Critical  Decisions  in  a  Web  2.0  Environment  

 
This  document  highlights  the  ways  in  which  students,  teachers,  and  K-­‐12  Chief  Technology  Officers  are  impacted  by  a  Web  2.0  environment.    The  table  provides  an  
overview  of  eight  behaviors  that  parallel  the  revised  Bloom’s  Taxonomy,  and  figure  prominently  in  discussions  about  the  use  of  Web  2.0  tools  and  resources.    The  
information  illustrates  how  students  and  teachers  manifest  these  behaviors  through  technology  use,  and  the  implications  for  the  role  of  the  I.T.  Director  in  supporting  
their  work.    For  each  behavior,  a  short  list  of  related  resources  is  provided.      

Behaviors:  DISCOVER  and  CONSUME  

How students do it How teachers do it The IT Director role in supporting it

• Poor  search  strategies   • Poor  search  strategies   • Media  literacy  

• Easily  persuaded  by  marketing   • Engaged  in  Personal  Learning  Networks   • Information  literacy  
DISCOVER  AND    
• Ease  of  discovery  =  poor  research  skills   (PLN)   • Trend  analysis  on  network  traffic  
FIND  
• Learn  incidentally   • Must  navigate  barriers  like  school  filters   • Survey  student  use  of  technology    
and  closed  ports  
• Information  literacy:  Not  just  for  students  -­‐  An  introduction  to  "information  literacy"  concepts  and  a  list  of  references  
http://www.learnnc.org/lp/pages/749  
• Think  for  yourself!  Media  literacy  every  day  –  Helping  student  to  develop  a  filter  they  can  use  all  the  time,  not  just  when  they're  doing  
research.    http://www.learnnc.org/lp/pages/4652    
• Finding,  not  searching  –  Learn  more  about  what  your  searches  return  and  why,  and  learning  to  look  in  the  right  place  first  
Related  resources  
http://www.learnnc.org/lp/pages/692    
• The  Big6  -­‐  The  most  widely  known  and  widely  used  approach  to  teaching  information  and  technology  skills  in  the  world  
http://www.big6.com  
• From  documents  to  digitization  -­‐  To  design  a  research  project  using  primary  sources  from  the  Web,  you'll  need  to  know  what's  out  there  and  
how  to  find  it    http://www.learnnc.org/lp/pages/746  
• Active  consumers  of  information   • Establish  policies  for  classroom  use   • Make  decisions  about  what  information  is  
• Purpose-­‐driven  when  seeking  info   • Concerned  with  behavior  management   accessible  
CONSUME   • Increasingly  enroll  in  online  courses   • Share  similar  motivators  for  information   • Lead  at  the  policy  level  
(NCVPS)   consumption  as  students   • Influence  classroom  vs.  school  level  decisions  
• Analyze  network  usage  data  
• The  seven  sins  of  data  analysis  –  General  guidelines  for  data  usage  in  K-­‐12  schools  
http://www.learnnc.org/lp/pages/622    
• Keeping  students  digitally  safe  -­  Best  practices  for  keeping  students'  identities  safe  while  using  interactive,  web-­based  tools  
http://www.learnnc.org/lp/pages/6555  
• Consider  the  source  -­‐  Suggestions  for  helping  students  learn  to  recognize  bad  information  when  they  see  it  
Related  resources  
http://www.learnnc.org/lp/pages/673    
• It’s  an  ad  -­‐  A  collection  of  resources  to  provide  strategies  to  build  critical  thinking  skills  for  media  literate  kids  
http://www.learnnc.org/lp/pages/770  
• How  do  I  use  all  this  data?  -­‐  An  eight-­‐step  checklist  and  questions  for  making  use  of  various  kinds  of  education  data.  
http://www.learnnc.org/lp/pages/637    
 
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Behaviors:  ORGANIZE  and  SHARE  

How students do it How teachers do it The IT Director role in supporting it

     
• Need  organizational  strategies   • Social  bookmarking   • Imaging/deleted  shared  drives  
• Devices  vs.  online  storage   • Research  strategies   • Transparency  of  storage  policy  
ORGANIZE     • Email  usage  (and  strategies)   • Identifying  best  practices  
• File  storage    
• Devices  vs.  online  storage  
 
