Tag Archives: Web2.0

Tech Integration Post # 5 of 10: Health and Career Education 2.0

Grade 5 Health and Career Education Learning Outcome: Safety and Injury Prevention

C7 – describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practicing safe Internet use, recognizing tricks and lures used by predators)

Use a Flip camera, a video camera, a digital camera, or a mobile phone to video small groups of students acting out how to be safe online.  Try these topics or generate your own:

  1. Never hide Internet usage from your parents.  Always let them know when your online
  2. Never reveal personal information such as telephone number, address, last name etc…
  3. Never arrange to meet someone you’ve met online and don’t know, without your parents permission
  4. Cyberbullying
  5. Digital citizenship
  6. Protecting reputations online
  7. Digital privacy
  8. Safe talking in Cyberspace
  9. Handling E-mail and IM
  10. Safe Social Networking

Your learners may choose a topic and research, in depth, based on the information you’ve share with them or from information they have found independently.  They form a small group of three or four and complete the following tasks:

  • Sketch out a storyboard of the Internet/Online safety skit
  • Create a script of dialogue for the skit
  • Collect any props needed for the skit and practice until comfortable
  • Record the skit and edit using JayCut

Note: This is a cross-curricular activity and can be used for oral language practice as well as a writing exercise.
My Diigo links on Internet/Online Safety

Once your videos are complete your learners can use JayCut to upload and edit them.  JayCut is a free online video editing tool.  There is no longer a need to download expensive video editing software.  You can use JayCut from any computer with an Internet connection and the basic package is free.

When the videos have been edited by your learners they may be showcased at assemblies or shown to learners in younger grades and used as a teaching tool.  Older grades tend to put more effort into their work when the audience is larger and they know it’s being used for a higher purpose.

Feel free to let me know how it goes…

Post # 1 of 10: Turning Journal Writing or Free-Writing ‘Online’

There are several ways to turn the process of journal writing or free-writing from an ‘offline’ activity to an ‘online‘ activity, all of which are simple to achieve and easy to manage.

Use one of the web2.0 tools below to start a classroom blog.  For more advanced users, use the tools below to create independent blogs for each of your students.

Here’s a list of commonly used blogging tools:

  • Kid Blog – designed for each student to have an individual blog within a classroom blog created by the teacher
  • Edu Blogs – designed for each student to have an individual blog within a classroom blog created by the teacher
  • Blogger – designed for individual blogging
  • WordPress – designed for individual blogging


How to set up and use the blog for student learning:

  • All the above blogs are set up in more or less the same way.  Some are designed to be use as individual blogs while others are designed for groups of blogs to be created and administered by a teacher
  • All blogs need an email address to register, and you’ll be prompted to select a title for your blog.
  • My advice is to keep the blog title simple and easy for your learners to remember.  A blog title such as “Technology Trooper’s Of 21st Century Learning” may not be the best title because in order for your learners to access the blog they’ll have to type something similar to the following into the URL box in the browser, http://technologytroopersof21stcenturylearning.wordpress.com
  • When choosing a blog title keep it short and sweet
  • You’ll also be asked during registration for a username and password.  Both pieces of information are required to access, manage, and control the blog once it’s live

Two Types Of Blogs And How To Use Them:

1. Teacher creates one blog for the entire class and creates content and learners to comment and respond to

  • There are numerous ways to use a blog as an ‘online’ writing tool
  • In its basic form one blog is created, a class blog, and the teacher acts as the administrator of the blog
  • As an introduction to blogging, perhaps the first half of the year, you set the content of the blogs and your learners respond to your posts
  • A post can be defined as content you create and insert (post) into your blog
  • Content can be text, images, video, audio, or a file

See example below:

2. Teacher creates a class blog and then creates individual blogs for each learner in his/her class.

  • This technique is regarded as blogging in its pure form.  Learners generate their own content for their blog.
  • Students comment and interact with each others blogs as well as the teachers blog
  • Students also comment and interact with blogs of other classmates

Administering The Blog:
I realize it’s super important to monitor the content that is posted on a class blog or an individual’s blog.  All of the above blogging tools offer a variety of security options to make sure inappropriate content never makes it to the live blog.  I prefer to select the option which enables all comments go through the teacher to be approved before they are posted to the blog.  This ensure the blog represents the school and all its students in the best possible way.

See example below:

Content Ideas For Your Blog:

  • Respond to a picture – How does the picture make you feel and why?  Create a story around the picture.  Create a personality for the person in the picture based on what the person looks like
  • Post a video from YouTube and ask learners to response.  What is Shane Koyczen saying about Canada? Use examples from the poem to support your thinking
  • [youtube=http://www.youtube.com/watch?v=r5-q6S8qJMQ]

  • Post a debate question from idebate.  Split the class into two groups, for and against, and have them post on their initial views followed by their responses to others comments on the blog
  • Use the blog as a math journal for personal reflections and word problem examples.

100% Engagement Using Wallwisher

After watching the Olympics on CTV I was thoroughly impressed with their segments on athlete’s ‘Difference Makers.’ These segments delved into the lives of Canadian athletes to discover the people behind the scenes who drive them to success and help athletes reach their lofty goals.

I mirrored CTV’s  ‘Difference Makers’ but tailored it to my learners.  I lead them to think about significant people in their lives who have help them become the wonderful people they are today.

This post talks about just one of the stages in this lesson.  Most of my learners hadn’t seen any of the ‘Difference Makers’ clips so I decided to write the statement ‘Difference Makers’ on the board and asked student to discuss its meaning in partners.  Normally I ask my learners to write their thoughts, ideas, or comments to the topic on sheets of large paper.  Often with mixed results.  However on this occasion I thought I’d try www.wallwisher.com.  I created a wallwisher page free of charge, named it difference makers, and created the conditions for students to post virtual sticky notes on a virtual classroom-board.  During the time my learners were posting I observed 100% engagement in the activity.  Had this been with pen and paper I doubt I would have experience the same kind of results.  You could argue that perhaps they were all engaged because it was new to them.  I guess only time will tell.

What I like most about wallwisher is that it is customizable and allows the creator of the page to approve stickies before they appear on the wall.  This