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Meet Them at Their Level

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Web 2.0 Resources and Applications
for Educators and Students

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@@ Martha Gomes
California State University, Fresno
May 2011
 is work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Unported License. To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 171 Sec-
ond Street, Suite 300, San Francisco, California, 94105, USA.
 @
Meet Them at Their Level
Web 2.0 Resources and Applications
for Educators and Students

compiled by
Martha Gomes
“
The sum of us is greater

”
than all our parts.
-Maya Angelou
 Table of Contents

About this Guide...............................................................................................................................1

What is Web 2.0 Anyway?.................................................................................................................1

iNtegrating Technology for Inquiry: e NTeQ Model.....................................................................2

National Educational Technology Standards......................................................................................3

Partnership for 21st Century Skills....................................................................................................4

Bloom’s Taxonomy and the World Wide Web....................................................................................5

Internet Safety: Educating Parents and Children ...............................................................................5

Intellectual Property and Copyright Laws..........................................................................................6

How to Use is Guide.....................................................................................................................7

California Learning Resource Network..............................................................................................8

Google Products................................................................................................................................9

Audio Tools.....................................................................................................................................10

Bookmarking Tools .........................................................................................................................13

Collaboration and Communication ................................................................................................15

Document Sharing..........................................................................................................................19

Productivity Tools ...........................................................................................................................21

Utilities ...........................................................................................................................................22

Video Resources ..............................................................................................................................24

Visual Literacy Tools .......................................................................................................................26

Visual Presentation Tools.................................................................................................................28

Other Tools .....................................................................................................................................31

Author’s Note..................................................................................................................................33

Works Cited....................................................................................................................................34
Index of Resources ..........................................................................................................................36
Alphabetical Index...........................................................................................................................37

Table of Contents i
About this Guide
is guide is a compilation of resources de-
signed to help educators and students use the
most current, innovative technologies in order
to reach their educational goals and objectives.
As a fourth grade teacher, I am always looking
for new and engaging ways to facilitate learning
in my classroom. I was inspired to create this
guide of web applications after attending the
Computer-Using Educator conference held in
April, 2010. I immediately began using many
of these resources in my own classroom, and as
a result researched to find more. What I found
was an ever-growing collection of ways in
which students can learn content and apply
their knowledge in an effective, engaging man-
ner.
For many of today’s students, technology is
already a large part of their lives. Cellular
phones, computers, and video games are just
the tip of the iceberg in terms of the ways they
are using technology outside of school. ere is
a gap between the way students use computers
and the Internet in their personal lives com-
pared to how they use it at school.1 For stu-
dents without access to the Internet at home,
the need for its use at school becomes even
more important. As educators in the 21st cen-
tury, we must use current technologies and re-
sources in meaningful and innovative ways in
our classrooms.
Our students make up the workforce of the
future, and they must develop the collaborative
and commu-
“
nicative skills For the first time in history,
needed in or- our job, as educators is to
der to be able
to compete for prepare our students for a
the jobs of the future that we cannot
future. In his clearly describe.
book, Redefin-
ing Literacy
2.0,2 David
”
-David F. Warlick
Redefining Literacy 2.0
Warlick communicates an interesting realiza-
tion. “For the first time in history, our job, as
educators, is to prepare our students for a fu-
ture we cannot clearly describe” (p. 7). It be-
comes all the more important for educators to
teach students to be well-rounded and open to
new technologies, and to be lifelong learners.
Web 2.0 Resources and Applications for Educators and Students
We owe it to them to give them these opportu-
nities early on in their careers as students.
is guide is best viewed in its electronic
form, as many of the resources, examples, and
websites are linked to their sources on the Web.
While specific web addresses may change over
time, one might still find the same topic or arti-
cle mentioned here by conducting an Internet
search.
A Vision of K-12 Students Today.3 is video describes today’s
learners and what educators can do to begin meeting the needs
of this growing population of students.
What is Web 2.0 Anyway?
e Internet began as what is often referred
to as Read web4 or Web 1.0,5 which was written
mostly by web developers and web designers;
the average person passively read the informa-
tion presented without being able to interact
with it. With the Internet revolution known as
Web 2.0, or Read/write web6, the average user
became a publisher—free to interact with the
content, collaborating, communicating, and
publishing with others in what truly is a
worldwide web. Weblogs, or blogs for short,
wikis, and podcasts are just a few of the tools
that students and teachers can use to deliver,
explore, and apply content in the classroom and
beyond. While not every resource described in
the following pages is a Web 2.0 application,
these websites are included as a result of their
potential to be utilized as educational tools.
ere is a growing number of websites and
applications that fall under the Web 2.0 um-
brella. Use of the Web 2.0 resources introduced
in this guide, and many others like them, can
expose students to a global audience. is
audience is much larger, and it offers a wider
spectrum of outlooks, perspectives, and ideas
1
than the confines of the classroom walls. Simi- goal of preparing students for their futures and
larly, many industries and businesses reflect the setting them up for success.
very same spectrum. Our students should not iNtegrating Technology for Inquiry: e
only be exposed to this variety of perspectives, NTeQ Model
but at school they should have the opportunity
to become experienced users of a network that e NTeQ model is based on John Dewey’s
is more and more connected each and every theory of inquiry
day.
e need to give students meaningful op-
portunities to use technology does not go un-
“
Most students have learning.10 In an
embraced this
inquiry-based lesson
experience, students
technology in their are engaged in
noticed by the governing body of our school
system. e California State Board of Educa- everyday lives problem-solving to

