Web 2.0 Tools for Struggling Readers
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Web 2.0 Tools for Struggling Readers
Mary Ellen Oslick, [email protected] (Helen) Hu, [email protected]
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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.
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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?
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How To Vote via Twitter
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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/
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http://www.wordle.net/show/wrdl/6310248/hunger1
Wordle
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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.
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Voicethread for online teaching & Learning
http://voicethread.com/share/908650/
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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/
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Instructional Strategies for PD
• Lecture & Demonstration• Job Aids / Handouts• Examples• VoiceThread
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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)
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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
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Web 2.0 Technologies Acceptance
Adapted from (Yoo, S. J., & Huang, W.-H. D., 2011)
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International Reading Association's Standards for Technology
http://www.readoregon.org/pdf/IRAstandards_2010.pdf
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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
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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%)
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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
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Analysis of Technology Acceptance of Web 2.0
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
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Analysis of Technology Acceptance of Web 2.0
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
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Analysis of Technology Acceptance of Web 2.0
Online video sharing (e.g.,
Youtube)
Wordle, Tagxedo Online cartoon creation tools (e.g.,
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
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Analysis of Technology Acceptance of Web 2.0
Blogs Instant Messenger
Online social communities
(e.g., Facebook)
Online video sharing (e.g.,
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.
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Analysis of Technology Acceptance of Web 2.0
Wordle, Tagxedo Online cartoon creation tools (e.g., ToonDoo)
Voicethread
Pre Post Pre Post Pre Post
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
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Analysis of Technology Acceptance of Web 2.0
Blogs Instant Messenger
Online social communities
(e.g., Facebook)
Online video sharing (e.g.,
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
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
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Analysis of Technology Acceptance of Web 2.0
Wordle, Tagxedo Online cartoon creation tools
(e.g., ToonDoo)
Voicethread
Pre Post Pre Post Pre Post
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.
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Analysis of Technology Acceptance of Web 2.0
Blogs Instant Messenger
Online social communities
(e.g., Facebook)
Online video sharing (e.g.,
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
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.
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Analysis of Technology Acceptance of Web 2.0
Wordle, Tagxedo Online cartoon creation tools (e.g., ToonDoo)
Voicethread
Pre Post Pre Post Pre Post
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.
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Analysis of Technology Acceptance of Web 2.0
Blogs Instant Messenger
Online social communities
(e.g., Facebook)
Online video sharing (e.g.,
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
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.
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Analysis of Technology Acceptance of Web 2.0
Wordle, Tagxedo Online cartoon creation tools (e.g.,
ToonDoo)
Voicethread
Pre Post Pre Post Pre Post
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.
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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.
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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.
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Summary from Observation
• General atmosphere?• What technologies were used?• How were technologies used?• Classroom management challenges?• Student technology proficiency?
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Q & A
• Thank You for your interest in our study & presentation!
• Any questions?
• Mary Ellen Oslick, [email protected]• Haihong (Helen) Hu, [email protected]