web 2.0 tools for struggling readers

Web 2.0 Tools for Struggling Readers

Mary Ellen Oslick, [email protected] (Helen) Hu, [email protected]

mailto:[email protected]


Introduction • A research study to evaluate teacher candidates’ technology

perceptions, integration and feedback while enrolled in graduate-level reading courses as they learn about and implement web 2.0 technologies in their interventions with struggling readers.

• The results of the study may help teachers (in schools and universities) better understand how to include technologies in working with students and assist them to design instructional practices accordingly.

• The data from this research will be used to inform Reading and Instructional Technology educators on instructional strategies and technologies that may result in positive learning outcomes and perceptions.

What is Web 2.0 to You?

• http://www.polleverywhere.com/multiple_choice_polls/ODQ3Mjg5NjMw

• Do you read blogs?• Do you listen to podcasts?• Have you published your own writing, art,

photos, music, videos, etc., online?• Are you part of an online community?

http://www.polleverywhere.com/multiple_choice_polls/ODQ3Mjg5NjMw



How To Vote via Texting

1. Standard texting rates only (worst case US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do

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How To Vote via PollEv.com

Capitalization doesn’t matter, but spaces and spelling doTIP

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How To Vote via PollEv.com/username

Capitalization doesn’t matter, but spaces and spelling doTIP

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How To Vote via Twitter

1. Capitalization doesn’t matter, but spaces and spelling do2. Since @poll is the first word, your followers will not receive this tweetTIPS

EXAMPLE

Web 2.0 Tools

• Cyberlearning literacy --- “the knowledge and skills needed for successful use of Web 2.0 tools” (p. 126, Smaldino book)

• Online Multimedia Tools– Wordle:

• http://www.wordle.net/• http://blip.tv/creativelive/keyword-clouds-august-2008-1162665

– Toondoo:• http://www.toondoo.com/

– VoiceThread: • http://voicethread.com/• https://voicethread.com/share/3196476/

http://www.wordle.net/



http://blip.tv/creativelive/keyword-clouds-august-2008-1162665

http://www.toondoo.com/


http://voicethread.com/



https://voicethread.com/share/3196476/


http://www.wordle.net/show/wrdl/6310248/hunger1

Wordle



Toondoo Instructions



https://voicethread.com/#q.b3196476.i0.k0

VoiceThread

https://voicethread.com/#q.b3196476.i0.k0

What is Voice Thread?

• Voice Thread is a Web 2.0 tool • It can be used for teaching arts, foreign languages,

diverse cultures, collaborative writing, multimedia design and development…

• It is valuable for creating book reviews, fostering global conversation, conducting peer reviews, and sharing creative products.

• It is exceptional in that it allows you to connect the visuals with the audio and text formats of media and communication.

Voicethread for online teaching & Learning

http://voicethread.com/share/908650/



K-12 VoiceThread Examples

• Collaborative Writing:http://blog.wikispaces.com/2011/07/my-story-the-progressive-story-project.html • 8th grade Historical Fiction:http://voicethread.com/about/library/8th_grade_Historical_Fiction_from_Shirley_Scamardella/ • 7th Grade - Exploring Probability from Britt Gow :https://voicethread.com/share/222931/

http://blog.wikispaces.com/2011/07/my-story-the-progressive-story-project.html




http://voicethread.com/about/library/8th_grade_Historical_Fiction_from_Shirley_Scamardella/





Instructional Strategies for PD

• Lecture & Demonstration• Job Aids / Handouts• Examples• VoiceThread

Procedures

• Pre-Test (Questionnaire)• Instructional demonstrations + Job Aids• Technology practices • Creating & Implement lesson plans with

technology-integration, and • Reflections on these activities• Post-Test (Questionnaire)

Instruments

• Questionnaire to gauge pre-, and post- acceptance on using the Web 2.0 technologies for teaching and learning reading

• Technology-integration lesson plans will be graded using the International Reading Association's standards for technology

Web 2.0 Technologies Acceptance

Adapted from (Yoo, S. J., & Huang, W.-H. D., 2011)

