Professional Documents
Culture Documents
Rationale
Background
Each summer, the Altoona Area School District offers technology workshops to its faculty. These
workshops, facilitated by the Classrooms for the Future coach, take place in the weeks leading up to the
start of the new school year. Learner need is determined through the use of technology needs
One of this year’s workshops deals with Web 2.0 technologies, technologies that allow consumers to
create content. Examples of Web 2.0 technologies include blogs, wikis and podcasts, among others.
Because this course has breadth, it was selected as the ideal workshop for the PLN culminating project.
Team
The AASD team includes:
• Michael J. Baker, Classrooms for the Future Coach – Altoona Area High School
Team members met to discuss the PLN activities as they should be applied to the summer
workshops. As this course is new this summer, it had to be built from the ground up. Upon discussing the
topics, team members recommended PLN strategies that would work well.
1.1
This was the ideal time to infuse some new ideas into the summer professional development
Course Overview
The course focuses on five different Web 2.0 technologies: wikis, podcasts, social networks, blogs
and glogs. Prior understanding will be activated through the use of a word splash during the first lesson.
Each of the five skills will be addressed in its own thirty minute lesson. The introductory and closing
lessons will last fifteen minutes each. The total course duration is three hours.
Learners
The summer technology workshop is initially offered to secondary teachers in Altoona Area schools.
After a period of closed enrollment, other teachers and staff members may choose to add the course.
Classes are typically comprised of mostly high school teachers. All subject areas – core and others –
are represented. Many teachers attend multiple classes each summer; a few attend every course.
PLN Activities
An effort was made to integrate PLN activities where appropriate. Because of the technical aspect of
some of the lessons, some didactic instruction remains in the plan. When possible, the instructor will allow
• word splash
• jot a thought
• please do now
• anticipation guide
• 3-2-1
• knowledge rating
1.2
Lenses
The four leaning lenses are addressed throughout the Web 2.0 course.
Meaning-Centered Lens
Learners are asked to think create meaning from various texts, including electronic articles and other
web-based content. A web track is used to learn about wikis while an anticipation guide is used to
activate prior knowledge of social networking. Because many of the terms introduced in the course are
technical in nature, it is crucial that connections are made between what learners already know and what
Language-Based Lens
With the exception of the last, all lessons include opportunities to read, write and speak. Numerous
activities will be modeled. Teachers will be encouraged to try some of the PLN language-based activities
in the classroom. Language-based activities are noted in the lesson plans using red text.
Human Lens
Learners are frequently asked to consider their own attitudes, beliefs and feelings. During the social
networking lesson, for example, learners will use an anticipation guide to evaluate their feelings.
Furthermore, learner feelings will be encouraged and appreciated through social lens activities. Those
activities utilizing the human lens are underlined throughout the lesson plans.
Social Lens
Sadly, teachers have little time to discuss learning during the school year. In physically large
buildings, it is common to go weeks without seeing a specific peer. This course will use social strategies,
such as ‘think, pair, share’ activities, to encourage lively discussion and debate. In the lesson plans,
Conclusion
As the AASD’s first foray into PLN strategies, this course will serve as a valuable test. By overtly
modeling the strategies for teachers – encouraging them to use the same strategies in their own
After completing the course, learners will complete a district survey. The results of the survey will be
evaluated by the leadership team. Survey data will influence changes in this and other courses offered
1.3
Lesson 1
Procedures:
Resources:
1. Welcome the learners to the class. Today
we’ll be exploring the world of Web 2.0. • Notebooks
Before we start our quest, we need to
figure out exactly what Web 2.0 is. • Highlighters
2.1
Word Splash
Directions: You will be read a series of ten words. Write the words below. If you are
unsure of the spelling, underline the word. If you don’t know the word’s meaning, circle
the word.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Write a story using the words from the list above. Write at least seven lines.
