Web 2.0 tools definition

In this post, I provide a list of my eight favorite web 2. The tools are chosen with the consideration of my subject areas: STEM science, technology, engineering, and mathematics. ThingLink is a tool for creating an interactive image or video that links other content to it, such as videos, weblinks, documents and other images.

It can transform a simple image into an informative engaging fact file. It can be used on both images and videos, and has recently added a feature for Virtual Reality or degree images. This tool can turn any image into an interactive graphic. There are so many ways to use Thinglink in the classroom. In this post, I highlight two of my favorite ways to use it. The first way I would use the tool in my class is to let students effectively annotate an image as an assessment of what they have learned about a particular topic.

This can be particularly useful in science classes. In mathematics, I would upload a photo of a long solution to a problem and let students annotate the various steps in the solution and identify and annotate wrong steps. Second, I would use Thinglink to plan and implement a collaborative project. This means I would spend time creating links to the different parts of the project.

During instructional time, students can then follow the links to complete the project with my guide, of course. I would use this amazing software in a science physics class to produce circuit diagrams. In a mathematics class, it can be used to illustrate different shapes. Students can also be made to play around with the tool to create imaginative diagrams to explain a problem.

Thus, the tool can greatly enhance creativity in students. Padlet is the number one electronic stick notes tool. Notes are created on Padlet walls and the notes can contain texts, images, videos, and links.

A Padlet wall can be thought of to the same thing as the physical post-it wall in the classroom. The example above shows a typical way I have been using Padlet in my classes. I create the wall for a particular topic, students join the wall and add notes, connect the notes to other subtopics, give explanations, use photos and create links to online resources so other classmates can learn from them.

I would also use Padlet as a brainstorming tool to brainstorm ideas in the classroom and from colleagues in school. Thus, Padlet is great as a collaborative tool. Adobe Spark is one of my favorites. It is a media creation tool that can be used to create three types of media content—videos, webpages, and graphics. The content created in Adobe Spark can be indeed eye-catching as can be seen in the examples above. In the classroom, I would use the tool to create a PBL lesson webpage for students see example 1.

Students can also use the tool to create their own content to explain, say, their understanding of a topic in video format, webpage format, or graphic format.

In a maths statistics class, I would let students use the tool to create an infographic containing data from, say, a finished project. Bamboozle is a platform for creating different types of games. The games can then be played as a whole class or by individual students.

I would use Bamboozle just for what it is meant—to gamify my classroom. It is normally difficult to gamify a high school math class but with Bamboozle, this can be done easily—not many tools are out there for gamification that can work with high school mathematics. I would create Bamboozle games like the one in the example above and play as a whole-class review activity. Prezi is a presentation tool similar to PowerPoint and Keynote.

However, Prezi is different in that it makes the presentation come to life in a visually attractive way. Prezi presentations catch the attention of the audience. In addition, Prezis are hosted online, meaning that we do not need to transfer files from one computer to another when presenting on a device different from the one in which the Prezi was made—all you should do is log into your account on the other device and your Prezis are there.

I would use Prezi to summarize a topic taught see example above. Also, I would let students collaboratively create Prezis to summarize topics that have been taught. FlipGrid is a powerful social-emotional learning tool where collaborators submit ideas in the form of short videos on a topic anywhere in the world.

The videos can be viewed by other members in the grid and they can also respond to each other. This can be a great tool to brainstorm ideas in a team of instructors. Through the expansion of social media, we have seen an increase in online stalking, cyberbullying, doxing , identity theft , and other online crimes. There is also the threat of misinformation spreading among users, whether that's through open-source information sharing sites or on social media. Like Web 1.

Web 3. Tech Stocks. Company Profiles. Actively scan device characteristics for identification. Use precise geolocation data. Select personalised content. Create a personalised content profile. Measure ad performance. Select basic ads. Create a personalised ads profile. Select personalised ads. Apply market research to generate audience insights. Measure content performance. Develop and improve products. List of Partners vendors. Your Money.