”
outside of school. create their own
tion has adopted Common Core standards in knowledge as they
English Language Arts and Mathematics.7 strive to answer a question. is approach also
With this adoption, students as young as Grade mirrors the reality students will see when they
ree are expected to use technology to pro- enter the workforce.
duce and publish their writing, in addition to
using it to “interact and collaborate with Each of the steps of the NTeQ model is
others.”8 As students get older, they are ex- briefly described below.
pected to use technology and the Internet to Specify Objectives. Refer to California
produce and publish their writing. e Com- frameworks and standards as well as the Na-
mon Core standards go hand in hand with the tional Education Technology Standards de-
Web 2.0 tools that are available today, and will scribed to be described in the next section.
continue to advance in the future. With the
new state adoptions taking place, these re- Match Objectives to Computer Func-
sources move beyond being mere tools or op- tions. Some objectives are fairly simple to
tions—they are a necessity if we are to prepare match to a computer function, while others
students for college and for the careers of the require more effort. Consider each stu-
future. dent’s perspective when matching objectives
to their computer functions. While Morri-
Internet technology continues to change at son and Lowther11 list spreadsheets, word
an exponential rate. Most students have em- processors and the Internet as options, this
braced this technology in their everyday lives list could certainly expand to include more
outside of school. If schools can follow this current and innova-
tive resources.
Specify Problem.
Inquiry learning be-
gins with a problem
and requires investi-
gation and problem-
solving skills to re-
search, draw conclu-
sions, and present
results. Identifying a
realistic problem can
Wordle of Teach Web 2.0 Homepage.9 Word cloud showing charac-
increase student mo-
teristics of Web 2.0. tivation, and maintain students’ focus on
trend and embed these tools into their instruc- the project.
tion now, then they will be working toward the Research and Analysis. Determine the spe-
cific activities in which students will par-

2 Meet em at eir Level

ticipate in order to solve the problem that
has been presented.
Results Presentation. A variety of presen-
tation methods can be employed in order
for students to present their findings. ese
include traditional reports, books, maga-
zines, and newsletters. Given the wealth of
Web 2.0 tools available, students could also
report their observations with the use of
blogs, podcasts, and online visual presenta-
tion sites. Meaning is added to the project
when the audience who will receive it is
authentic.
Activities During Computer Use. Con-
sider the number of computers available
and whether students will be using com-
puters individually or in groups. Regardless
of the grouping, students will need detailed
instructions regarding expectations are.
Furthermore, if students will be paired up
or placed in groups while sharing a com-
puter, each group member will need a spe-
cific job in order to contribute to the pro-
ject.
Activities Before Computer Use. Give
students meaningful tasks to complete
while waiting to use the computer. Doing
so will require students to do some plan-
ning ahead of time, and will allow them to
be most efficient when they do get to the
computer.
Activities After Computer Use. After data
has been gathered and results reported, the
activities that follow should focus on ex-
ploring the results of the research. Students
Web 2.0 Resources and Applications for Educators and Students
analyze the information they have gathered
and draw conclusions in regards to the
problem being explored.
Supporting Activities. ese activities
might take place before computer use,
while students wait to use a computer.
Students may organize their presentations
or plan out their Internet searches and ap-
proaches to solving the problem.
Lesson Plan
Builder. 12 e
NTeQ website
offers a number
of tools including
a lesson plan
builder with
lessons that other
users have pub-
lished.
Assessment. Realistic forms of assessment
are becoming more common in schools.
ese include, but are not limited to, port-
folios, performance assessments, presenta-
tions, and experiments. Rubrics are an ef-
fective way to assess these types of projects.
It is also important to incorporate a self-
reflection piece, in order to give students
the opportunity to think about what they
have learned, and to assess the quality of
their own work.
If implemented thoughtfully, the NTeQ
model allows students to master content stan-
dards in a meaningful manner that supports
inquiry learning, all while giving students
much-needed computer access. As teachers, we
owe it to our students to give them the tools
they need to be successful in the twenty-first
century.
National Educational Technology Standards
e International Society for Technology in
Education has issued technology standards for
students (2007), teachers (2008), and adminis-
trators (2009). ese standards have been
adopted across the United States, and are be-
3
coming increasingly known in other countries e National Educational Technology Stan-
as well.13 ey are not specific to a particular dards for Administrators (NETS-A15 ) describe:
content area, but are applicable across curricular • Visionary Leadership
areas. • Digital Age Learning Culture
• Excellence in Professional Practice
For students, the emphasis is placed on the
• Systemic Improvement
ability to:
• Digital Citizenship
Used in conjunction with the content area
standards, the National Educational Technol-
ogy Standards guide students, teachers, and
• Demonstrate creativity
administrators toward mastery of the skills that
• Communicate and collaborate
are applicable to today’s reality and the future
• Conduct research and use information
that lies ahead.
• ink critically, solve problems, and
make decisions Partnership for 21st Century Skills
• Use technology effectively and produc- e Partnership for 21st Century Skills is a
tively national effort to prepare students for the de-
mands of the 21st century. Although not every
state is formally associated with the organiza-
tion, it remains a valuable tool for teachers and
Many of these areas correspond to the steps administrators everywhere to be able to assess
previously outlined in the NTeQ model. Used their current resources, practices, and levels of
in conjunction with one another, teachers have knowledge.
the opportunity to give students the skills they
need to be successful. For teachers, the Na- e Partnership for 21st Century Skills, or
tional Educational Technology Standards, or P21, combines the traditional 3 R’s (reading,
NETS-T14 , are comprised of these strands: writing, and arithmetic) with the 4 C’s (critical
• Facilitate and Inspire Student Learning thinking and problem solving, communication,
and Creativity
• Design and Develop
Digital-Age Learning
Experiences and As-
sessments
• Model Digital-Age
Work and Learning
• Promote and Model
Digital Citizenship and
Responsibility
• Engage in Professional
Growth and Leadership
As teachers work to craft

