Training Teachers to Use Web 2.0 Tools

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Our research aims to introduce Croatian teachers to Web 2.0 tools and their applications. This paper presents the results of our work in training in-service teachers. We shared our experience and knowledge with our colleagues through online training organised within social networks, websites and the Moodle system. Training included an introduction to Web 2.0 tools, evaluation tools and implementation tools in actual teaching situations, and educational topics and has led to an increased interest and adaptation among Croatian teachers. The entire project is alive and constantly updated as new, free Web 2.0 tools are introduced.

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<ul><li>1.From the field Training Teachers to Use Web 2.0 ToolsAuthorsOur research aims to introduce Croatian teachers to Web 2.0 tools and their applica- tions. This paper presents the results of our work in training in-service teachers. WeSandra Vuk, August enoaElementary School, Zagrebshared our experience and knowledge with our colleagues through online training or-vuksan@gmail.com ganised within social networks, websites and the Moodle system. Training included an introduction to Web 2.0 tools, evaluation tools and implementation tools in actualDubravka Petkovic, FaanaElementary School, Faanateaching situations, and educational topics and has led to an increased interest and ad-dubravka50@gmail.com aptation among Croatian teachers. The entire project is alive and constantly updated as new, free Web 2.0 tools are introduced.TagsProfessional development,1. IntroductionWeb 2.0 tools, open The term Web 2.0 tools in recent times is often mentioned in the circles of people whoseeducational resources interests are related to the use of ICT technologies. What are Web 2.0 tools? What are their advantages? How can I use them in class? We believe that few teachers know and not be- cause they do not want to know, but because they have dont have the chance to find out. Official training on the use of ICT in teaching doesnt exist, just as training on the use and application of Web 2.0 tools doesnt. Teachers who are fans of the Internet and Google will find little information in the Croatian language. The Croatian Association of Teachers Bell and the Forum for classroom teaching are in con- tact with many teachers in Croatia who are eager to learn something new and they are aware of the fact that it is necessary to change the way students are taught and the need to organ- ize classes so that the student is an active participant in the teaching process. ICT Web 2.0 technologies and tools can assist them if they master the digital skills involved. Because we independently use Web 2.0 tools in our work our wish was to share our knowl- edge and skills with colleagues and help them to learn about Web 2.0 tools and learn how to apply them. We had to think of a way to implement the training. Here there were not many choices: we were aware that it must be online and that we must take advantage of the Inter- net, social networks and Web 2.0 tools. We began to implement and carry out training through: our own website with a description of the tools, using the tools in the teaching processand validating them, we also started developing a tutorials for each tool. Facebook: we would inform teachers about the new tools we would find with our re-search CARNets LMS Moodle system - We developed and implemented a course about how tomake classroom websites using Google Sites where teachers can store and share theirmasterpieces with the students and the wider community. Teacher interest is high and every day more and more teachers begin to use Web 2.0 tools and share their work with us and the wider community. ingearneLearning Papers ISSN: 1887-1542 www.elearningpapers.eueL ers 30 uers.egpap.elearnin n. 30 September 2012Pap www 1</li></ul> <p>2. From the field2. Teacher training methods nature and society. The contents are displayed visually and serve among others as a reminder of the material that shouldA. The websitebe remembered. The mind map is made using the tool bubbl. us.The website is called Web 2.0 tools. The site was created usingthe Google Sites platform as Google leads in the availability offree web tools for teachers, called Google Apps for Education.The common goal of developing websites and making the toolsavailable to teachers was that they would then in turn sharetheir knowledge with other teachers. On the pages of the web-site are the instructions for using the tools in the Croatian lan-guage, the tools are ogranized by their function or purpose andstorage space needed, as well as helpful links all in one place.Since we are both classroom teachers, we have especially re-lied on tools that can be used in classroom instruction. Toolsare organized depending on their purpose and application. WeFigure 2: Example - Mind Maps , first grade class. Topic: Family,have tried to show the tools that teachers can use to achieveschool, our spotgoals and learning outcomes at all levels according to BloomsTaxonomy of Educational Objectives. 