International Reading Association's Standards for Technology

http://www.readoregon.org/pdf/IRAstandards_2010.pdf

http://www.readoregon.org/pdf/IRAstandards_2010.pdf

Demographic Information

Gender

Age(average)

Ethnicity Degree Currently Teaching

Level of School

Teaching Experience

(average)

Smart Phone

Hi-speed Internet

Female x8

26.38 African American x3

(4-year degree) x8

Yes x6 Pre-Kx2 2.67 Yes x8 Yes x8

Caucasianx5 Nox2 3RDx2

K-2

Adult

Analysis of Weekly Usage Frequency of Web 2.0 Applications

Web 2.0 Applications

I don’t know what this is

1 time 2 - 4 times 5 - 6 times More than 7 times

Pre Post Pre Post Pre Post Pre Post Pre PostBlogs 1 (12.5%) 2 (25.0%) 5

(62.5%)3 (37.5%) 2 (25.0%) 1 (12.5%) 1 (12.5%) 1 (12.5%)

Instant Messenger

1 (12.5%) 2 (25.0%) 2 (25.0%) 2 (25.0%) 1(12.5%)

4 (50.0%) 3 (37.5%)

Online socialcommunities (e.g.,Facebook)

1(12.5%)

8 (100.0%) 7 (87.5%)

Online video sharing (e.g., YouTube)

2 (25.0%) 2 (25.0%) 1 (12.5%) 5(62.5%)

6 (75.0%)

Online video & audio conferencing tool (e.g., Skype)

1 (12.5%) 5 (62.5%) 4 (50.0%) 1 (12.5%) 1 (12.5%) 1 (12.5%) 2 (25.0%)

Social virtual environment (e.g., Second Life)

8 (100%) 6 (75.0%)

Wordle, Tagxedo

7 (87.5%) 1 (12.5%) 3 (37.5%) 3 (37.5%) 1 (12.5%) 1 (12.5%)

Online cartoon creation tools (e.g., Toondoo)

7 (87.5%) 1 (12.5%) 4 (50.0%) 3 (37.5%) 1 (12.5%)

Voicethread 8 (100%) 1 (12.5%) 7 (87.5%)

Analysis of Technology Acceptance of Web 2.0

• Using it increases my productivity, mostly negative

• Using it for learning is a good idea, mostly negative

• Most participants don’t feel that people who influence their behavior think that they should use it

• Second Life, mostly negative for all the items


Blogs Online video sharing (e.g.,

Youtube)

Online cartoon creation tools (e.g.,

ToonDoo)

Voicethread

Pre Post Pre Post Pre Post Pre Post

I would find it useful in my learning tasks

Yes2 (25.0%)

4 (50.0%)

2 (25.0%) 6 (75%) 5(62.5%)

3 (37.5%)

3 (37.5%) 1(12.5%)

No 6 (75%)4 (50.0%) 6 (75%)

2 (25.0%)

3 (37.5%) 5(62.5%) 5(62.5%) 7(87.5%)

Some Changes in Perception about Usefulness


Wordle, Tagxedo Online cartoon creation tools (e.g.,

ToonDoo)

Voicethread

Pre Post Pre Post Pre Post

I would find it useful in my learning tasks

Yes 5(62.5%) 5(62.5%) 5(62.5%) 3 (37.5%) 3 (37.5%) 1(12.5%)

No 3 (37.5%) 3 (37.5%) 3 (37.5%) 5(62.5%) 5(62.5%) 7(87.5%)

The 3 items trained, no change or feel even less useful after the training


Online video sharing (e.g.,

Youtube)


ToonDoo)

Voicethread

Pre Post Pre Post Pre Post Pre Post

Using it enables me to accomplish tasks more quickly

Yes2 (25.0%)

4 (50.0%) 1(12.5%) 1(12.5%) 1(12.5%)

No 6 (75%)4 (50.0%) 8 (100%) 7(87.5%) 8 (100%) 7(87.5%) 8 (100%) 7(87.5%)