Framework for 21st Century Learning. Core subjects work with additional skills and appropriate
environmental support.
meaningful lessons for students and
collaboration, and creativity and innovation).16
model the current innovative resources that are
ese are joined with life and career skills and
available, they are setting an example of lifelong
information, media, and technology skills in
learning for their students. However, the mod-
order to create a well-rounded student that is
eling does not stop with the role of the teacher.
prepared for the jobs of the future—many of
which do not yet exist.
4 Meet em at eir Level
 e main frameworks proposed by
the Partnership for 21st Century
Skills must be supported by
standards and assessments,
curriculum and instruc-
tion, professional de-
velopment, and the
learning environ-
ment. Many of
these components
are already incorpo-
rated into the educa-
tional setting, and
need to be modified to
Bloomin’ Digital Peacock. An
meet students’ and teach- online directory of tools that match
ers’ needs for the 21st century. each of the revised levels of Bloom’s
Taxonomy.
Bloom’s Taxonomy and the
World Wide Web
ily available. Each of the levels in the model
Most educators remember Bloom’s Taxon- can be aligned with a variety of web resources.
omy as the triangular shaped graphic that Many of the applications in this guide allow
classifies levels of thinking from bottom to top. students (and teachers) the freedom to express
their thinking in a creative way.
Kelly Tenkely is the author of a blog called
iLearn Technology.19 She offers a directory of
web tools that meet each level of Bloom’s Tax-
onomy. Tenkely’s online directory is followed
by links to each of the programs and websites
mentioned.
Seeing a need for teachers and students to
Bloom’s Taxonomy as it was presented in 1956.17 explore and utilize the higher order thinking
In 2001, Anderson and Krathwohl revised skills, Kathy Schrock offers a more specific
the taxonomy so that it uses verbs rather than graphic (see next page) that organizes the family
nouns. is indicates that students should ac- of Google applications by level.20 Google offers
tively be learning and doing activities in and an impressive suite of products, some of which
out of the classroom to demonstrate that learn- will be mentioned later in this guide.
ing. In addition, the top two tiers of the trian-
gle are transposed, placing creating at the top of Given the opportunity, students can use
the group. these tools with ease to express their learning in
innovate and current ways. Perhaps more im-
portantly, these students will also publish, as
encouraged by the Common Core standards,
their projects online and share them with oth-
ers. Learning can be more meaningful when
students collaborate with others and communi-
cate with an authentic, global audience.
Anderson and Krathwohl’s revision of Bloom’s Taxonomy.18 Internet Safety: Educating Parents and Chil-
dren
is revision of Bloom’s Taxonomy is essen-
tially a 21st century facelift that lends itself With the ever-rising use of technology
quite nicely to the Web 2.0 tools that are read- comes increased access to a wide spectrum of
Web 2.0 Resources and Applications for Educators and Students 5
 guidelines will also help
students protect their own
work online.
By the very nature of
Web 2.0, anybody can be
an author. As a result,
there is more content
published online now
than ever before. e role
of author has shifted from
its more traditional place
in society.22 Furthermore,
content that is available
online can be modified,
or remixed, and repub-
Bloomin’ Google. An interactive showcase of the Google products that match each revised level of lished. Each author’s in-
Bloom’s Taxonomy.
tellectual property is pro-
audiovisual and written works. It is necessary tected under the Digital
for teachers and students alike to understand Millennium Copyright Act (DMCA) of
the importance of Internet safety. Students 1998. Users can utilize a
23

should be aware of what should and should not number of tools to display
be shared online, and how to communicate in- copyrights on their web-
formation appropriately in the virtual world. sites and images. However,
even without any copyright
Considering the increased use of the Inter- notice or symbol, works may
Digital Millennium
net for the purpose of communication, it is im- still be protected by the Copyright Act. Users
portant for both parents and children to under- DMCA. may embed badges such
stand the dangers of communicating online. as this one to protect

Given the right support and tools, parents can ere are many instances their work.

be involved in their children’s appropriate use in which an author grants

of the Internet. Netsmartz21 offers videos, pres- permission for his or her work to be used by
entations, and other resources for parents and others. Creative Commons24 (CC) offers ways
educators. ere are also activities for students to license work so that it can legally be used or
of all ages. modified and republished. ere are a variety
Educators and parents have a responsibility of licenses available, depending on the prefer-
to educate children to use the Internet in a way ences of the user, in terms of sharing, attribut-
that promotes safety for themselves and their ing credit to the author,
families. e result will be a much more posi- and permission to modify
tive and comfortable learning experience, in the work. CC also offers
addition to practicing and perfecting the com- tools to search for li-
munication skills that students will need in censed images, music,
video and more. Not only Creative Commons. Depending
their academic careers and workplaces. on the license chosen, users embed
is it important for stu- or print icons like these to protect
Intellectual Property and Copyright Laws dents and teachers to un- their work.
ere are many laws and guidelines that derstand that their work is
govern the intellectual property and creative protected, but this resource will also help them
works of others. Teachers must instruct stu- find content that is legal to use.
dents to use the Internet respectfully and re- Before using any of the resources in this
sponsibly and to give credit to the authors and guide, be sure to check the current Acceptable
artists that deserve it. Understanding these Use Policy (AUP) in place at your school or
district to make sure that these tools do not vio-
6 Meet em at eir Level
late these policies. However, if current policies
do not encourage concepts such as online col-
laboration, ask questions and in-
form others about current tech-
nology and the path it is taking.
It is likely that the current guide-
lines simply need to be revisited
and revised to reflect a modern
perspective. Creative Commons Search. Search tools available on the Creative Commons website.

How to Use is Guide

Each of the tools in this guide include a brief description, screenshot, related resources, and features
of the application. Some are web-based, needing only Internet access (and in some cases, software like
Java or Flash) in order to work. Other applications require a software download. In addition, some re-
sources are free to use, while others have optional upgrade fees available for access to advanced features.
A few others are only offered on a monthly or yearly subscription basis.

 Name of resource
 Web address (link)  
 Features  

Web-based application WEB
Software download DL
Registration required* ✍
Free $
Optional Upgrade Fee 

 Screenshot

 Brief Description
 Related websites or tools
*A note about student accounts. Many of the resources in this guide require a user account that must be created with a valid email address. Many
students, especially those in the younger grades, do not have email. A fairly simple way to overcome this obstacle is to create one free Google Mail
(GMail) account with the username of your choice. When creating each student’s different username for use on websites that require a login, type your
GMail username followed by “+” and the letters or numbers of your choice. For example if your GMail username is johnsmith@gmail.com, you would use
johnsmith+3@gmail.com, or johnsmith+ab@gmail.com, etc. Any mail sent to any of these addresses goes to the inbox of the original email address, in this
case, johnsmith@gmail.com.

