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Week 5 Reading Reflections - EDLD 5364

The author suggests many ways that various Web 2.0 tools can be used for authentic assessments. The old method of formative assessment where you would make assessments along the way is parallel to what is suggested for Web 2.0 assessment. A few examples suggested include Spanish teachers can have Spanish-speakers listen to conversations about daily life topics and reply; English students can listen to a podcast, answer questions about it and write about a topic using the information from the podcast, etc. (Tuttle, 2007). This leads to the quote that stood out with me which states, “After all, if you are integrating new tools, you do not want to assess these outcomes with old models—or to put it another way, you don’t want to put new wine in old bottles.” (Solomon & Schrum, 2007). So if teachers begin and continue to incorporate these Web 2.0 tools, they must also find ways to use them for assessments and not revert back to using traditional assessments at the end of a unit.

Technology can not only be used for teaching and learning, but also to teach students about the importance of effort. Students can be taught to use spreadsheet software to create or update an effort rubric to track effort versus achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). They should record scores for the effort put forth in all areas and create a chart to easily view the results. When they see the chart it should be clear to them how their effort helped to improve their achievement. They could set goals for effort based on the results. James Gee (Edutopia.org) wants people to realize that games provide the ultimate level of feedback. Before one can move to the next level of a game, they have to look at the instant feedback, read for critical information and determine the best way to conquer the level before moving on. The knowledge gained will be connected to new knowledge to help the student to pass future levels. Gardener (Edutopia.org) speaks about some of the ethical issues that are associated with digital media. Students don’t see copying information as a big deal. They just want to use it when they need it and believe that consequences should be only minimal or nonexistent. He also sees teachers as coaches since information is so readily available to everyone, not just to teachers. All of the big thinkers are hoping that we will realize that we are living in a different time where information is readily available and can be used by anyone and everyone. The teacher is no longer controller of the information—students can immediately seek additional information on their own to solve problems or accomplish goals. The tools teachers are given are not the kinds of tools that students will use outside of school. Barab (Edutopia.org) insists that teachers must advocate for the new media literacy to avoid the missed opportunities and high drop-out rate that will result if teachers don’t get on board.

Solomon, G., & Schrum, L. (2007). //Web 2.0 New Tools, New Schools.// Eugene, OR: International Society for Technology in Education.

Tuttle, H. (2007). Authentic Assessments Made Possible by Web 2.0. //Web 2.0 New Tools, New Schools//. Eugene, OR, USA: International Society for Technology in Education.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using Technology with Classroom Instruction that Works.// Denver, CO: Mid-continent Research for Education and Learning.

Edutopia.org. (n.d.). //Big Thinkers: Sasha Barab on New-Media Enagement.// Retrieved October 5, 2009, from Edutopia: http://www.edutoia.org/digital-generation-sasha-barab-video