2.2
Cool Cat Teacher Blog: Basics for Beginners: What is Web 2.0? http://coolcatteacher.blogspot.com/2009/01/basics-for-beginners-what-is...
Links Search
Basics for Beginners: What is Web 2.0?
Cool Cat Teacher Home Page
Friday, January 09, 2009 Search
Best Teacher Blog Winner
Web
Wikis
ISTE Online Learning Award 2007 2.0? Cool Cat Teacher Wiki
Horizon Project
Best Wiki Project Nominee
Class Wiki When the Internet Comment Conversations on CCT
Digiteen Project emerged in the
Teaching the Flat Classroom Badge early 1990's, it Disqus is preferred for commenting, but Blogger
comments are also shared below.
was a place where
Subscribe people could go to Disqus Comments
look information People
up. People looked Recent
Popular
up movie times,
Subscribe to this Blog information, Recent Comments
Comment Feed
Audio Podcast businesses, and
Subscribe in Itunes eventually people
Subscribe to blog over e-mail: and loved having
so much
Subscribe me!
information at
coolcatteacher LOL, blemishes
their fingertips are often not seen from a far!! Truth is, most of
that formerly had these posts are blogged to myself as
Cool Cat Teacher Public reminders!! Vicki Davis Cool Cat Teacher Blog
to be looked up by Building the bridges of today that the society
Calendar
hand or required a of...
Wednesday, May 13
phone call. Cool Cat Teacher Blog: May Marble · 1 day ago
Showing events after 5/13.
Look for earlier events Sometimes, like on message boards, users could
Showing events until 6/15. write and leave information, but it was not easy to do
Look for more and pretty rare for most non technically savvy
people. This first Internet, also callled "Web 1.0"
minhaaj ur rehman If one thing
(after the habit software developers have of i would like every teacher to have specially at
numbering their software) is also called the "Read tertiary level from you is your passion,
consistency, love for learning and optimism
Only Web" because most users could just read about Education Vicki. I wish i were more...
information. The programming language of Web 1.0
Cool Cat Teacher Blog: May Marble · 1 day ago
was HTML (Hypertext Markup Language) and slow
internet speeds also meant that uploading files would
Events shown in time
zone: Eastern Time
take a very long time and was not worth the effort.
So, users read information.
Would love to meet you!
Then in the late 1990's, some websites emerged, like coolcatteacher Thank you,
that let users do more. People could list and rate Dana! Just the kind word I needed this morning
Cool Cat Teacher as I am still waking up! Vicki Davis Cool Cat
products and sellers on ebay. People who read books Teacher Blog Building the bridges of today that
Online could write reviews on Amazon. Web users could the society of tomorrow will walk across....
iTunes ITunesPodcast now "write" on the Internet and leave their personal Cool Cat Teacher Blog: May Marble · 2 days ago
Digg/coolcatteacher thoughts behind. This was the beginning of Web 2.0,
Flickr/coolcatteacher although the term was not coined until September 30,
2005 when entrepreneur Tim O'Reilley released his
Facebook/Cool Cat Teacher
article "What is Web 2.0: Design Patterns and
Friendster/Cool Cat Teacher Business Models for the Next Generation of Software."
Dana Woods Hi Cool Cat. Your
Linkedin/coolcatteacher posts are inspiring. Been lurking for a while.
Twitter/coolcatteacher Now, many websites like Wikipedia, Facebook, Wanted to chime in and say hello. Please keep
up the great work.