An electronic copy of this

guide is available here:

http://www.scribd.com/marthagomes

Web 2.0 Resources and Applications for Educators and Students 7

 California Learning Resource Network25 www.clrn.org

WEB $

e California Resource Net-

work is a database of searchable
technology resources for teachers.
ese resources have been re-
viewed, and teachers can search for
software, websites, images, and
videos. e search can be custom-
ized by grade level and standard,
including the new Common Core
standards. Teachers can also rec-
ommend links to be reviewed.
Related Resources
• K-12 High Speed Network: www.k12hsn.org
• California Technology Assistance Project: www.myctap.org

8 Meet em at eir Level

Google Products26 www.google.com/educators/tools.html
Google offers a number of tools and programs that are useful both in and out of the class-
room. From advanced search strategies to imaging software, many of these helpful resources are
highlighted here.
Search Tools
Google Docs WEB $
Users can upload and
share any file with others.
Word processing docu-
ments, spreadsheets, and
presentations can be ed-
ited in the program.
Forms can also be cre-
ated as surveys or quizzes,
which can be distributed
online, producing a report
of responses.
Image edited with Picnik.
Google Wonder Wheel WEB $
A visual search tool that shows
related searches to a user’s search
topic.
✍ Google Reader WEB $ ✍ Google Earth DL $ 
Google Reader is an
easy way to stay up to date
on changes to news web-
sites and blogs, all in one
place. Look for the RSS
(Really Simple Syndica-
tion) icon to subscribe
to each website. See page
33 for a link to the RSS
feed to my collection of
bookmarked websites.
Picnik WEB $ 
Picnik is a photo editing tool
that gives users a wide variety of
options, such as frames, fonts,
and effects. ere is no software
to download, and users have the
option to upgrade and access ad-
ditional premium features.
Web 2.0 Resources and Applications for Educators and Students
Google News Timeline WEB $
Users can view search results
form multiple sources, arranged in
chronological order.
is program allows users to
explore Earth’s geography, as well
as 3D buildings, historical land-
marks, and images uploaded by
other users.
Google SketchUp DL $ 
Google SketchUp is a pro-
gram used to create 3D models.
A beginner can create 3D geo-
metric shapes, while a more ad-
vanced user might design build-
ings and other models. SketchUp
also offers the ability to import
models shared by others.
9
Audio Tools
ese resources are useful for recording and editing sound files, adding free, legal music, and for
sharing audio files such as podcasts.

Audacity27 http://audacity.sourceforge.net
DL $

Audacity is a versatile audio

editing software program used to
record and edit sound files. is
can be useful for voice recordings
such as podcasts, or for mixing
music and voice tracks together.

Related Resources
• NCH Software: http://www.nch.com.au/software/audio.html
• Wavosaur: http://www.wavosaur.com/

Google FeedBurner28 http://feedburner.google.com

WEB $ ✍

FeedBurner is a tool that pod-

casters use to create RSS feeds oth-
ers can subscribe to with their RSS
readers or podcast players such as
iTunes. FeedBurner also shows
statistics about those who have
subscribed to your RSS feed. For
more about creating podcasts,
check out the pages below.

Related Resources
• More about Podcasts: http://www.wikihow.com/Start-Your-Own-Podcast
• Making a Podcast: http://www.apple.com/itunes/podcasts/specs.html

10 Meet em at eir Level

Jamendo29 www.jamendo.com
WEB $  ✍

Jamendo is a free, legal way to

download and use music for pro-
jects or just for listening purposes.
Each album and song available on
the website is protected and labeled
for use by the Creative Commons
license. Jamendo’s music can also
be search through the Creative
Commons website.

Related Resources
• Creative Commons: http://creativecommons.org/

PodOmatic30 www.podomatic.com
WEB $  ✍

PodOmatic is a podcast crea-

tion tool that allows users to store
up to 500 MB of data (with a free
account). Users can also search for
a variety of podcast topics and
share their podcasts with other us-
ers. Teachers can use podcasts to
deliver material that can be ac-
cessed out of the classroom, and
students can create podcasts to
Related Resources demonstrate their understanding.
• Podcast Alley: www.podcastalley.com

Web 2.0 Resources and Applications for Educators and Students 11

 Vocaroo31 http://vocaroo.com
WEB $

Vocaroo is a voice recording

tool that allows users to send links
to their voice messages via email,
or embed them in blogs and web-
sites. is can be a particularly
helpful tool for students, especially
English Language Learners, as they
are able to hear their own fluency
in reading and speaking.

Related Resources
• Evoca: www.evoca.com/
• Voxopop: www.voxopop.com

12 Meet em at eir Level

Bookmarking Tools
e ability to save one’s favorite websites is not new, but there are many applications that take
bookmarks to the next level. ese tools allow users to share their bookmarks with others.

Diigo32 www.diigo.com
WEB $  ✍

Diigo is a social networking site

that allows users to save bookmarks
and tag them with keywords in a
searchable format. ese book-
marks can be shared with others,
including those in the Diigo net-
work. Diigo also allows users to
capture snapshots of websites and
annotate them by highlighting de-
sired portions of text. is is very
useful tool for sharing favorite
websites with others.
Related Resources Diigo also has a sticky note fea-
• Delicious: www.delicious.com ture, which lets users post com-
• Reddit: www.reddit.com ments about any website.

PortaPortal33 www.portaportal.com
WEB $  ✍

PortaPortal is a place where us-

ers can save their favorite websites
and organize them by categories.
Upgrading to Pro User status al-
lows users to upload files as well as
organize websites.
Guests visit the portal by enter-
ing the username selected by the
user. Users can host up to five por-
tals. is is an excellent way to
share websites with students and
other teachers. Rather than re-
Related Resources
membering several website names,
• ProtoPage: www.protopage.com students can just visit one portal.

Web 2.0 Resources and Applications for Educators and Students 13

 ProtoPage34 www.protopage.com
WEB $  ✍

Similar to PortaPortal, Proto-

page is a start page where users can
save bookmarked websites as well
as widgets, which may include
commonly viewed items such as
news, sports, and weather.
Protopage can also be used to
subscribe to RSS feeds including
news and blogs. It allows users to
see headlines at a glance, rather
than having to navigate many web-
sites.
Related Resources
• PortaPortal: www.portaportal.com

14 Meet em at eir Level

Collaboration and Communication
ese applications allow users to communicate and work with others beyond the traditional
classroom setting, into a social network, sharing with a more global audience.

Edmodo35 www.edmodo.com
WEB $ ✍

Edmodo is a social networking

site for teachers and students.
Teachers can post assignments,
share files, and update the class
calendar. ey can even send alerts
about upcoming events.
Teachers can also network with
other teachers and share resources.
Also, they can share content with
whole classes, small groups, or in-
dividuals.
Students can send messages to
Related Resources the whole group or to the teacher.
• Twiducate: http://twiducate.com/ Parents can also create Edmodo
accounts.

