3.

2 Activity: Collaborative
Presentation of Web 2.0 Tools
Scott Powell
Michael Bukraba
Bhavini Patel

Web Tool # 1 Overview

Scott Powell
Boomwriter is an exciting Web 2.0 tool that allows students to collaboratively
create and publish stories/projects. Excitement and engagement are guaranteed
with this tool as students get to vote on their favorite student created writing
samples. Then, the sample with the highest vote count becomes the chapter used in
the the published book. Additionally, this tool offers a suite of writing opportunities
across curriculum.

Web Tool # 1 Blooms Connections

Scott Powell
Boomwriter.com has the functionality to support all the various levels of Blooms
Taxonomy.
1.
2.
3.
4.
5.
6.

Remembering: Students remember basic rules of grammar and writing.

Understanding: Students understand the writing prompt and the topic.
Applying: Students apply skills/knowledge to research and write about a topic.
Analyzing: Students analyze peer writings on many levels.
Evaluating: Students evaluate peer writings as well as their own.
Creating: Students collaboratively create a real published book.

Boomwriter.com CCSS Connections

Scott Powell

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience.
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in
a single sitting.
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Boomwriter Student Sample

Scott Powell

Ricci Adams MusicTheory.net

Michael Bukraba
A Web 2.0 collection of tools that allow musicians to to customize exercises to study
music theory. Included within this functionality is the ability for an instructor to
create a specialized lesson, link it for students on-line use, and finally allowing
students to turn in work through a second individualized link.

MusicTheory.net Blooms Connections

Michael Bukraba
MusicTheory.net has the functionality to support all the various levels of Blooms Taxonomy.

Knowledge: Identify the notes of the Treble and Bass Clef by name.
Comprehension: Translate collections of multiple accidentals on particular notes into Key Signatures and Scales.
Application: Transfer written notes onto the piano or guitar (or vice versa).
Analysis: Hear notes played simultaneously or in sequence and determine the interval separating them.
Synthesis: Combine notes separated by specific intervals to create chords which fit into a given/chosen Key Signature.
Evaluation: Create a practice-site for one of your fellow students that will help them gain better understanding of a music
theory concept with which they are struggling.

MusicTheory.net CCSS Connections

Michael Bukraba
MU:Pr4.2.C.Ia Analyze how the elements of music (including form) of selected works relate to style and mood, and explain the
implications for rehearsal or performance.
MU:Pr5.1.C.Ic Identify and implement strategies for improving the technical and expressive aspects of multiple works.
MU:Pr6.1.C.Ib Identify how compositions are appropriate for an audience or context, and how this will shape future compositions.
MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical
and structural aspects of musical works impact and inform prepared or improvised performances.
MU:Pr4.2.T.Ia Describe how context, structural aspects of the music, and digital media/tools inform prepared and improvised
performances.
MU:Pr6.1.T.Ia Using digital tools, demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music.
National Association for Music Education (NAfME) Core Music Standards

MusicTheory.net Samples
Michael Bukraba

Glogster
https://edu.glogster.com/login

Bhavini Patel

A Web 2.0 tool that allows users to create interactive posters called Glogs, that
combine linked or embedded text, video, images and music.

Glogster: Blooms Taxonomy Connections

Bhavini Patel
Glogster has the functionality to support all the various levels of Blooms Taxonomy.
Differentiate the task/assignment when using Glogster.
1. Remembering: List the main characteristics of one of the main characters in a
WANTED poster.
2. Understanding: Construct a pictorial time line which summarizes what happens
in a story.
3. Applying: Create a Glog that shows different visual representations of
equivalent fractions.
4. Analyzing: Compare and Contrast the viewpoints in the American Revolution.
5. Evaluating: Identify the core theme of the text and provide textual evidence.
6. Creating: Create a poster to advertise the story so people will want to read it.

Glogster CCSS Anchor Standards Connections

Bhavini Patel

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
Standards for Mathematical Practice
CCSS.MATH.PRACTICE.MP5
Use appropriate tools strategically. They are able to use technological tools to explore and deepen their
understanding of concepts.

Glogster: Supporting Student Learning

Bhavini Patel
This tool can be used to strengthen literacy skills by providing students with opportunities to
integrate video, images, text and audio to present unified messages. These virtual posters can be
shared with a global audience, providing opportunities for students to critically examine their own
work. In addition, teacher created Glogs can be used to introduce a new topic or support learning by
allowing students to be actively engaged with the curriculum. Students can use Glogster to
demonstrate their understanding of virtually any concept.
Sample Glog: Life Cycle of a Butterfly
http://msbpatel.edu.glogster.com/life-cycle-of-the-bug/