Youtube, and Twitter allow web users to share
YouTube/coolcatteacher
information. The programming language of Web 2.0 Cool Cat Teacher Blog: May Marble · 2 days ago
Del.icio.us/brightideasguru is XML (Extensible markup language and another
Wikipedia/brightideasguru closely related language called XHTML.)
coComment/coolcatteacher
Web 2.0 has influenced web media in profound ways
Upcoming/Cool Cat Teacher
because people now no longer want to just read a Joan Young Thanks for the
Technorati/brightideasguru web pages but interact with them. We call websites inspiration! I am in "May Madness" as well, and
I hear "grouchiness" quite often as some
Blog/Cool Cat Teacher that bring us back to use them continually, "sticky" teachers are so ready for the year to end. Like
Blippr/coolcatteacher web pages. The most highly trafficked sites allow you, I am frantically trying to figure out...
their sites to interact with other sites and allow
Ustream/Coolcat Teacher Cool Cat Teacher Blog: He who laughs -
lasts. · 3 days ago
2.3
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Cool Cat Teacher Blog: Basics for Beginners: What is Web 2.0? http://coolcatteacher.blogspot.com/2009/01/basics-for-beginners-what-is...
2.4
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Cool Cat Teacher Blog: Basics for Beginners: What is Web 2.0? http://coolcatteacher.blogspot.com/2009/01/basics-for-beginners-what-is...
Amy Loves Books To do this, go to Google and type define: and the
Subscribe Free
word. For example, define: blog would give me some Add to my Page
Angela Maiers Educational
definitions of blogs.
Services
Presentations
Bit By Bit Write a few notes in your own words beside each
Blue Skunk Blog word to note to yourself what it means. Put a star
beside two of the words that you know you want to
Bud the Teacher learn more about next. Go on a website, this blog
Christopher D. Sessums : post, or another place that is appropriate and share
Weblog what you've learned.
Computer Science Teacher
2) "Write" on the Web Somewhere
Connecting the Dots
E-Learning Journeys After you leave the comment, check back for the next
three days by going to the site (you'll learn an easier
E-Portfolios for Learning way to do this later.) If someone responds to you,
EdCompBlog you may certainly leave a message back.
EdTechUK
Note in your notebook what website you commented
EduBlog Insights on, how you felt when someone did or did not
respond to your comment and your overall
edublogs
conclusion. How do you think the notion of
Edutopia "audience" plays into the Web 2.0 experience?
eLearning Technology
3) Through the eyes of a child
elearningpost
Ask a teenager or child to show you their favorite
EPGAGA website. DO NOT pass judgment, just listen. Note
the ways they are reading and writing. Who is their
ETLMS Blog
audience? Ask them why they like the site? How long
Fortnightly Mailing do they spend on the site each day? What types of
Free Range Librarian
other people do they communicate with? Do they
know anything about the other people? How is the Class Wiki Edits
Helcat Rants and Ramblings website "sticky?" Is it "mashable" with other
Humor Power websites? (If you don't know the answers to these westwood wiki
last two questions it is OK.) 7 May
information aesthetics
Ethan efolio
ISTE Eduverse Talks 4) Ask questions Austin H efolio
6 May
What questions do you still have? Ask them below or Brady efolio
Karyn's blog
if you are at a school, call in your IT support, most 4 May
Kate Says Pate efolio
technically savvy teacher and ask them this question.
Mason J efolio
Left Lane Ends Miller efolio
Jordan efolio
Lessig Blog "What does Web 2.0 mean to you and how do you Nolan efolio
think it should change what we do here at our Tyler R efolio
Making Change school?"
Media Matters
Musings - Just Learning Take notes, and also bring your paint scraper just in
Nexus
case you have to scrape them up off the floor when
you ask this question. If you wish, you may preface
This work is licensed under a Creative Commons
pedersondesigns this question with, Attribution-NonCommercial-ShareAlike 2.5 License.
Reflection 2.0
About Me
Shifted Learning: 2006 Online "I don't know much about what is happening with
K12 Edublogger Conference this new internet, but I starting to learn, so be
patient with me and let me learn at my own pace. I
Sliced Bread wonder if you would let me ask you some questions
as we go."