KidBlog36 www.kidblog.org
WEB $ ✍

Kidblog is a secure blogging site

that gives students a place to pub-
lish writing, reflections, images,
media, and Internet content.
Teachers have control over whether
the student blogs are public or only
accessible by class members. In
addition, teachers can adjust set-
tings that make all posts and
comments subject to teacher ap-
proval. is weblogging site is
simple to use, for beginners and
Related Resources
advanced users alike.
• Edublogs: http://edublogs.org/

Web 2.0 Resources and Applications for Educators and Students 15

 Popplet37 http://popplet.com
WEB $ ✍

Popplet is a virtual bulletin

board that allows registered users
to share ideas, images, and Internet
links. Content from Google Maps
and YouTube can also be added.
Popplet is also used as a mind-
mapping tool.
One of the features of Popplet
is Timewarp, the ability to show
the progression of additions and
changes to the page over time.
Related Resources
• Wallwisher: www.wallwisher.com
• Corkboard Me: http://corkboard.me

Primary Pad38 http://primarypad.com

WEB $

Primary Pad is a collaboration

tool that allows multiple users to
work on the same document si-
multaneously. is includes word
processing and paint documents to
show drawings and other objects.
Both of these collaborative docu-
ments offer users the ability to chat
while working. Final products can
be exported to a number of file
formats.
Related Resources
• TypeWith.me: www.typewith.me
• Google Docs: http://docs.google.com
• Crocodoc: http://crocodoc.com

16 Meet em at eir Level

TypeWith.me39 http://typewith.me
WEB $

Type With Me is a collabora-

tive word processing tool. Each
user is assigned a different color
and the text that he or she writes is
highlighted in that color. Multiple
users can type on the same docu-
ment at the same time.
Type With Me also has a Time
Slider feature which shows the
changes to the document over
time.
Related Resources
• Sync.in: www.sync.in
• Google Docs: http://docs.google.com
• Crocodoc: http://crocodoc.com

Wallwisher40 www.wallwisher.com
WEB $ ✍
Wallwisher is an online “wall”
that allows any user to post com-
ments, links, and media. Walls can
also be embedded on webpages
and blogs. Depending on a user’s
wall settings, unregistered users can
post on a wall.
Registered users can access and
edit multiple walls, and the walls
can be customized with back-
grounds and images.
Related Resources
• Popplet: http://popplet.com
• Corkboard Me: http://corkboard.me

Web 2.0 Resources and Applications for Educators and Students 17

 Wikispaces41
Related Resources
• PBWorks: http://pbworks.com
18 Meet em at eir Level
www.wikispaces.com
WEB $ ✍
A wiki is a webpage that can
be edited by any registered mem-
ber of that particular wiki.
Members can upload images
and files and embed widgets, such
as calendars, polls, audio, slide-
shows, and more. e wiki creator
can also set permission levels for
other users. Some might have read-
only rights, while others may be
allowed to edit the wiki page. All
readers can subscribe to the RSS
feed of changes to the wiki page.
Document Sharing
It is becoming easier to share documents with others through social publishing sites. Users can
also share files between work, home, and mobile through online file storage and syncing sites.

Dropbox42 www.dropbox.com
WEB DL $  ✍

Dropbox is an online file stor-

age site that allows users to upload
any type of file and access it from
anywhere.
While files are accessible on-
line, users who download the
Dropbox software and save files in
their selected Dropbox folder can
access the same files from another
computer or mobile device linked
to their Dropbox account.
Users can also set certain fold-
Related Resources ers in their Dropbox account to be
• SugarSync: www.sugarsync.com/ shared with other users.
• OpenDrive: www.opendrive.com

Scribd43 www.scribd.com
WEB $

Scribd is a social publishing

website where users can upload
documents. Other users can sub-
scribe to see all publications. Visi-
tors to the site can search the wide
variety of topics and publications
available.

Related Resources
• DocStoc: www.docstoc.com
• Issuu: www.issuu.com
• Slideshare: www.slideshare.net

Web 2.0 Resources and Applications for Educators and Students 19

 Slideshare44 www.slideshare.net
WEB $  ✍

Slideshare allows users to share

presentations, word processing
documents and PDF documents
with others. ese documents may
be shared publicly or privately.
Slideshare is an easy way to share
resources with other colleagues.
Users can download presenta-
tions found on Slideshare if the
creator has given permission in his
or her account settings.

Related Resources
• DocStoc: www.docstoc.com
• Issuu: www.issuu.com
• Scribd: www.scribd.com

20 Meet em at eir Level

Productivity Tools
ese tools can also be used for collaboration with others. ey also replace the need for the tra-
ditional collection of word processing, spreadsheet, and presentation software.

OpenOffice45 www.openoffice.org
DL $

Open Office is a free suite of

software products that includes
word processor, spreadsheet and
presentation programs. Open Of-
fice has the ability of reading files
created in Microsoft Office. is is
especially useful for students who
do not have home access to Micro-
soft Office, because they can still
open and create documents.

Related Resources
• inkFree: www.thinkfree.com
• Zoho: www.zoho.com

inkFree46 www.thinkfree.com
WEB $ ✍

ink Free gives users the op-

portunity to open, edit, and create
Microsoft Office documents with-
out having to download any soft-
ware. Documents are saved online
with an account, and files are ac-
cessible anywhere that has Internet
access.
ink Free also offers a Power
Tool software download which can
sync and access files both online
and offline.
Related Resources
• Open Office: www.openoffice.org
• Zoho: www.zoho.com

Web 2.0 Resources and Applications for Educators and Students 21

Utilities
ese tools help make common tasks easier and allow their users a way to demonstrate and illus-
trate ideas more easily.

Awesome Highlighter47 www.awesomehighlighter.com

WEB $

is website allows users to

highlight text on the website of
their choice. A new web address is
created, which includes the content
from the original website, along
with the highlights.
Registered users may save their
highlighted pages, and can even
view statistics that show how many
times their highlighted pages have
been viewed.
Related Resources
• Diigo: www.diigo.com
• HyLighter: www.hylighter.com

Screenr48 www.screenr.com
WEB $

Screenr is a screencasting util-

ity that allows users to record video
of the desktop screen. It is com-
monly used for for creating tutori-
als. Each recording can include
voice as well as the images from the
screen.
is screencasting tool is web-
based; there is no software to
download.

