Collaborative Presentation of Web 2.0 Tools

Reflection: Using Potential Web 2.0 Tools, Guidelines, Objectives, and Minimizing Obstacles for Students

Web 2.0 tools provide many options for learning in the 21st century classroom. In the past I have incorporated Web 2.0 tools that have been more focused on utilizing the lower order thinking skills (LOTS) of Bloom’s Taxonomy. I have used Quizlet and Kahoot and become very comfortable with these apps for learning and have found that students like these new tools. They are easy to use for both teacher and student and provide a good foundation to move onto higher level thinking skills. Next I would like to move into using other Web 2.0 tools that involve the higher order thinking skills (HOTS) of Bloom’s Taxonomy. I would like to add some new routine activities into my course curriculum that meet learning objectives using Web 2.0 tools. First of all, I have been looking for a Web 2.0 tool that students can use to take notes and process large amounts of information from all levels of Bloom’s Taxonomy. My students and I have used an app called Goodreader in the past, but it has many limits and is not being updated. Based on educational research I strongly believe that students still need to do hand written notes to make a solid connection with the material they are reading. On the other hand I want my students to utilize their technology devices, stay organized in a digital manner, and develop 21st century skills. So I believe Notability has the ability to nicely combine these key components. Students are able to auto back up their materials in Notability through Google and Dropbox, which is another advantage. Students would be able to access various note taking formats and readings through Schoology and pull them easily into Notability. Students would then take all their notes for the year in one location and would not have a notebook to carry around for each semester. These notes could be accessed to review for cumulative tests and the AP Psychology Exam review in the spring. A common unit outcome is for students to understand the importance of classic experiments, research, and modern perspectives in psychology for each topic of study. Students are expected to have knowledge of experiments and apply the research and concepts to new situations on the AP Psychology exam in May. Passing the AP Exam is obviously a key course objective in the course curriculum. A common activity for students when reading the text and related articles is developing the ability to compare and contrast many different theories. For example, students could create a Venn diagram or T-chart that shows the similarities and differences between B.F. Skinner’s view and Noam Chomsky’s view of language development. After this students would have to evaluate which theory they believe best explains language development and relate this to one of the six modern perspectives in psychology. Notability could be used to do all of the above. Another option for students would be to write a blog from the psychologist’s perspective in Notability or create a poster in Glogster to highlight each the perspectives in psychology. I would require students to use Notability in the beginning of the year to make sure they have experience in using this app. I would use the introductory tutorial and various YouTube videos showing examples of how to use the app to help students feel comfortable. I would add some questions into the Youtube tutorials using eduCanon as a formative assessment to check for understanding. Later in the year then I would move onto adding new tools like Glogster. In the future I could then give students options between using the tool they like the best or feel best fit their style of learning to complete the assignment. Providing for choices in assignment completion allows for differentiation per student. The guidelines for the assignment would become less restrictive as students gain experience and would also provide for more student creativity as long as they were meeting the objective of the assignment.