMENTO DE COMPETÊNCIAS DO SÉCULO XXI EM UMA AULA INVERTIDA

2016 ◽  
Vol 3 (6) ◽  
pp. 65
Author(s):  
Adelina Silva
Keyword(s):  
Web 2.0 ◽  
21St Century ◽  
Knowledge Production ◽  
Flipped Classroom ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Web 2.0 Tools ◽  
Educational Challenge ◽  
Evaluation Platform ◽  
Knowledge Evaluation

<p>O objetivo deste artigo é apresentar uma reflexão sobre a forma como as tecnologias digitais contribuem para o desenvolvimento das competências para o aluno do século XXI, relacionando-as com a produção de conhecimento na escola, por meio da implementação de uma prática pedagógica, na modalidade de aula invertida. Partindo do pressuposto que os alunos estão enquadrados no conceito de "nativo digital", reflete-se sobre as competências, nos vários domínios, que se espera que o aluno atinja, detenha e alcance, na sala de aula, com recurso a tecnologias digitais e a ferramentas da Web 2.0. Para cumprir esse objetivo e o desafio educativo de uma escola em mudança, serão apresentadas 3 ferramentas aplicadas em sala de aula: uma plataforma educativa de partilha de conteúdo (Edmodo), um jogo (kahoot) e uma plataforma de avaliação de conhecimentos (Socrative).</p><p> </p><p><strong>ABSTRACT</strong></p><p>The purpose of this article is to produce a reflection on how digital technologies contribute to the development of skills of the 21st century student, linking them to knowledge production in school, through the implementation of a pedagogical practice in the classroom known as flipped classroom. Assuming that students are "digital natives", this article focus on the skills in various areas that students are expected to accomplish and hold as well as how to achieve them in a classroom, using digital technologies and Web 2.0 tools. To achieve this goal and the educational challenge of an ever changing school, three tools were applied in the classroom: an educational platform for sharing content (Edmodo), a game (Kahoot) and a knowledge evaluation platform (Socrative).</p><p><strong>Keywords:</strong> 21st century skills; Flipped classroom; Digital technologies; Web 2.0.</p>

Transforming K-12 Classrooms With Digital Technology

2017 ◽  
pp. 1506-1530
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today's 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today's classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

Smart Planning

2018 ◽  
pp. 601-632
Author(s):  
Ari-Veikko Anttiroiko
Keyword(s):  
Urban Planning ◽  
Web 2.0 ◽  
Empirical Evidence ◽  
New Technologies ◽  
Collective Intelligence ◽  
Web 2.0 Tools ◽  
Application Field ◽  
Planning Culture ◽  
Technology Trend ◽  
Characteristic Process

This chapter discusses the ability of new technologies to support collective intelligence. The technology trend brought into the spotlight is Web 2.0 because it has a great potential to contribute to the refined understanding of planning issues. Such an application field can be called Collective Intelligence 2.0 with crowdsourcing as its characteristic process. This chapter discusses how such an intelligence and crowd-sourced knowledge can be utilized in smartening up urban planning. Crowdsourcing has been experimented in urban planning since the late 2000s, most notably in the forms of wikiplanning, participatory sensing, and co-creation. By combining theoretical insights and empirical evidence, this chapter concludes that Web 2.0 tools can be used to increase various forms of social and collective intelligence and, especially when the precondition of citizen-centered open planning culture is met, have undeniable potential to smarten up urban planning.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

scholarly journals Academist Perceptions on the Use of Web 2.0 Tools Through Maslow's Needs Hierarchy: A Case Study

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ezgi Pelin YILDIZ ◽  
Keyword(s):  
Web 2.0 ◽  
Human Life ◽  
Digital Technologies ◽  
Cultural Transformation ◽  
Digital Transformation ◽  
Hierarchy Of Needs ◽  
State University ◽  
Data Collection Tool ◽  
Web 2.0 Tools