Related Resources
• Jing: www.techsmith.com/jing
• Skitch: www.skitch.com
• Screentoaster: www.screentoaster.com

22 Meet em at eir Level

TinyURL49 www.tinyurl.com
WEB $

TinyURL is a URL shortener

that creates a short web address
that redirects to the longer URL of
the user’s choice. Users can cus-
tomize the alias that it used, so that
it is something that others might
remember.
is site is especially useful for
shortening very long web addresses
as well as the websites that produce
unique codes, such as
TypeWith.me and Awesome High-
Related Resources lighter.
• Bitly: www.bit.ly
• Fur.ly: www.fur.ly

Web 2.0 Resources and Applications for Educators and Students 23

Video Resources
Videos can add to classroom instruction delivery, and these tools give teachers the ability to be
more efficient in their use of videos.

Bender Converter50 www.benderconverter.com

WEB $ 

is tool converts YouTube

movies into a variety of file formats
that can be accessed offline. It can
also convert files uploaded from
the user’s computer.
Unregistered users can convert
two files per day, while subscribed
members have unlimited conver-
sions from a wider variety of web-
sites.

Related Resources
• Convert YouTube: http://www.convertyoutube.net/

Tube Chop51 www.tubechop.com

WEB $

Tube Chop allows users to

crop YouTube videos so that they
have only the portions they want.
is eliminates having to skip to
the right part of the video, because
Tube Chop eliminates the unde-
sired portion.

Related Resources
• Blip Snip: www.blipsnip.com

24 Meet em at eir Level

TeacherTube52 www.teachertube.com
WEB $

Teacher Tube is a network of

user-submitted, education-related
videos, documents, images, and
audio. Each file can be embedded
in a blog or other website.
Registration is not required,
but registered members can save
their favorites and even send mes-
sages to other users.

Related Resources
• School Tube: www.schooltube.com

Web 2.0 Resources and Applications for Educators and Students 25

Visual Literacy Tools
ese resources allow users to display ideas in a visual and creative way. ese tools can be in-
clude in a variety of lessons and students can use them to demonstrate their understanding.

Bubbl.us53 www.bubbl.us
WEB $

Bubbl.us is a mind-mapping
application that is used to express
ideas and their relationships to one
another in a visual way.
Mind maps created in
Bubbl.us can be exported to image
files, and their outlines can be ex-
ported to HTML files. Registered
members can save and edit their
maps at any time.

Related Resources
• My Webspiration: www.myspiration.com
• Free Mind: http://freemind.sourceforge.net

Pixton54 www.pixton.com
WEB $  ✍

Pixton is just one of many

websites available for creating com-
ics. is can help students develop
stories in a creative way, or demon-
strate their understanding of vari-
ous topics.
Basic features are available for
free, and more advanced options
come with a paid membership.

Related Resources
• Bitstrips: www.bitstrips.com
• Make Beliefs Comix: http://www.makebeliefscomix.com

26 Meet em at eir Level

Wordle55 www.wordle.net
WEB $

Wordle is a fun way to create

word clouds and has many uses in
the classroom.
Text can be entered or pasted
in and a word cloud is created,
with more frequent words appear-
ing larger in the word cloud. e
colors can be customized, but the
image cannot be saved or exported
directly within the program.
However, many of the screencast-
ing applications can be used to save
Related Resources the images created in Wordle.
• Tagxedo: www.tagxedo.com
• Word it Out: http://worditout.com

Web 2.0 Resources and Applications for Educators and Students 27

Visual Presentation Tools
is collection of tools can be used to create stories, interactive timelines, photo slideshows, and
even e-portfolios of student work created throughout the year.

Blabberize56 www.blabberize.com
WEB $

Blabberize creates talking pic-

tures. Users decide where the
mouth in the picture will be and
then add audio to their creations.
ey can also embed “blabbers”
into blogs or other websites.
e images created on Blab-
berize can be shared with others,
and there is also a search tool.
Examples of student uses of
this website are recording poetry or
other reading and presenting in-
Related Resources
formational reports.
• Animasher: www.animasher.com

Capzles57 www.capzles.com
WEB $ ✍

Capzles are interactive slide-

shows that can also be used as
timelines, such as in the example
to the left. Audio narration can
also be added.
Capzles can be added to the
gallery and shared with others.
Viewers can rate and comment on
each Capzle, and even embed them
on other sites.
Paul Revere’s Ride. Capzle uploaded by sherryz.

Related Resources
• Timetoast: www.timetoast.com
• Dipity: www.dipity.com

28 Meet em at eir Level

Glogster58 http://edu.glogster.com
WEB $  ✍
Glogster is a way to create in-
teractive posters online that can
include images, audio, video, and
attachments.
Users can share and embed
their glogs and others into blogs
and websites.
ere are different educational
levels of Glogster, available at dif-
ferent rates. e free (basic) edu-
Trig Ratios. Glog created by pbdmath.
cator accounts can create up to 50
student accounts.
Related Resources
• Web Poster Wizard: http://poster.4teachers.org

Prezi59 http://prezi.com
WEB DL $ 

Prezi is a web-based presenta-

tion editor. A Prezi presentation
has a large canvas, rather than
slides, where content is added.
Users mark the order in which por-
tions of the canvas are shown, and
when presenting, the slidshows
zooms from one portion to the
next.
Prezi presentations can be ed-
ited by more than one author and
shared according to the user’s pri-
Related Resources vacy settings.
• 280 Slides: http://280slides.com

Web 2.0 Resources and Applications for Educators and Students 29

 Simplebooklet60 http://simplebooklet.com
WEB $

Simplebooklet is a digital
booklet creator. Students and
teachers can use it to tell stories,
deliver class reports, or perhaps
even create a portfolio of docu-
ments created throughout a unit or
the year.
Booklets created on Simple-
booklet can be shared with readers
in a variety of ways.

Related Resources
• Story Jumper: www.storyjumper.com

30 Meet em at eir Level

Other Tools
ese websites also have many uses in the classroom, although they do not fit neatly in the cate-
gories mentioned above.