Few technologies were considered to help with task completion


Blogs Instant Messenger

Online social communities

(e.g., Facebook)


YouTube)

Online video & audio

conferencing tool (e.g.,

Skype)

Social virtual environment (e.g., Second

Life)

Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post

Learning to use it is easy for me

Yes1(12.5%)

4 (50.0%)

1(12.5%)

4 (50.0%)

3 (37.5%)

3 (37.5%)

3 (37.5%)

4 (50.0%)

1(12.5%)

2 (25.0%)

No 7(87.5%)

4 (50.0%)

7(87.5%)

4 (50.0%)

5(62.5%) 5(62.5%)

5(62.5%)

4 (50.0%)

7(87.5%)

6 (75%)

8 (100%)

8 (100%)

More positive perception re easiness of using technologies at the end than the beginning of the semester; however, change is small.


Wordle, Tagxedo Online cartoon creation tools (e.g., ToonDoo)

Voicethread


Learning to use it is easy for me

Yes 4 (50.0%) 3 (37.5%) 3 (37.5%)

No 8 (100%) 4 (50.0%) 8 (100%) 5(62.5%) 8 (100%) 5(62.5%)

Much more positive perception re easiness of using the 3 technologies trained at the end than the beginning of the semester; however, change is small




(e.g., Facebook)


Youtube)



Skype)

Social virtual

environment (e.g., Second

Life)


It makes learning more interesting

Yes

2 (25.0%)

1(12.5%)

1(12.5%)

2 (25.0%)

4 (50.0%)

3 (37.5%)

1(12.5%)

2 (25.0%)

No 6 (75%)

7(87.5%)

7(87.5%)

8 (100%)

6 (75%)

8 (100%)

4 (50.0%)

5(62.5%)

7(87.5%)

6 (75%)

8 (100%)

8 (100%)

Few participants thought Web 2.0 tools made learning more interesting


Wordle, Tagxedo Online cartoon creation tools

(e.g., ToonDoo)

Voicethread


It makes learning more interesting

Yes 1(12.5%) 5(62.5%) 1(12.5%) 6 (75%)

1(12.5%) 2 (25.0%)

No 7(87.5%) 3 (37.5%) 7(87.5%) 2 (25.0%)

7(87.5%) 6 (75%)

With the 3 technology tools trained, participants’ perception changed to be more positive re making learning more interesting, at least with the 2 they thought were easier.




(e.g., Facebook)


Youtube)



Skype)

Social virtual

environment (e.g.,

Second Life)


I like learning with it

Yes 2 (25.0%)

1(12.5%)

1(12.5%)

2 (25.0%)

2 (25.0%)

1(12.5%)

1(12.5%)

No 6 (75%) 7(87.5%)

8 (100%)

8 (100%)

7(87.5%)

8 (100%)

6 (75%)

6 (75%) 7(87.5%)

7(87.5%)

8 (100%)

8 (100%)

Few participants like learning with the tools, even for Instant messenger, Facebook, and YouTube.


Wordle, Tagxedo Online cartoon creation tools (e.g., ToonDoo)

Voicethread


I like learning with it

Yes 2 (25.0%) 2 (25.0%) No 8 (100%) 6 (75%) 8 (100%) 6 (75%) 8 (100%) 8 (100%)

Few participants like learning with the 3 tools trained, changed a little toward the positive side after the semester, but not much.




(e.g., Facebook)


YouTube)



Skype)

Social virtual environment (e.g., Second

Life)


I feel apprehensive about using it

Yes 3 (37.5%)

2 (25.0%)

2 (25.0%)

1(12.5%)

1(12.5%)

1(12.5%)

1(12.5%)

3 (37.5%)

1(12.5%)

2 (25.0%)

No 5(62.5%)

6 (75%)

6 (75%)

7(87.5%)

7(87.5%)

7(87.5%)

8 (100%)

8 (100%)

7(87.5%)

5(62.5%)

7(87.5%)

6 (75%)

It is somewhat intimidating to me

Yes 1(12.5%)

1(12.5%)

3 (37.5%)

2 (25.0%)

7(87.5%)

4 (50.0%)

No 7(87.5%)

8 (100%)

7(87.5%)

8 (100%)

8 (100%)

8 (100%)

8 (100%)

8 (100%)

5(62.5%)

6 (75%)

1(12.5%)

4 (50.0%)

Most of the participants don’t feel that they were intimidated by the Web 2.0 tools, except for Second Life.



