Integrating Web 2.0 Applications as a Teaching and Learning Tool

In examining instructor feedback in regards to using Web 2.0 applications as a

tool for teaching and learning, Skylar’s strategies varied based on the challenge type. In

order to meet requirements, students had to select three badges under the umbrella of

Web 2.0 applications. While the applications differed, all badges consisted of two

challenges: 1) Using the designated application; 2) Integrating the application as a tool

for teaching and learning. Naturally, this section contained the largest frequency of

feedback items. Appendix F details the frequency of coded references for all Web 2.0

badges and subsequent challenges.

Feedback items pertaining to using the tool consist largely of outcome-specific

feedback (14.3%) and confirming learning (6.2%), with emphasis on addressing technical

needs (8.1%). For example, “I can't access your Prezi. :( Need to give me the share link;

this takes me to log in to your account.” As with other badge challenges the largest

category is in not providing any feedback items (46.0%), instead allowing the simple

approval to delineate necessary feedback.

Another strategy Skylar frequently uses when it comes to using Web 2.0

uses emoticons twofold. First, she includes emoticons as a way to express emotion

within a paired statement (e.g. “:) Thanks for your thoughtful work on this!”). Second

she uses emoticons as an alternative to simple outcome feedback (e.g. ).

Skylar uses a very specific strategy when it comes to evaluating how students

integrate Web 2.0 applications. Within this portion of the challenge, students are

provided with a list of challenge prompts that must be included within their deliverable.

Skylar copies this list and then inserts her specific feedback into that list. For example

(emphasis added to Skylar’s feedback),

2. Generate a list of the relevant affordances this tool might offer. - Good. 3.

Based on your course theme, identify and briefly describe a specific learning,

teaching, classroom management, or other educational problem where this tool

might be integrated as a solution or partial solution to the problem. - Hmm, okay.

First, this isn't stated as a problem. 4. Based on your theme-related problem,

briefly address each of the following: Describe one or more ways this tool could

be used to address your learning problem. - Be wary of using technology simply

for "entertainment" purposes. Engaging students is a good goal, but you don't say what is engaging about Prezi from an instructional point of view. This makes me think that you are actually referring to Prezi's bells and whistles and fancy movements, which are nice and all, but the best use of technology is to support learning -- not just entertainment. Identify and list who will be using the tool in

this solution. -Okay. In addition, identify and list those individuals in the

solution who may benefit from the use of this tool (may or may not be the same

integration of this tool? -Okay. Describe your current ability to carry out the

integration of this tool to the level that the problem would be addressed. What

level of knowledge will you need of the content, the pedagogy (how best to teach

it) and the tool in order to effectively integrate the tool to resolve the problem? -

Okay. Describe the benefits and challenges of integrating this tool to solve this

problem. - Okay -- though again, I think the benefit could go beyond

entertainment. After integrating this tool to address your learning problem, how

will you know if it did or did not address the problem? - Hm, how would exam

scores give you a good measure of whether students were engaged? Bored students can do well on exams. There might not really be a natural link here.

Using this method delivers a low number of student submissions without feedback

(6.8%). However, while this draws attention to exactly which requirement is missing, the

feedback items largely consist of outcome-specific feedback (59.7%). As illustrated in

the above, many prompts have little information regarding the students’ performance.

Skylar uses terms such as, “Good,” “Okay,” and “Missing.” As students must complete

three of these badges with identical directions, these correctives give little information for

students to use on subsequent tasks.

Going beyond correctives, Skylar helps guide students by identifying their

learning in comparison to the desired learning outcomes. She often pairs reflective

prompts to help guide student thinking. For instance,

-- Hm, your thoughts here sound very general. Yes, you need to assess student

Since you haven't identified what problem Blogger is going to solve, I see why it

was hard for you to answer this question!

These statements are not only integrated within the blocks of text, but frequently are

provided on subsequent student submissions.

The overall goals of this badge and specifically within challenge two is for

students to think critically about how these tools might be used for teaching and learning.

This is an opportunity for instructors to help students focus their thinking toward their

future classrooms and develop practical ways these tools might be used. Skylar provides

just one general statement aiding in transfer. This is a key area of guidance that is being

overlooked.