Google Lit Trips61 www.googlelittrips.com

WEB DL $

Google Lit Trips are literature

studies that are utilize Google
Earth to show places that are sig-
nificant to each piece of literature.
Visitors to this site can down-
load Google Earth files to use, or
in the case of educators, share with
their students.
While many titles already have
a Google Lit Trip made, there are
step by step instructions on how to
make a Google Lit Trip for any
Related Resources book.
• Google Earth: http://earth.google.com

Quizlet62 www.quizlet.com
WEB $ 

Quizlet is an way to create

flashcards and practice with them
online through a computer or mo-
bile device. Users can practice the
flashcards, take short quizzes, or
even play games using the vocabu-
lary terms. Upgraded member-
ships allows users to upload images
to flashcards as well.
Root Words. Flashcards created by allenr. Flashcard sets can be saved to
the searchable database for others
to use and practice.
Related Resources
• Flashcard Machine: www.flashcardmachine.com

Web 2.0 Resources and Applications for Educators and Students 31

 Visuwords63 www.visuwords.com
WEB $

Visuwords is an online
dictionary that shows rela-
tionships among concepts re-
lated to the word. It is color-
coded by relationship and
part of speech. e graphic
that is produced makes it easy
to see the associations among
related concepts.
Related Resources
• Visual esaurus: www.visualthesaurus.com

32 Meet em at eir Level

 Author’s Note
It is my hope that this guide has informed
and possibly inspired educators to incorpo-
rate more innovative tools and resources in
their classrooms. We encourage our stu-
dents to be lifelong learners, and we must
model this learning by exploring and util-
izing new ideas. As mentioned before,
the websites introduced in this guide are
just the tip of the iceberg with respect to the
numerous Web 2.0 resources available. A few of my favorite Web
2.0 blogs and wikis are listed below, as well as bookmarked on my
Diigo and Delicious pages. New resources that I find will also be
bookmarked on these pages. Finally,
an electronic form of this guide is
available on my Scribd page. email:
martha.go
mes@gm
ail.com
Free Technology for Teachers
http://www.freetech4teachers.com
iLearn Technology http://ilearntechnology.com
TeachWeb2 http://teachweb2.wikispaces.com

http://www.delicious.com/marthagomes05
http://feeds.delicious.com/v2/rss/marthagomes05

http://www.diigo.com/profile/marthagomes

http://www.scribd.com/marthagomes

Web 2.0 Resources and Applications for Educators and Students 33

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use technology vs. public schools. e Huffington Post. 20 Schrock, K. (2011). Bloomin’ Google. Retrieved from
Retrieved from http://kathyschrock.net/googleblooms/
http://www.huffingtonpost.com/queena-sook-kim/ho
21 National Center for Missing and Exploited Children
w-kids-use-technology-v_b_550651.html
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(2010). Netsmartz Workshop. Retrieved from
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Columbus, OH: Linworth.
22 Warlick, D.F. (2009).
3 Nesbitt, B.J. (2007, November 28). A Vision of K-12
23 Digital Millennium Copyright Act (2011). Retrieved
Students today [Video file]. Retrieved from
http://www.youtube.com/watch?v=_A-ZVCjfWf8 from http://www.dmca.com/
4 24 Creative Commons (n.d.). Retrieved from
Chandra, V., & Chalmers, C. (2010). Blogs, wikis and
podcasts: Collaborative knowledge building tools in a http://creative commons.org/
design and technology course. Journal of Learning and 25 California Department of Education (2008). Califor-
Design, 3(2), 35-39. nia Learning Resource Network. Retrieved from
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classroom. New York: Neal-Schuman. 26 Google (2011). Google for educators: Tools for your
6 Crane, B. E. (2009). classroom. Retrieved from
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http://www.google.com/educators/tools.html
State Board of Education (2010). California’s common
27 Audacity Development Team (2011). Audacity. Re-
core content standards for English language arts and
literacy in history/social studies, science, and technical trieved from http://audacity.sourceforge.net
subjects. Retrieved from 28 Google (2011). Google feedburner. Retrieved from
http://www.scoe.net/castandards/agenda/2010/ela_ccs http://feedburner.google.com
_recommendations.pdf
29 Jamendo (n.d.). Jamendo. Retrieved from
8 State Board of Education (2010). http://www.jamendo.com
9 Teach Web 2.0. Retrieved from 30 PodOmatic, Inc. (2011). Podomatic. Retrieved from
http://teachweb2.wikispaces.com/Wordle http://www.podomatic.com
10 Morrison, G. R., & Lowther, D. L. (2010). Integrating 31 Vocaroo (2011). Vocaroo. Retrieved from
computer technology into the classroom: Skills for the 21st http://vocaroo.com
century. (4th ed.). Boston: Pearson Education.
32 Diigo, Inc. (2011). Diigo. Retrieved from
11 Morrison, G. R., & Lowther, D. L. (2010). http://www.diigo.com
12 Morrison, G. R., & Lowther, D. L. NTeQ: Integrating 33 PortaPortal (n.d.). Portaportal. Retrieved from
Computer Technology into the Classroom. Retrieved http://www.portaportal.com
from http://www.nteq.com/
34 Protopage (n.d.). Protopage. Retrieved from
13 International Society for Technology in Education. http://www.protopage.com
NETS for students. Retrieved from
35 Edmodo, Inc. (2011). Edmodo. Retrieved from
http://www.iste.org/standards/nets-for-students.aspx
http://www.edmodo.com
14 International Society for Technology in Education.
36 Kidblog (n.d). Kidblog.org. Retrieved from
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http://www.iste.org/standards/nets-for-teachers.aspx http://www.kidblog.org
37 Notion, Inc. (2010). Popplet. Retrieved from
15 International Society for Technology in Education.
NETS for administrators. Retrieved from http://popplet.com
http://www.iste.org/standards/nets-for-administrators/ 38 Primary Technology (2011). PrimaryPad. Retrieved
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16 Partnership for 21st Century Skills (2004). Retrieved 39 TypeWith.me (n.d.). Typewith.me. Retrieved from
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17 Atherton J. S. (2011) Bloom’s taxonomy. Learning and 40 Wallwisher (n.d.). Wallwisher. Retrieved from
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http://www.wikispaces.com
18 Atherton, J.S. (2011). 42 Dropbox (2011). Dropbox. Retrieved from
http://www.dropbox.com