ToonDoo)

Voicethread


I feel apprehensive about using it

Yes 2 (25.0%) 2 (25.0%) 2 (25.0%) 2 (25.0%)

No 6 (75%) 8 (100%) 6 (75%) 8 (100%) 6 (75%) 6 (75%)

It is somewhat intimidating to me

Yes 3 (37.5%) 1(12.5%) 3 (37.5%) 1(12.5%) 3 (37.5%) 2 (25.0%)

No 5(62.5%) 7(87.5%) 5(62.5%) 7(87.5%) 5(62.5%) 6 (75%)

With the 3 tools trained, the participants’ perception about intimidation by the Web 2.0 tools changed toward the positive side, at least with the 2 they thought were easier.

Observation NotesOctober 29th, 2012 (Monday, 4:30-5:30pm)• Phonics or Sight Words

– 3 pairs = 6 students, 2 teachers– Writing with paper & pencil first– 3 minutes, -all, -ight, -ick, How many words can you come up with?– Wordle, page opened up directly?– Student L & Student S, in the group again from Summer 2012, Reading level any better than in the summer? More

familiar with Wordle?• Word Study

– Student A is in the group, 3 students, 1 teacher– Used Visual Thesaurus to find the words related with “cold”, e.g., frosty, ice-code, chilly, hot– Wrote on paper first, and then repeated the same words in Wordle– Students don’t know how to copy & paste, yet.

• Reading Comprehension– 2 students (including Cecilia), and 1 teacher– Read “The Dolphin” first, and then made one Wordle by telling the teacher key words, and the teacher typed the

words in for students.

November 5th, 2012• Reading Comprehension

– 1 teacher, 2 students (1 boy, 1 girl), the least serious group– Read the book “Vote Grace for President” first before each worked on a Wordle.– Started working on the Wordles at 5:15pm, problem with time management and planning for Tech Integration– The teacher let students use the Wordle Instruction provided by the researcher during the training– The boy keeps looking at the book for words, the teacher asked “What else did you learn about the president

campaign?” without looking at the students.– The girl keeps saying “I messed up, can’t do it”, and insisted that she had to go to the bathroom right then.

Observation NotesNovember 12th, 2012• Reading Comprehension

– 1 girl (Cecilia), 2 boys, and 1 teacher– Read “Dragon with a Cold” first, and then each worked on a Toodoo.com cartoon strip.– One boy, Student P ( 3rd grade) created a picture called “Santa got sick” (scared by a monster) on the

way to deliver gifts.– One boy, Student B, colored a monster he selected, and the monster said “I do not feel so good”– One girl, Student C, kept asking “Now what?” needed to go to find a cheerleader, princess, fairy,

background took too long looking for characters• Reading Comprehension

– Read “Legend About Bluebonnet” first, then created Wordles using descriptor words for the main character

– 2 boys who made Wordle before in the summer, but said “I don’t remember”– Students had problem with typing, and created wordles with the same color scheme, and similar

layout.• Reading

– 1 student (Student T), and 1 teacher– Read “Sharks”?, and used key words for the Wordle?– Printing cost money in the lab, and the instructor could have saved the Wordle as a pdf & sent to

herself by email, but she did not remember how to do this and did not bring the Wordle handout provided during the training.

Summary from Observation

• General atmosphere?• What technologies were used?• How were technologies used?• Classroom management challenges?• Student technology proficiency?

Q & A

• Thank You for your interest in our study & presentation!

• Any questions?

• Mary Ellen Oslick, [email protected]• Haihong (Helen) Hu, [email protected]



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