The theory known as the ‘Maslow Hierarchy of Needs’, which was put forward by Abraham Maslow as a result of scientific studies, describes the basic requirements that guide human behaviour. In this hierarchical order, needs in five groups are physiological needs, safety needs, belonging and love needs, esteem needs and self-actualisation needs. Nowadays, it is not difficult to observe that human life has undergone a radical metamorphosis with digital transformation. With the cultural transformation triggered by digital technologies in the postmodern world, Maslow's theory has been transformed. In light of all this, in this study, based on Maslow's transforming hierarchy of needs pyramid, it is aimed to reveal academician perceptions about the use of Web 2.0 tools. The study was conducted with a case study, one of the qualitative research methods. A case study is an empirical research method used, where more than one source of evidence or data is available. The study group of the research consists of 20 academicians working in different departments of a government state university. Academist perceptions’ interview form for ‘Use of Web 2.0 tools through the needs hierarchy of Maslow, which was developed by the researcher as a data collection tool’, was used in the research. The relevant form consists of demographic and open-ended questions. As a result, it has been observed that the views obtained from academics generally meet Maslow's Digital Needs Pyramid.

scholarly journals Cardmobili

2012 ◽  
pp. 213-226
Author(s):  
Cândida Silva ◽  
Isabel Ramos
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Mobile Communication ◽  
New World ◽  
New Technologies ◽  
Global Network ◽  
The Internet ◽  
Mobile Service ◽  
Web 2.0 Tools ◽  
Start Up

The developments of the internet, the proliferation of the use of Web 2.0 tools, and of the technology in general, are leveraging new ways of people to communicate, collaborate, and interact. This new world and new markets, in a daily change, are enabling the emergence of new innovative enterprises and services, taking advantage of the new technologies and of the global network. Cardmobili is a Portuguese start-up company working in the area of mobile services. This company provides a mobile service to manage rewards and membership cards, enabling users to store them in the cloud, while using mobile applications to present them in store, collecting and using the rewards, sharing cards and information with other users and friends in social networks. Cardmobili is linked to merchants’ loyalty management systems, enabling users to access exclusive offers, delivered to their mobile application and web account. The company provides complete services to make any loyalty or membership program mobile: branding, new customer registration, integration of customer account balance, mobile vouchers, coupons and offers, and mobile communication.

Emerging Use of Tablets in K-12 Environments

2019 ◽  
pp. 857-876 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Kelli Sue Campbell
Keyword(s):  
21St Century ◽  
Instructional Delivery ◽  
Google Earth ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Smart Board ◽  
Apple Ipad ◽  
Directed Learning ◽  
Teaching Learning ◽  
K 12

In the 21st century, tablets have become one of the leading instructional technology devices used for instructional delivery in K-12 schools. The emerging use of tablets in K-12 schools include iPads, Android, Google Earth, Diigo, Blogger, GRiDPad, Modbook, iPhone, iPod, Kindle, Nook, Web 2.0 tools, Google Apps, iBook Author, iTunes U, the Apple iPad 2, Kindle Fire, Asus Nexus7, Galaxy, and smart board. Integration of tablets used in K-12 environments has proven to help students navigate their own learning, but its impact is not fully utilized in classrooms. It is common for students to own and use tablets in the teaching learning process because they are empowered to navigate, strategize, and create avenues for self-directed learning. Yet to date, not much is known about the increasing uses of tablets in the classroom setting, instructional implications on students and teachers, and its challenges in K-12 schools. This chapter addresses the emerging trend of tablet usage in K-12 schools, benefits of tablets in K-12 schools, instructional implications of tablet usage on student learning, and challenges facing teachers with regards to the use of tablets in the classroom. Recommendations for future studies and a conclusion are discussed.

Transforming K-12 Classrooms with Digital Technology

2014 ◽  
pp. 1-24 ◽  
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today’s 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today’s classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

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