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43 Scribd Inc. (2011). Scribd. Retrieved from
http://www.scribd.com
44 SlideShare Inc. (2011). Slideshare.net. Retrieved from
http://www.slideshare.net
45 Oracle (2011). Openoffice.org: e free and open pro-
ductivity suite. Retrieved from
http://www.openoffice.org
46 Hancom, Inc. (2011). inkfree online. Retrieved
from http://www.thinkfree.com
47 Awesome Highlighter (n.d.). e awesome highlighter.
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casts: just click record. Retrieved from
www.screenr.com
49 TinyURL, LLC. (2011). Tinyurl.com. Retrieved from
http://www.tinyurl.com
50 Bender Converter (2011). Youtube converter to mp3,
avi, iPod, iPhone. Retrieved from
http://www.benderconverter.com
51 TubeChop.com (2011). Tubechop: Chop Youtube
videos. Retrieved from http://www.tubechop.com
52 TeacherTube.com (2010). Teachertube.com. Retrieved
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53 Bubbl.us (n.d.). Bubbl.us. Retrieved from
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54 Pixton Comics, Inc. (2011). Pixton: World’s best way
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55 Feinburg, J. (2009). Wordle. Retrieved from
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Blabberize it! Retrieved from
http://www.blabberize.com
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62 Quizlet, LLC (2011). Quizlet: Flash cards, vocabulary
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ary and thesaurus. Retrieved from
http://www.visuwords.com

Web 2.0 Resources and Applications for Educators and Students 35

 Index of Resources Pg. WEB DL ✍ $ 
California Learning Resource Network 8  
Google Wonder Wheel 9  
Google News Timeline 9  
Google Docs 9   
Google Reader 9   
Google Earth 9, 31   
Picnik 9   
Google SketchUp 9   
Audacity 10  
Google Feedburner 10   
Jamendo 11    
PodOMatic 11    
Vocaroo 12  
Diigo 13    
PortaPortal 13    
ProtoPage 14    
Edmodo 15   
KidBlog 15   
Popplet 16   
Primary Pad 16  
TypeWith.me 17  
Wallwisher 17  
Wikispaces 18   
Dropbox 19     
Scribd 19  
Slideshare 20    
OpenOffice 21  
inkFree 21   
Awesome Highlighter 22  
Screenr 22  
TinyURL 23  
Bender Converter 24   
Tube Chop 24  
TeacherTube 25  
Bubbl.us 26  
Pixton 26    
Wordle 27  
Blabberize 28  
Capzles 28   
Glogster 29    
Prezi 29    
Simplebooklet 30  
Google Lit Trips 31   
Quizlet 31   
Visuwords 32  

36 Meet em at eir Level

Alphabetical Index
Acceptable Use Policy (AUP) .......................................6
annotation .................................................................13
assessment ................................................................3-4
Anderson, L.W.............................................................5
Audacity ....................................................................10
audience....................................................................1,3
audio ..............................................................10-12, 28
Awesome Highlighter.................................................23
Bender Converter ......................................................24
Blabberize ..................................................................28
blog........................................................................1, 15
Bloom's Taxonomy ......................................................5
bookmark ...................................................9, 13-14, 33
Bubbl.us ....................................................................26
California Learning Resource Network ........................8
Capzles ......................................................................28
CLRN..........................................................................8
collaboration ........................................................15-18
Common Core Standards ........................................2, 5
copyright .....................................................................6
Creative Commons ......................................................6
Delicious....................................................................33
Dewey, J.......................................................................2
dictionary ..................................................................32
Digital Millenium Copyright Act ................................6
Diigo..............................................................13, 22, 33
DMCA ........................................................................6
Dropbox ....................................................................19
Edmodo.....................................................................15
feed......................................................................10, 33
Free Technology for Teachers (blog) ...........................33
Glogster .....................................................................29
Google .............................................................9, 10, 31
Google Docs ..............................................................16
Google Earth .........................................................9, 31
Google Feedburner ....................................................10
Google Lit Trips.........................................................31
Google News Timeline.................................................9
Google Reader .............................................................9
Google SketchUp.........................................................9
Google Wonder Wheel ................................................9
highlight ..............................................................13, 22
iLearn Technology (blog) ...........................................33
inquiry .....................................................................2-3
Internet safety ..............................................................6
iNtegrating Technology for InQuiry .........................2-3
International Society for Technology in Education ...3-4
ISTE.........................................................................3-2
iTunes ........................................................................10
Jamendo.....................................................................11
KidBlog .....................................................................15
Krathwohl, D.R. ..........................................................5
Lowther, D.L............................................................2-3
mind-map............................................................16, 26
Morrison, G.R..........................................................2-3
National Educational Technology Standards .........2, 3-4
NETS-A (Administrators) ........................................4
NETS-S (Students) ..................................................4
NETS-T (Teachers)..................................................4
Web 2.0 Resources and Applications for Educators and Students
Netsmartz ....................................................................6
NTeQ Model ...............................................................2
OpenOffice................................................................21
Partnership for 21st Century Skills (P21).....................4
Picnik ..........................................................................9
Pixton ........................................................................26
podcast ............................................................1, 10, 11
PodOMatic ................................................................11
Popplet ......................................................................17
PortaPortal .................................................................13
portfolios .........................................................3, 28, 30
presentation......................................2, 3, 20, 21, 28-30
Prezi...........................................................................29
Primary Pad ...............................................................16
problem-solving ...................................................2, 3, 4
productivity ...............................................................21
ProtoPage...................................................................14
publish...........................................................1, 2, 5, 19
Quizlet ......................................................................31
Read web......................................................................1
Read/Write web.............................................................1
RSS (Really Simple Syndication)..........9, 10, 14, 18, 33
rubric...........................................................................3
Schrock, K................................................................5-6
screencast .............................................................22, 27
Screenr.......................................................................22
Scribd ..............................................................7, 20, 33
Simplebooklet............................................................30
Slideshare...................................................................19
social networking .......................................................15
standards......................................................................2
Teachweb2 (wiki).......................................................33
TeacherTube...............................................................25
Tenkely, K....................................................................5
inkFree...................................................................21
TinyURL ...................................................................23
Tube Chop ................................................................24
TypeWith.me.......................................................17, 23
URL shortener ...........................................................23
utilities.......................................................................22
visual literacy ........................................................26-27
Visuwords ..................................................................32
Vocaroo......................................................................12
video.....................................................................24-25
Wallwisher .................................................................16
Warlick, D. ..................................................................1
Web 1.0 .......................................................................1
Web 2.0 .......................................................................1
Weblog (see Blog)...................................................1, 15
Wiki ......................................................................1, 18
Wikispaces .................................................................18
word cloud ............................................................2, 27
Wordle...................................................................2, 27
YouTube...........................................................1, 16, 24
37
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