Stephen's Web ~ by Stephen
Downes ~ OLDaily RSS 2.0
Students 2.0
2.5
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2.6
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Cool Cat Teacher Blog: Basics for Beginners: What is Web 2.0? http://coolcatteacher.blogspot.com/2009/01/basics-for-beginners-what-is...
fully expect to revise and improve this post over time iriver T30 1 GB MP3 Pla…
iRiver
and welcome feedback about how to make this series
I have an earlier generation of this
useful to others. that I use to record everything. My
son uses this to record his teachers in
Middle sc…
We need more conversations to not only include the
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advanced but to give those who are working towards Logitech
change content to help beginners improve and learn. $69.95
Join in and share your own explanation and insight! This is what my students use to film
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web2_intro Tim O'Reilly web 2.0 learning education M-Audio
teaching $79.99
I use this in my classroom on our nice
podcasting computer. It comes with
©2009 Creative Commons Share Alike Ableton Lite and i…
Non-Commercial Attribution
Privacy
Logged in as
Logout from DISQUS
14 Comments
2.7
5 of 8 5/13/2009 9:08 AM
Jot A Thought
In at least seven lines, respond to the following:
“In what ways could you use Web 2.0 tools in your classroom?”
2.8
Lesson 2
Procedures: Resources:
1. Wiki is certainly a silly name, isn’t it? We • Internet access
find it in all kinds of places. Wikispaces.
Wikipedia. PB Wiki. What is a wiki and • A wikispaces.com account
where did it get its crazy name? • Course wiki
2. Using playing cards to create pairs, have • Trackstar web track
learners pair up. (http://trackstar.4teachers.org/trackstar
3. Visit the wiki web quest found on /ts/viewTrack.do?number=384550)
Trackstar. Complete the track. • 3-2-1 form
4. Have the learners share the answers to • playing cards
the quest with the class.
5. Let’s make a wiki. Navigate to
http://www.wikispaces.com.
6. Create a wiki account. Be sure to choose
the free educational account. If you don’t,
you’ll see ads on the wiki.
7. Make a home page for your class or club.
Use the edit page button to make changes.
Let’s add a title, a brief introduction and a
link to the wiki quest.
8. Show examples of three different wikis
used at AAHS: sports interest club, physics
and math. Lens Coding
9. 3-2-1 Activity:
meaning-centered
3: Things you learned about wikis language-based
2: Ways you could use wikis in class
1: Unanswered question about wikis human
3.1
TrackStar : View Track Member in Text http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersText.do?org...
4Teacher Tools
Home | My Account | Logout | Help Organize and annotate Web sites for use in lessons.
1.Wikipedia Entry
http://en.wikipedia.org/wiki/Wiki
2.Wikispaces.com
http://www.wikispaces.com/
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Copyright. © 2000 - 2008, ALTEC at the University of Kansas.
3.2
1 of 1 5/12/2009 11:39 AM
3–2–1
3 Things you learned about wikis
1.
2.
3.
2 Ways you could use wikis in class
1.
2.
1 Unanswered question about wikis
1.
3.3
Lesson 3
He Who Casts
the First Pod…
ALTOONA AREA SCHOOL DISTRICT
Daily Lesson Plan
Summer Technology Workshops: 2009-2010
Procedures: Resources:
1. Distribute the podcasting knowledge rating. • computer with microphone
2. With a partner, compare your knowledge • sound editing software (Audacity or
rating with his. Can you move any of your Soundbooth)
check marks to a higher level?
• Internet access
3. Write a script introducing yourself to
your class. Your script should include your • Course wiki
educational background, years at AASD • teacher-created wikispace
and an interesting fact about yourself. You
may include other information, but the • recorded audio introduction
above must be included.
• Inspiration software
4. Launch Audacity.
5. Using the script, record your introduction.
6. Once the introduction has been recorded,
save the file in an audio format (MP3 or
WAV).
7. Post the file to your wiki home page.
a. Click edit page.
b. Click the palm tree to place a
file.
c. Choose the introduction audio
file.
d. Place it on the page.
