training teachers to use web 2.0 tools
DESCRIPTION
Our research aims to introduce Croatian teachers to Web 2.0 tools and their applications. This paper presents the results of our work in training in-service teachers. We shared our experience and knowledge with our colleagues through online training organised within social networks, websites and the Moodle system. Training included an introduction to Web 2.0 tools, evaluation tools and implementation tools in actual teaching situations, and educational topics and has led to an increased interest and adaptation among Croatian teachers. The entire project is “alive” and constantly updated as new, free Web 2.0 tools are introduced.TRANSCRIPT
eLearning
Papers30www.elearningp
apers.eu
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
n.º 30 • September 2012
1
From the field
Professional development, Web 2.0 tools, open educational resources
Tags
Authors
Sandra Vuk, August Šenoa Elementary School, [email protected]
Dubravka Petkovic, Fažana Elementary School, Faž[email protected]
Training Teachers to Use Web 2.0 Tools
Our research aims to introduce Croatian teachers to Web 2.0 tools and their applica-tions. This paper presents the results of our work in training in-service teachers. We shared our experience and knowledge with our colleagues through online training or-ganised within social networks, websites and the Moodle system. Training included an introduction to Web 2.0 tools, evaluation tools and implementation tools in actual teaching situations, and educational topics and has led to an increased interest and ad-aptation among Croatian teachers. The entire project is “alive” and constantly updated as new, free Web 2.0 tools are introduced.
1. IntroductionThe term Web 2.0 tools in recent times is often mentioned in the circles of people whose interests are related to the use of ICT technologies. What are Web 2.0 tools? What are their advantages? How can I use them in class? We believe that few teachers know and not be-cause they do not want to know, but because they have don’t have the chance to find out. Official training on the use of ICT in teaching doesn’t exist, just as training on the use and application of Web 2.0 tools doesn’t. Teachers who are fans of the Internet and Google will find little information in the Croatian language.
The Croatian Association of Teachers Bell and the Forum for classroom teaching are in con-tact with many teachers in Croatia who are eager to learn something new and they are aware of the fact that it is necessary to change the way students are taught and the need to organ-ize classes so that the student is an active participant in the teaching process. ICT Web 2.0 technologies and tools can assist them if they master the digital skills involved.
Because we independently use Web 2.0 tools in our work our wish was to share our knowl-edge and skills with colleagues and help them to learn about Web 2.0 tools and learn how to apply them. We had to think of a way to implement the training. Here there were not many choices: we were aware that it must be online and that we must take advantage of the Inter-net, social networks and Web 2.0 tools.
We began to implement and carry out training through:
• our own website with a description of the tools, using the tools in the teaching process and validating them, we also started developing a tutorials for each tool.
• Facebook: we would inform teachers about the new tools we would find with our re-search
• CARNet’s LMS Moodle system - We developed and implemented a course about how to make classroom websites using Google Sites where teachers can store and share their masterpieces with the students and the wider community.
Teacher interest is high and every day more and more teachers begin to use Web 2.0 tools and share their work with us and the wider community.
’
eLearning
Papers30www.elearningp
apers.eu
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
n.º 30 • September 2012
2
From the field
2. Teacher training methods
A. The website
The website is called Web 2.0 tools. The site was created using the Google Sites platform as Google leads in the availability of free web tools for teachers, called Google Apps for Education.
The common goal of developing websites and making the tools available to teachers was that they would then in turn share their knowledge with other teachers. On the pages of the web-site are the instructions for using the tools in the Croatian lan-guage, the tools are ogranized by their function or purpose and storage space needed, as well as helpful links all in one place. Since we are both classroom teachers, we have especially re-lied on tools that can be used in classroom instruction. Tools are organized depending on their purpose and application. We have tried to show the tools that teachers can use to achieve goals and learning outcomes at all levels according to Bloom’s Taxonomy of Educational Objectives.
Many of the tools fall into several categories, so we handle them depending on their purpose in different ways. The big-gest incentive for us was when we were able to apply a tool in practice, ie whether it was appropriate for the work of the just the teacher, if it serves to be used in cooperation with students (collaboration), or just for the students (a game or activity). We used each of the tools alongside the approved curriculum ma-terials for programs for grades one through four.
Examples:
1. In the first grade, mind maps were created, which served the purpose of repetition and systematization of the subject
nature and society. The contents are displayed visually and serve among others as a reminder of the material that should be remembered. The mind map is made using the tool bubbl.us.
2. A crossword word puzzle can be made using the tool called Crossword and is an interesting way to repeat and learn key ideas and material from the subjects nature and culture.
