The Web 2.0 Classroom
I believe this is still a very current document and just realized I hadn’t shared it with you. I tried to update but point out if I’ve missed something. Where would you update? The PDF is the older version as shared in K12 online.
The Web 2.0 Classroom
By Victoria A. Davis, October 2006
Web 2.0 is a “buzzword” as is “Classroom 2.0,” but with the habit software developers have used of numbering their software, (The higher number represents the newer version), educators and industry have begun to “number” the Internet.
The use of this term has marked the transition of the Internet from a place where we surf on information and consume information to a place where we are creators of information. In essence we go from surfing the wave to BEING the wave itself as we contribute and share information on the Internet ocean.
Web 2.0 encompasses any type of new content creation technology: blogs, wikis, podcasts, video sharing, photo sharing, web page creation, social bookmarking, cell phones, iPods and a wealth of other technologies that will soon be invented. Notice that technologies like cell phones are included in this definition. Web 2.0 is more than just Internet it is literally a web that connects us through all of the communications devices we carry.
The Six Pillars of an effective Web 2.0 classroom
I believe that every effective Web 2.0 classroom is held up by six pillars:
1. Internet Safety and Privacy
2. Information Literacy
3. Internet Citizenship4. Internet Teamwork
5. Intentional Internet Activities
6. An Engaged Teacher
Internet Safety and Privacy
As students and teachers move into the Internet ocean, they should understand how to protect their identity, report inappropriate behavior, and communicate safely. This simple challenge has tempted many well-meaning educators and parents to completely shut students off from the real Internet world. This is a grave disservice.
I liken this to having a saltwater fish in a saltwater fishbowl. If the intent is to release the fish into the ocean, the longer the fish remains in the fishbowl, the more difficult it will be for that animal to make it in the ocean where there are predators.
As I use this analogy with my students I explain to them that we are swimming on the shores of a vast ocean and that we have shark nets in place (filters, etc.). Just like it is possible for a shark to get through a shark net, it is possible any time we’re online to run into “sharks.” That is why they must communicate with the lifeguard (the teacher) and be aware. They also should know how to protect their privacy. In effect, good privacy skills will help camouflage them from sharks when they swim in the Internet ocean without me.
I believe as a student nears graduation from high school, that a progressive strategy of Internet freedoms should be allowed so that when it is time for them to interact in the “real world” Internet that they can do so safely for a lifetime. Students who are not taught these skills become virtual “shark bait” in my opinion!
Just as writing should be a part of every classroom (even math), so should Internet privacy and safety skills. It is a ubiquitous skill that is essential for succeeding in today’s world.
Information Literacy
The information on the Internet is created by people with varying agendas, knowledge, and opinions. Students must move from a “textbook” world where they are taught to trust everything that is printed in their book, to an online world that requires investigation, source checking, and discernment. This is a skill that must be taught by those who have discernment and often requires students to be exposed to sources of information that may have error.
Internet Citizenship
The ability to disagree, discuss, communicate, edit, and share in effective, meaningful, ethical ways is a vital skill for the 21 st century workforce. We’ve all seen the political blog whose comments degrade into virtual profanity matches between disagreeing parties!
Teachers must educate students on the ethics of posting accurate information, how to comment on topics where they agree and disagree. They need to understand that the Internet is not a joke! It is real life! Everything they create serves as a virtual tattoo that they often cannot remove from Google’s cache. With 75% of businesses now Googling potential employees, even things that students consider “play” are not.
Internet Teamwork
Collaborating with other classrooms via Internet, cell phones, and all types of exciting technologies is easier than ever. Cultural differences must be discussed. Students (and adults) must learn how to edit one another’s work with sensitivity and wisdom. I often provide interclass projects so that students can learn to read, analyze, identify gaps in knowledge, edit, and contribute appropriately.
In an emerging global economy, students must know how to cooperate with their seatmate, students at a rival school, across the country, and across the world. Meaningful collaboration between students through wikis and other collaborative technologies are essential to the very future of our world and fabric of our society.
Intentional Internet Activities
Internet with a purpose! Students who surf the Internet during class have been proven to have lower grades. This is Internet to distraction and not purpose. The Web 2.0 classroom has purposeful uses of the Internet.
Everything I do in my classroom has a reason. Either I’m teaching one of the skills listed above or I’m teaching a curriculum objective (usually both.) Some educators have steeled themselves against integrating Internet resources into their curriculum because of the distraction and absent minded surfing they envision will result! We have no time to waste!
Everything a teacher does should have a purpose! It is planned. It is somewhat tested. It is monitored. It is assessed. It is NOT a babysitting service. It is not a virtual time wasting worksheet. Students are good at discerning if what they do has purpose and if it means something to the teacher. If it is not meaningful, it is not worth doing.
I use a wealth of online and offline tools, assessments, activities, organizers, and plans. If an offline tool works best, such as a paper-based graphic organizer, I use that. If an online tool works best, that is what we use.
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