8. Chalk Talk: “How can podcasting be used
by teachers and students?” Have learners Lens Coding
come to the IWB and write responses on
the board; use Inspiration. meaning-centered
9. Highlight the responses and draw language-based
connections.
human
social
4.1
Knowledge Rating
Directions: How much do you know about the terms listed in the table? Place a check
mark in the spaces that signal your knowledge.
iPod
MP3
audio editing
sound waves
iTunes store
vodcast
4.2
Lesson 4
From Gradebook
to Facebook
ALTOONA AREA SCHOOL DISTRICT
Daily Lesson Plan
Summer Technology Workshops: 2009-2010
Procedures: Resources:
1. Pass out the social networking • Internet access
anticipation guide. Learners will
complete the guide independently. • An account on Ning.com
5.1
Social Networking
Anticipation
Guide
Directions: Respond to the following statements by marking ‘A’ if you agree and ‘D’ if
you disagree.
1. _____ Those on social networks give out too much personal information.
2. _____ Social networks are a good way to find those with similar interests.
3. _____ Students spend too much time using social network services.
6. _____ Businesses do not care whether those entering the workforce are
proficient social networkers.
5.2
Lesson 5
Bloggie Nights
ALTOONA AREA SCHOOL DISTRICT
Daily Lesson Plan
Summer Technology Workshops: 2009-2010
Procedures: Resources:
1. Jot A Thought: Using Microsoft Word, • Word processor (Word or Notepad)
type an response to the following: “Relate
a funny story from this summer.” • Internet access
6.1
Jot A Thought
In at least seven lines, respond to the following:
6.2
Lesson 6
A Little Gloggy in
the Morning
ALTOONA AREA SCHOOL DISTRICT
Daily Lesson Plan
Summer Technology Workshops: 2009-2010
Procedures: Resources:
1. Please Do Now: Students are often asked • Internet access
to present work on paper, using the written
word. Think of ten other ways students • An account on glogster.com
could express understanding without • Course wiki
using paper and the written word.
2. Using M&M’s as a grouping mechanism,
have groups meet to share their lists.
Choose the five best ideas.
3. Ask a group spokesperson to share the
group’s findings.
4. Glogster.com allows students to use
images, sounds and text to quickly create a
graphic blog (glog).
5. Navigate to http://www.glogster.com.
6. Login using the account you created before
the class.
7. Create a new glog that presents
information on the Web 2.0 tools we looked
at today.
8. Tag your glog with toonatech.
9. To share, we’ll search for glogs tagged
toonatech.
10. View at least three glogs.
Lens Coding
11. Jot A Thought: “A picture is worth a meaning-centered
thousand words. How does Glogster
support this idea?” language-based
7.1
Please Do Now
Directions: Aside from the traditional essay, think of ten (10) ways students can relate
what they have learned.
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________
6. ________________________________________
7. ________________________________________
8. ________________________________________
9. ________________________________________
10. ________________________________________
7.2
7.3
Jot A Thought
In at least seven lines, respond to the following:
7.4
Lesson 7
Procedures: Resources:
1. Group students in quads. • term / definition note cards
2. Give each quad a set of note cards.
3. Ask the groups to match the terms to
the definition/description.
4. Offer a term, ask a group to share its Lens Coding
match. Check other groups to validate or
question the results. Use this activity to meaning-centered
check for understanding.
language-based
5. Sign the Act 48 sheets.
human
6. Remind learners that the course wikispace
is available for reference. social
8.1
Term Matching
Directions: Separate the cards. Provide a complete set to each learner quad. Learners
will match each term to its definition.
A group of technologies
Web 2.0 that allow users to create
content
Content is created by
Web 1.0 corporate entities; little or
no consumer content
8.2
An audio recording
podcast delivered over the
Internet
An online journal,
blog complete with reader
comments
8.3
A graphic log; integrates
glog text, images, video and
sound
8.4