Why use Web 2.0 tools?
Educators face many challenges today. They must adapt to a generation of students who have grown up using the Internet. Web 2.0 is transforming the manner in which people all over the world are interacting, communicating and collaborating. They allow students to create their own content, and develop sophisticated projects, without requiring any technical knowledge. Teachers can help students grow into lifelong learners through exploration of creative web 2.0 tools. Below are a few of those tools that I would incorporate in my classroom during teaching episodes.Virtual Field Trip
Field trips can be amazing learning experiences. They provide students with the opportunity to actively participate in education, offering learning possibilities that aren’t readily available in the classroom. Unfortunately, it isn’t always practical or possible to take students on field trips. Tight budgets, location, transportation, time, and resource restrictions can keep your students school-bound. Virtual field trips can fill this void. Virtual field trips have come a long way from the page of links they used to be. Now students can explore the world with simulations that are so realistic, they will believe they have left the classroom. Below is a teaching episode of how I intend to use Virtual Field Trip.The form 5 Visual Arts class consisting of 15 students (6 boys and 9 girls) with their age ranging from 15 - 17 years will be asked to design and create a 3D wall hanging based on the theme Pollination. A variety of Textile Design and Manipulation techniques must be used to create the piece. The final piece should not exceed 50cm x 65cm. A virtual field trip will be conducted after which the students will begin to do their preliminary study to finalise their design.
example of virtual field trip video
The class will get the opportunity to explore and see the 'art' in pollination not typically paid attention to on any given day. During this virtual field trip, students can explore the element and principles of art that are visible in nature. Because the pollination process is slowed down in this video they would be able to see the beauty and movements that take place during pollination. This is an opportunity to see and experience the world without ever leaving the classroom. Preparing for this lesson I might face a few challenges. For example, finding videos based on the topic that would truly engage and excite the students. The length of the videos must be considered too. They cannot be too lengthy of too short with not enough information.
Piazza
It starts with students contributing. Anyone can ask and answer questions on Piazza. With students teaching students, conversations on Piazza can continue long after office hours are over. Piazza gives students anonymity options to encourage everyone—even shy students—to ask and answer questions. Instructor endorsements of good questions and answers let instructors push the class in the right direction.
In my first year university Anthropology class of 78 students ranging from ages 19 - 44 with 14 females and 64 males. The lecture sessions are one hour sessions. The topic 'Culture and Morality' was being discussed. We were discussing the implications that culture have on society's view of morality. An open-ended question was asked by a student, which turned out to be a huge debate. Because of time constraints they were advised to have the discussion on piazza. Recognising that there are students coming from diverse religious and cultural background, I wanted to give each one an opportunity to be a part of the discussion. A challenge I might face is that students may experience internet connection issues that will prevent them from effectively communicating with others in the group.
Podcasting (using audacity) 
Although podcasts are a one-way form of communication, they enable the creation of user-generated content. Podcasts are fairly easy for anyone to make and with the free downloadable software, Audacity, it becomes an inexpensive option. Podcasts are a great medium for distributing an organization’s content and expertise because they can be played on hand held devices and computers.
Key features include recording through a microphone or mixer, digitizing recordings from tapes, audio editing, importing and exporting audio files, effects and quality adjustments. In my form four (14-16 year olds) Social Studies class of 32 students, I have 15 males and 17 females. The class comprises of 19 auditory learners. They will form themselves in groups of fours and will be looking at the topic Corporal Punishment. The objectives are to get student views of corporal punishment, it's effectiveness and relevance in today's society. They will be asked to produce a ten minute podcast based on the topic. They will be instructed to conduct on-campus interviews among their peers, and teachers.
I am anticipating some challenges for this assignment. I am not sure of their level and range of ability with the technology. We only have four 35minutes sessions in which to go through the entire podcasting process... planning, scripting, rehearsing, recording and publishing.
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