2. A crossword word puzzle can be made using the tool calledCrossword and is an interesting way to repeat and learn keyideas and material from the subjects nature and culture. Topic: Winter in the homeland. Students solved crossword puzzles online or ones that were printed out.Figure 1: Pyramid of Blooms TaxonomyMany of the tools fall into several categories, so we handlethem depending on their purpose in different ways. The big-gest incentive for us was when we were able to apply a tool inpractice, ie whether it was appropriate for the work of the justFigure 3: Crossword puzzle to review topics, second gradethe teacher, if it serves to be used in cooperation with studentsclass. Topic: Winter in the homeland(collaboration), or just for the students (a game or activity). Weused each of the tools alongside the approved curriculum ma-terials for programs for grades one through four. We described a tool, the way to use it, and then demonstratedhow to use the tool in a classroom example and allowed our-Examples: selves to evaluate it and its possible application in Croatian1. In the first grade, mind maps were created, which servedschools. With every tool we have indicated whether it needsthe purpose of repetition and systematization of the subjectcooperation, if it is easy to use, whether it needs to be paid foring earn eLearning Papers ISSN: 1887-1542 www.elearningpapers.eu eL ers30u ers.e gpap .elea rnin n. 30 September 2012 Papwww2 3. From the fieldor if its free, and if it is only available in the English language.D. Online coursesSince we wanted to bring the tools closer to Croatian teachers,we decided to create tutorials (user guides) in video form, inWith the goal of training member teachers Association of Teach-power point presentation form (ppt) or in the form of futureers Bell we created and implemented online courses dedicatedworkshops. Video tutorial for making picture books online.to using programs and tools in teaching. These courses givenusing the online CARNet LMS Moodle system. One of them is:Making a classroom website.B. Facebook groupA classroom website is primarily a project that demonstratesThe group was formed after we have processed more than 10the cooperation of parents and teachers. It gives teachers thetools. The group is open and includes hundreds of teachersability to present the students work as well as allowing collabo-from all over Croatia, and even includes the Deputy Minister ofrative work between students and parents.Education Mrs. Marija Lugari (as a member).The course is designed for teachers, as well others interested inThe aim of the group: To publicly publish examples from realmaking websites using Google Sites. Course participants haveexperiences thus encouraging other teachers to fearlessly beginthe opportunity to acquire knowledge and master the neces-using the tools. Additional aims of the group included the ana-sary skills for creating their own free website. Participants arelyzing of tools along with how they could be applied in practice,guided through the course by written and video instructionsand finally the group allowed us to quickly exchange informa-and master the content through exercises.tion. Our ultimate goal is to encourage teachers to creativelycreate educational materials. To date (January 2012) the groupSo far, thirty teachers have completed the course. Accordinghas supported more than twenty teachers in receiving instruc- to exit polls, participant satisfaction is high not only due to thetions as to how to go about creating materials using Web 2.0content offered but also the presentation method as it givestools.them the opportunity to work at times when it suits them.C.TwitterThe social network Twitter was the most helpful in helping usfind new Web 2.0 tools. On Twitter there is a subgroup #edutech#web20. Every day in the group teachers from around the worldpublish links to new tools, their application in practice, and theireducational content (blog content). This Twitter group encour-aged us to enroll in high-needs education forums, enabling usto access materials and to engage in sharing experiences with alarge group of educators.Figure 4: Home page of the online course Making a classroomOn these sites:website http://www.classroom20.com/profile/SandraVuk?xg_ source=activity http://edupln.ning.com/profile/SandraVuk 3.Conclusionwe take turns sharing and analyzing materialas and content forIn this paper we presented an example of the ways in whichworking in primary education. colleagues can help teachers to informally educate themselvesand contribute to raising the quality of their teaching and edu-Encouraged by others we formed our own blog site where we cational process in all its phases using Web 2.0 tools.write about the Croatian school system, changes, methods andsuccesses: http://razredna.wordpress.com/ We have described the ways in which teachers can educate theircolleagues no matter the place as long as they find the time tolearn. Colleagues opinions have shown that these modes ofing earn eLearning Papers ISSN: 1887-1542 www.elearningpapers.eu eL ers30u ers.e gpap .elea rnin n. 30 September 2012 Papwww3 4. From the fieldlearning are suitable in terms of availability: they easily acquireand master the skills of working with Web 2.0 tools with ourdaily online support.But it should be noted that despite the enthusiasm, great willand hard work on these teacher trainings, a bridge the barriersis often encountered: lack of schools and classrooms equippedwith adequate equipment required for applying what has beenlearned in the training, not understanding the environment andthe indifference of professional services for this type of educa-tion.We will continue to strive to self educate and use new tools andto share our knowledge with the wider teaching community. Edition and production Name of the publication: eLearning PapersCopyrights ISSN: 1887-1542The texts published in this journal, unless otherwise indicated, are subject Publisher: elearningeuropa.infoto a Creative Commons Attribution-Noncommercial-NoDerivativeWorks Edited by: P.A.U. Education, S.L.3.0 Unported licence. They may be copied, distributed and broadcast pro- Postal address: c/Muntaner 262, 3r, 08021 Barcelona (Spain)vided that the author and the e-journal that publishes them, eLearning Phone: +34 933 670 400 Papers, are cited. Commercial use and derivative works are not permitted. Email: editorial@elearningeuropa.infoThe full licence can be consulted on http://creativecommons.org/licens- Internet: www.elearningpapers.eu es/by-nc-nd/3.0/ing earneLearning Papers ISSN: 1887-1542 www.elearningpapers.eu eL ers30u ers.e gpap .elea rnin n. 30 September 2012 Papwww 4 </p>