 
• The  student  pathfinder  –  Insight  to  help  students  manage  time  and  produce  a  higher  quality  research  project  
http://www.learnnc.org/lp/pages/968    
• Social  bookmarking  makes  sharing  easy  for  any  team  -­‐  How  social  bookmarking  allows  teachers  to  connect  and  share  ideas  that  can  be  easily  
Related  resources  
accessed  any  time  and  any  place    http://www.learnnc.org/lp/pages/6558  
• Why  did  you  send  me  a  virus?  -­‐  A  primer  on  viruses,  worms,  and  how  to  protect  yourself  on  the  Internet  
http://www.learnnc.org/lp/pages/654    
 
     
• Participatory  culture’s  easiest  behavior   • What  teachers  share  provides  a  valuable   • Safe  spaces  encourage  sharing  
• Developing  social  capital   data  point   • CeCTO  has  discussed  FERPA  and  CIPA  –  both  
SHARE   • Intimacy  and  comfort  with  creating  in  a   • Social  bookmarking   are  called  into  question  when  teachers  and  
Web  2.0  world   students  create  and/or  share  information  
• Privacy  concerns   online  
 
 
• Social  capital  –  LEARN  NC  Education  Reference  entry  
http://www.learnnc.org/reference/social%20capital  
• Showcase  your  skills  with  an  electronic  teaching  portfolio  -­‐  Tips  and  instructions  for  creating  an  electronic  teaching  portfolio  using  Google  
Related  resources  
Sites  http://www.learnnc.org/lp/pages/6437  
• Teaching  students  about  Creative  Commons  -­‐  Let  your  students  innovate  in  and  out  of  the  classroom  without  having  to  worry  about  
copyright  violations    http://www.learnnc.org/lp/pages/6443  
 
 
 

 
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Behaviors:  CREATE  and  REMIX  

How students do it How teachers do it The IT Director role in supporting it

     
• Comfortable  commenting  using   • Don’t  feel  the  need  to  learn  or  model   • Scheduling  limited  resources  
multimedia  tools  (Youtube,  Flickr,  etc.)   technology:  “Students  know  it  better   • Minimize  barriers  to  access  
• Need  agency  to  demonstrate  master   than  I  do.”   • Responsible  for  teacher  technology  skills,  
CREATE   • At  school,  creativity  is  “forced”  upon   • Unsure  of  where  to  devote  energy:  Style   knowledge,  and  dispositions  
them  using  academic  guidelines   or  Content   • Establish  policies  to  govern  Web  2.0  skills  
  • Online  identity  vs.  personal  identity:   and  tools  
Social  networking  site  can  impact    
professional  perceptions  
 
• Advantages  and  concerns  of  handheld  technologies  for  school  use  -­  Issues  to  consider  before  deciding  what  is  best  for  your  school  
http://www.learnnc.org/lp/pages/693  
Related  resources   • Just  beyond  walls:  Teachers  are  writers  in  virtual  space  –  A  look  into  why  a  personal  writing  practice  can  improve  instructional  practice,  
offering  a  variety  of  online  networks  and  other  sites  to  help  teacher-­‐writers  connect  with  peers,  and  suggesting  ways  to  bring  this  idea  into  
the  classroom    http://www.learnnc.org/lp/pages/6618    
 
     
• Misconceptions  of  ownership   • Believe  Fair  Use  guideline  absolve   • Lead  conversation  around  copyright  and  
• Confusion  over  remixing  and   citation  and  remixing  content   ethical  use  
REMIX  
plagiarism   • Understand  “Remix”  as  “beg,  borrow,   • Acknowledge  parallel  between  teacher  offline  
and  make  your  own”   behavior  for  remixing  and  student  Web  2.0  
behavior  
 
