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= = **The Basics: Integrating Web 2.0 Tools into Education** **Curriculum**

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 * Rationale: ** Web 2.0 refers to the next generation of applications available on the Internet, which allow the user to communicate, collaborate, and share ideas (Web 2.0, n.d.). Some examples of the many Web 2.0 tools available include; blogging, wikis, video sharing, and social networking (Web 2.0, n.d.). Education and technology are now integrating faster than ever today and students relate to technology because it is constantly around them. It is important for the educator to bring technology into the classroom in various approaches because most employers expect the basic knowledge of technology. Web 2.0 tools are one approach at introducing technology into the classroom.

This curriculum is extremely relevant for all student populations. As our world moves forward with new technological tools, students need to stay current and knowledgeable of these technological changes. In order for students to stay competitive in almost every career path, technology skills are necessary and mandatory for all students to learn and master.


 * Aims, Goals, and Objectives: ** View August 2012 for the start of the curriculum. Each class provides the goals and objectives.

**Aim:** To understand the importance of Web 2.0 tools and how they can be effectively integrated into curriculum.

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 * Background Information: **

There has been shift from a World Wide Web that is “read only” to a Web that is being described as the “Read Write Web.” Instead of content that was for the most part static, we are starting to see the ability to remix content in different ways, in order to suit our needs. The Web is evolving to become more like an area for social and idea networking. The web surfer negotiates the connections within a social or idea network, exchanges bits of content, creates something new, and then the cycle begins again. XML content, but RSS and Atom feeds in particular, is increasingly becoming a standard for sharing data between these web applications. If you look at the idea of publishing web pages, we would consider the read web as something that was more inclined for the geeks. Where there was some need to understand a server-side language, use FTP, maybe html, or a number of tools to create and publish web content. Now, in less than ten minutes you could set-up a weblog on Blogger.com  and have your first idea posted. It would probably take you longer to come up with the ideas for the first post than to setup the weblog. I would call this a transformation from geek to sleek.

The educational philosophies associated with this technology curriculum are progressive and radical in nature. “To the degree that a conservative perspective of schooling aims to preserve and transit a core culture, a progressive perspective aims to change it” (Hlebowitsh, 2005: pp64). Schooling in the progressive tradition aims to move forward and critically analyze information. In addition, this tradition supports schooling that is relevant to one’s experiences in life. Technology, by its nature, must move forward to remain relevant and viable for the society it operates within. In this sense, the technology curriculum we have designed supports a progressive educational philosophy. Within the progressive tradition, one can see that experimentalism is present within this curriculum. The curriculum emphasizes students to experiment with trying out new tools with technology (web 2.0). The curriculum encourages students to problem solve, and figure out new approaches to learning. In addition to experimentalism, one can see that elements of romantic-naturalism are also present within this curriculum. This curriculum, as stated before, supports students to try out new tools with technology. This curriculum is student-centered, and supports and encourages students to try new things.
 * Philosophical/Theoretical Basis: **

“Almost all of the progressive approaches in education could be characterized as radical in some way. But the radical philosophies…are radical in a political sense, taking their pledges mostly from an overtly ideological or political way of thinking that is, more often than not, explicitly designed to revolutionize the existing system of schooling” (Hlebowitsh, 2005: pp. 76). With the advent of the internet, information has saturated our society. With access to technology being so ubiquitous, students are now exposed to a multitude of information. The internet is the ultimate equalizer, of sorts. Anyone can access information and become informed. In a radical tradition of schooling, one is interested in changing the existing system in place. The existing system involves books, teachers, buildings, clocks, and classes. With a more radical schooling tradition, one can see alternative approaches to education being utilized. Technology implementation in the classroom, whether through the way that the teachers disseminates information to the students, or through the way in which students receive the information, can be seen as quite radical in education. Students can learn information in different ways, at different time intervals, and with different materials. No longer is the classroom the sacred place for students. Students can now do a large portion of work at home, or in any setting where internet access is available. The school walls have broken down, and the teacher is no longer the only resource for knowledge. Now, the computer becomes a tool for finding information, integrating this information, and distributing this information.


 * Example of an “Experience”: One example of an experience the learner could experience is discussion via Twitter. Twitter is a micro-blogging Web 2.0 tool that can be used to facilitate classroom discussions. This works out well to learners that are shy because they do not have to speak in front of people, only type. Another experience a learner will have is F2F (face to face) communication over the Internet using a Web 2.0 tool such as Skype. The learners could get into small groups and discuss a project or task due for the class. **

 Web 2.0. (n.d.). //Wikipedia.// Retrieved from: []
 * Resources **

Hlebowitsh, P.S. (2005). //Designing School Curriculum//. Boston: Pearson Education, Inc.

[|TEKS-Technology]

Web 2.0 for Educators

__ @http://www.teachinghacks.com/audio/100ideasWeb2educators.pdf __