Topic: Winter in the homeland. Students solved crossword puzzles online or ones that were printed out.
We described a tool, the way to use it, and then demonstrated how to use the tool in a classroom example and allowed our-selves to evaluate it and its possible application in Croatian schools. With every tool we have indicated whether it needs cooperation, if it is easy to use, whether it needs to be paid for
Figure 1: Pyramid of Bloom’s Taxonomy
Figure 2: Example - Mind Maps , first grade class. Topic: Family, school, our spot
Figure 3: Crossword puzzle to review topics, second grade class. Topic: Winter in the homeland
eLearning
Papers30www.elearningp
apers.eu
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
n.º 30 • September 2012
3
From the field
or if its free, and if it is only available in the English language. Since we wanted to bring the tools closer to Croatian teachers, we decided to create tutorials (user guides) in video form, in power point presentation form (ppt) or in the form of future workshops. Video tutorial for making picture books online.
B. Facebook group
The group was formed after we have processed more than 10 tools. The group is open and includes hundreds of teachers from all over Croatia, and even includes the Deputy Minister of Education Mrs. Marija Lugarić (as a member).
The aim of the group: To publicly publish examples from real experiences thus encouraging other teachers to fearlessly begin using the tools. Additional aims of the group included the ana-lyzing of tools along with how they could be applied in practice, and finally the group allowed us to quickly exchange informa-tion. Our ultimate goal is to encourage teachers to creatively create educational materials. To date (January 2012) the group has supported more than twenty teachers in receiving instruc-tions as to how to go about creating materials using Web 2.0 tools.
C. Twitter
The social network Twitter was the most helpful in helping us find new Web 2.0 tools. On Twitter there is a subgroup #edutech #web20. Every day in the group teachers from around the world publish links to new tools, their application in practice, and their educational content (blog content). This Twitter group encour-aged us to enroll in high-needs education forums, enabling us to access materials and to engage in sharing experiences with a large group of educators.
On these sites:
• http://www.classroom20.com/profile/SandraVuk?xg_source=activity
• http://edupln.ning.com/profile/SandraVuk
we take turns sharing and analyzing materialas and content for working in primary education.
Encouraged by others we formed our own blog site where we write about the Croatian school system, changes, methods and successes: http://razredna.wordpress.com/
D. Online courses
With the goal of training member teachers Association of Teach-ers Bell we created and implemented online courses dedicated to using programs and tools in teaching. These courses given using the online CARNet LMS Moodle system. One of them is: Making a classroom website.
A classroom website is primarily a project that demonstrates the cooperation of parents and teachers. It gives teachers the ability to present the students’ work as well as allowing collabo-rative work between students and parents.
The course is designed for teachers, as well others interested in making websites using Google Sites. Course participants have the opportunity to acquire knowledge and master the neces-sary skills for creating their own free website. Participants are guided through the course by written and video instructions and master the content through exercises.
So far, thirty teachers have completed the course. According to exit polls, participant satisfaction is high not only due to the content offered but also the presentation method as it gives them the opportunity to work at times when it suits them.
3. ConclusionIn this paper we presented an example of the ways in which colleagues can help teachers to informally educate themselves and contribute to raising the quality of their teaching and edu-cational process in all its phases using Web 2.0 tools.
We have described the ways in which teachers can educate their colleagues no matter the place as long as they find the time to learn. Colleagues opinions have shown that these modes of
Figure 4: Home page of the online course “Making a classroom website”
eLearning
Papers30www.elearningp
apers.eu
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
n.º 30 • September 2012
4
From the field
learning are suitable in terms of availability: they easily acquire and master the skills of working with Web 2.0 tools with our daily online support.
But it should be noted that despite the enthusiasm, great will and hard work on these teacher trainings, a bridge the barriers is often encountered: lack of schools and classrooms equipped with adequate equipment required for applying what has been learned in the training, not understanding the environment and the indifference of professional services for this type of educa-tion.
We will continue to strive to self educate and use new tools and to share our knowledge with the wider teaching community.
Copyrights The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0 Unported licence. They may be copied, distributed and broadcast pro-vided that the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on http://creativecommons.org/licens-es/by-nc-nd/3.0/
Edition and productionName of the publication: eLearning Papers ISSN: 1887-1542Publisher: elearningeuropa.infoEdited by: P.A.U. Education, S.L.Postal address: c/Muntaner 262, 3r, 08021 Barcelona (Spain)Phone: +34 933 670 400Email: [email protected]: www.elearningpapers.eu