• Social  capital  –  LEARN  NC  Education  Reference  entry  
http://www.learnnc.org/reference/social%20capital  
• Teaching  students  about  Creative  Commons  -­‐  Let  your  students  innovate  in  and  out  of  the  classroom  without  having  to  worry  about  
copyright  violations    http://www.learnnc.org/lp/pages/6443  
Related  resources   • Guidelines  and  resources  for  avoiding  plagiarism:  General  information  for  avoiding  plagiarism  
http://www.ncwiseowl.org/it/plagiarism/default.htm  
• Copyright  for  educators  –  An  explanation  of  copyright  and  U.S.  copyright  law  primarily  with  respect  to  education  
http://www.learnnc.org/lp/pages/4454  
• Citing  sources  -­‐  A  guide  for  high  school  students  to  citing  sources  from  print  and  the  web  
http://www.learnnc.org/lp/pages/747    
 

 
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Behaviors:  COLLABORATE  and  TEACH  

How students do it How teachers do it The IT Director role in supporting it

     
• Commonly  use  an  array  of  tools     • Use  fewer  tools  than  students   • Network  requirements  for  collaborative  
• Adept  at  technologically  mediated   • Prefer  face-­‐to-­‐face  collaboration   applications  
social  interaction   • Motivated  by  personal  AND  professional   • Hardware  availability  and  home  access  for  all  
COLLABORATE  
• Require  structure  for  academic   interest  during  collaboration   students  –  and  teachers  
collaborations   • Increasingly  participate  in  electronic    
  Professional  Learning  Communities  (e-­‐
PLCs)  
• An  introduction  to  teacher  research  –  On  overview  of  process  and  potential  for  collaboration  
http://www.learnnc.org/lp/pages/659  
• Using  Voicethread  to  communicate  and  collaborate  -­‐  Step-­‐by-­‐step  instructions  to  help  educators  create  VoiceThreads  that  will  engage  
Related  resources  
students  and  stimulate  thoughtful  dialogue  and  collaboration.    http://www.learnnc.org/lp/pages/6538  
• Twitter  as  a  learning  tools  for  teachers  -­‐  A  look  at  how  Twitter  can  be  a  valuable  tool  in  helping  teachers  build  their  professional  learning  
networks  http://www.learnnc.org/lp/pages/6560    
     
• Create  tutorial  and  mini-­‐lessons  to   • Reluctant  to  engage  students  with  tools   • Ensure  means  to  access  Web  2.0  tools  and  
share  via  social  media  sites  (Youtube,   outside  their  comfort  zone   resources  for  valid  use  
Facebook,  etc.)   • Engage  in  online  professional   • Clearly  communicate  process  for  requesting  
TEACH  
• Tremendous  potential  to  teach  that   development   access  to  website  
goes  untapped  in  the  classroom   • Identify  and  model  Web  2.0  tools  that   • Ever-­‐conscious  of  the  evolving  teacher  role  
facilitate  teaching   due  to  technology  
• CTO  must  be  an  instructional  leader  
• Sharing  time  in  a  blended  learning  space    -­‐  Examples  and  strategies  for  creating  blended  learning  environments  
http://www.learnnc.org/lp/pages/6683  
• Beyond  blended  learning:  Reaching  every  student  -­  This  archived  presentation  from  the  2010  NCTIES  conference  explores  the  theory  and  
application  of  blended  learning  and  offers  ten  ways  to  improve  teaching  using  a  blended  approach.  
http://www.learnnc.org/lp/pages/6622    
Related  resources   • Improving  your  technology  utilization    -­‐  A  review  to  help  you  determine  whether  your  school  is  making  the  most  of  its  technology  budget  
http://www.learnnc.org/lp/pages/638  
• The  interactive  whiteboard  in  your  classroom  -­‐  Innovative  strategies  that  engage  students  and  make  them  equal  partners  in  the  instructional  
process    http://www.learnnc.org/lp/pages/6458  
• Improving  school  improvement  with  Web  2.0  Tools  –  A  look  at  four  technology  tools  that  can  make  the  process  of  creating  and  implementing  
a  School  Improvement  Plan  an  easier  one    http://www.learnnc.org/lp/pages/6461    
 

 
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