Personal Finance. Your Practice. Popular Courses. Is the tool accessible for students with disabilities? Instructors must also consider the complexity of the tool to be used and how much time it will take to teach the tool itself. Students who are experienced with technology will access new tools with greater ease than students who are timid with technology. In face-to-face classes, instructors can demonstrate how to use the tools and be present to help students troubleshoot any problems that arise.

In distance learning courses, this process may be more cumbersome. Instructors can make screen shot videos to show students the step-by-step procedures, but some students have a low tolerance for troubleshooting problems on their own. There is also a danger of over-using these tools. They grew up playing and learning with technology on their gaming systems, computers, and ever-present digital devices. For them, the worlds of entertainment and education are blended.

As teenagers they are spending more hours engaged with their digital devices than they are sleeping Common Sense Media, A recent study highlights that they are also using digital devices in their personal lives, some are using it in their college coursework, and most desire to use them more in their college coursework Pearson, While learning in much of their P learning experience has evolved to incorporate technology into learning and assessment, much of their university learning has failed to do so.

One reason is because university-based education faces the challenge of conveying large amounts of information in a relatively short amount of time traditionally about 45 clock hours over one semester. Traditional lecturing can be one effective means of accomplishing this. So, how can university professors bridge this gap? One answer lies in using everyday technology with which students are familiar their phones or digital devices in targeted ways that enhance, not deduce, the amount of time and quality interaction with content material.

An outcome is a classroom that is rich in learning experiences designed for students Niess, It is important to note that one should only use technology when it enhances learning. Only when technology enhances learning can it be considered an asset to students and instructors. Yet, if one can devise an experience that favorably answers the question then there are benefits to its use. Only two examples include an increased time spent on material outside of class and increased self-efficacy.

When technology is used with outside class readings that requires students to post responses, additional information related to the reading, interpretations of reading, etc. The instructor also has a more focused idea of where the students are, or wish to go, in their learning. Learning with technology can also increase self-efficacy with the learning process because they spend more time with material.

Fortunately, there is a lesson design model to help us with this. Technological Pedagogical Content Knowledge TPACK is a framework that connects how instructors should integrate pedagogy strategies of teaching , content the material to be taught and learned , and technology what content or skills are needed to work with the content.

These interactions can be helpful or harmful. It can be helpful when instructors align specific pedagogical strategies based on the content to be learned see the CASE Mnemonic Devices for Instruction module.

It can be harmful when instructors incorporate an overly complicated technology exercise that results in students struggling with the technology at the expense of a focus on content. This is an example of how the inappropriate choice of one knowledge base comes at the expense of a second base.

Research into TPACK reveals that as instructors develop deeper understanding of one knowledge base they can with effort be much better at understanding the interaction with the remaining bases. University professors with their deep content knowledge are ideal candidates to build lessons incorporating technology and pedagogical strategies to help students learn content.

Teaching strategies both with or without technology need to be aligned to certain content. Instructors with deep content knowledge possess an ability to determine if, or how, specific Web tools can elicit learning in the concepts they are teaching.

Abbitt, J. An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge tpack among preservice teachers. Chai, C. Common Sense Media Graham, C. Theoretical considerations for understanding technological pedagogical content knowledge tpack. Harris, J. Technological pedagogical content knowledge tpack in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning.

Jamieson-Proctor, R. Auditing the tk and tpackconfidence of pre-service teachers: Are they ready for the profession?. Australian Educational Computing, 25 1 , Lux, N. The development of an instrument to assess preservice teacher's technological pedagogical content knowledge, Journal Of Educational Computing Research, 45 4 , Mishra, P. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 6 , Morrison, G.

Integrating computer technology into the classroom. Niess, M. Investigating tpack: Knowledge growth in teaching with technology. Journal Of Educational Computing Research, 44 3 , Pamuk, S. Understanding preservice teachers' technology use through tpack framework. Journal Of Computer Assisted Learning, 28 5 , Pearson Education Student mobile device survey national report: College students.

Boston MA: Pearson Education. Prensky, M. Digital natives, digital immigrants. On the Horizon, 9 5 , Sadaf, A.