Web 2.0 writing tools for students

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Heya i am for the primary time here. I am hoping to offer something back and help others like you aided me. Just want to say your article is as astonishing. In general, collaborative writing tools provide flexibility and usefulness. Collaborative writing tools can vary, ranging from the simplicity of a wiki to more advanced systems. Many web-based writing tools have features that mimic the typical formatting and editing facilities of a standard word processor.

Some may offer live chat, live markup and annotation, co-editing, and version tracking. Finally, collaborative writing and Web 2. And their work, usually password-protected, may be accessed from any Internet-enabled computer. So a student, or team of students, may begin work on a school computer and continue working after the school day on any other Web-enabled computer, whether that computer is physically at a youth center, at a library, or in the student's home.

These are the basic advantages of Web 2. Google Docs , formerly Writely, is probably the most popular of these tools. It is a free service allowing users to create both word processing AND spreadsheet documents for collaboration.

The best part is that there is no need to install any software. Students access their work from anywhere, on any Internet-enabled computer whether at home, at school, at the local library, etc.

To begin using Google Docs, a user needs a Google account. StoryKit is an app that allows students to create a story on an iPad using a simple drawing program and adding text.

You can also import photos from your photo library to use in your story. These stories can then be shared with others via email. You can also record audio. Students who have trouble writing using traditional pen and paper can easily type their stories into the iPad, or even record their voice telling their story. The use of visuals created by the students also adds an extra layer of meaning to the text, both for writer and reader.

For a basic how-to tutorial for using StoryKit, check out this YouTube video. We have now explored three Web 2. The first was inklewriter , which enables students to create their own interactive story. It can be helpful when instructors align specific pedagogical strategies based on the content to be learned see the CASE Mnemonic Devices for Instruction module.

It can be harmful when instructors incorporate an overly complicated technology exercise that results in students struggling with the technology at the expense of a focus on content. This is an example of how the inappropriate choice of one knowledge base comes at the expense of a second base.

Research into TPACK reveals that as instructors develop deeper understanding of one knowledge base they can with effort be much better at understanding the interaction with the remaining bases. University professors with their deep content knowledge are ideal candidates to build lessons incorporating technology and pedagogical strategies to help students learn content.

Teaching strategies both with or without technology need to be aligned to certain content. Instructors with deep content knowledge possess an ability to determine if, or how, specific Web tools can elicit learning in the concepts they are teaching. Abbitt, J. An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge tpack among preservice teachers. Chai, C. Common Sense Media Graham, C.

Theoretical considerations for understanding technological pedagogical content knowledge tpack. Harris, J. Technological pedagogical content knowledge tpack in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Jamieson-Proctor, R. Auditing the tk and tpackconfidence of pre-service teachers: Are they ready for the profession?.

Australian Educational Computing, 25 1 , Lux, N. The development of an instrument to assess preservice teacher's technological pedagogical content knowledge, Journal Of Educational Computing Research, 45 4 , Mishra, P.

Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 6 , Morrison, G.

Integrating computer technology into the classroom. Niess, M. Investigating tpack: Knowledge growth in teaching with technology. Journal Of Educational Computing Research, 44 3 , Pamuk, S. Understanding preservice teachers' technology use through tpack framework. Journal Of Computer Assisted Learning, 28 5 , Pearson Education Student mobile device survey national report: College students.

Boston MA: Pearson Education. Prensky, M. Digital natives, digital immigrants. On the Horizon, 9 5 , Sadaf, A. Exploring pre-service teachers' beliefs about using Web 2. Shulman, L. Those who understand: knowledge growth in teaching. Educational Researcher, 15 2 , 4— Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 1 , Her enthusiasm and student-centered teaching have led to numerous teaching awards and serving as a faculty teaching consultant across her campus.

Jeff Thomas, Professor of Teacher Education, works with prospective and practicing elementary teachers to promote integration of inquiry-based science, children's literature, and technology. His teaching focuses on providing learners experiences that use technology to organize, and make their own meaning, from material being explored. We would greatly appreciate your willingness to complete our short, 2 minute survey so that we can better understand what you found useful about our modules.