From Web 2.0 That Works: Marzano & Web 2.0

Marzano & Web 2.0: Web 2.0 That Works

Official NECC Session Tag: n08s513

Other Tags: Sandifer, Web2ThatWorks

Session Discussion: NECC 2008 Forums

Essential Concepts

Adoption Model

The model above shows the average distribution of technology adoption in any given population of people. The color-coding above represents the division of this distribution into three "tiers" of people that we can focus on when we are coaching or introducing new tools & concepts.

Tier 1 - Early Adopters & Innovators

• Need support & room to “play”

Tier 2 - Early & Late Majority

• Mean well and understand need, but feel overwhelmed, overworked, and no time to learn - need support, safe environment

Tier 3 - Laggards

• Rarely understand need, feel no need to learn, may never adopt

This wiki is ideal to use with people in "Tier 2" who are familiar with these instructional strategies and who do want to improve their instruction and integration of technology, but who usually feel overwhelmed with no time to learn new tools. Review the Suggestions for wiki use for more ideas on how to use this wiki with your teachers as you work to incorporate more Web 2.0 in your classrooms.

Examples

Summarizing & Note-Taking - Contributor: Jennifer Clark Evans

"I reorganized the traditional research paper for my juniors in American Literature class this year. Instead of teaching notecards and the Dewey Decimal system, we discussed print versus non-sources and used a wiki to collect and organize notes. Throughout the research process, each student maintained a wiki page to take notes and plan for their final paper. I had access to each page and could track "recent changes" as well as post comments on each student's individual page. Finally, students could publish their final paper on their wikipage, but maintain all of their research notes and early drafts on the "History" tab, so the process of writing the research paper became more tangible to them as they used new media sources to find, organize, and report credible information."

Reinforcing Effort & Providing Recognition - Contributor: Vicki Davis

"I reward good behavior on the wiki, blog, and scribe posts in my classroom by creating a hall of fame on my classroom wiki. On this hall of fame, I link to student groups who have been designated as creating a hall of fame quality post. I also list the criteria for hall of fame quality. This is something students work for.

I also put students in the hall of fame for pioneering the use of new technology. Here are the hall of fames on my wiki:

• Blog Hall of Fame - http://westwood.wikispaces.com/Blogger+Hall+of+Fame
• Wiki Hall of Fame - http://westwood.wikispaces.com/Wiki+Hall+of+Fame
• Scribe Hall of Fame - http://westwood.wikispaces.com/Scribe+Hall+of+Fame

This has been an amazing motivator for students. (And the criteria for inclusion is a copy of the rubric I use to evaluate their work!)"

Reinforcing Effort & Providing Recognition - Contributor: Jennifer Clark Evans

"Juniors in my American Literature class create serious comic strips using the graphic techniques of Art Speigelman as they study “Maus I” and “Maus II.” Students publish their final product on a Flickr account. Good work is rewarded by positive comments left by their classmates, which can be more powerful and gratifying than just a comment by the teacher. Students also judge their work as it compares to others by the number of views. More effective works will receive a higher “view” count than lesser effective work."

Cooperative Learning - Contributor: Stephanie Sandifer

"Students in our World Geography and World History classes used Google Docs to do collaborative writing projects for the annual History Fair. Students were able to monitor each other's contributions to the group writing and the papers were shared with the teacher through Google Docs so that she was able to monitor participation as well by viewing the "revisions" of each writing project. The students and the teacher were very impressed and pleased with how Google Docs enabled them to collaborate more effectively and efficiently."

Cooperative Learning - Contributor: Jennifer Clark Evans

"Students in my American Literature class studied "Black Ice" by Lorene Cary in literature circles by using a wiki to post their individual and group work [1]. Students created individual pages and a page to record group notes, as well as used the discussion boards to post their own questions and answers to teacher prompts."

Setting Objectives & Providing Feedback - contributor: Louise Maine

Besides using online survey tools, we have used google spreadsheets to create a form for a survey. Students have surveyed others in school for information on most popular fireworks, resource use at home for conservation exercises, etc. I have used google spreadhseets (forms) to survey students on web 2.0 and traditional class activities that are effective for their learning. Student feedback is important for determining what works in the classroom.

The Keychain

Additional Resources

Classroom Instruction That Works

Handbook for Classroom Instruction That Works

Using Technology With Classroom Instruction That Works

The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Robert J. Marzano)

Bloom's Taxonomy Blooms Digitally (by Andrew Churches, April 1, 2008, published in techLearning)

Technology Integration Matrix

Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (Will Richardson)

Classroom Blogging: 2nd Edition (David Warlick)

Web 2.0: New Tools, New Schools (Gwen Solomon, Lynne Schrum)

National Educational Technology Standards (NETS)

Teach Web 2.0 Consortium