Module on certificate course for digital learners

By : Dr. Vikramjit Singh, SXCE, Patna 1
DIGITALLEARNERSANDWEB2.0TOOLS
FORDIGITALAGELEARNING
By:Dr.Vikramjit Singh
ST.XAVIER’S COLLEGE OF EDUCATION
DIGHA GHAT,PATNA-800011

TABLE OF CONTENTS
Sl. No CONTENTS Page No
1.0 Objectives 04
1.1 Introduction 04
1.2 Learning in the 21st Century 05
1.3 Digital Native and Digital Immigrant 05
1.3.1 Digital Immigrant Teachers and Digital Native Students:
Can Digital Immigrants Teach Digital Natives?
06
1.4 Internet vs. Web 07
1.4.1 History of Internet and Web 08
1.5 Web and its Evolution 09
1.5.1 WEB 1.0 10
1.5.2 WEB 2.0 10
1.5.3 WEB 3.0 11
1.5.4 WEB 4.0 12
1.6 Web 2.0 in Classroom 12
1.7 Characteristics of web 2.0 Tools 13
1.8 Overview of Major Web 2.0 Tools and Technologies 13
1.9 Web 2.0 teaching tools 14
1.10 A Sample Web 2.0 Integrated Constructivist Learning Plan 17
1.11 Conclusion 19
References 20

DIGITAL LEARNERS AND WEB2.0 TOOLS FOR DIGITAL AGE LEARNING
1.0 Objectives
After going through the module the learner will
 understand the need and importance of digital implications for education
 differentiate between digital natives and digital immigrants and their characteristics
 explore the means and media the way the digital immigrants teachers can connect
the digital native learners
 conceptualize the web and its different versions
 enhance their knowledge on Web 2.0 and its characteristics
 familiarize themselves on Web 2.0 tools
 develop Web 2.0 integrated lessons for their perspective classes
1.1 Introduction
Since 2000, technology has transformed the way we pay bills, find jobs, and plan vacations.
Computer technology has changed the way that students study, listen to music, socialize,
and communicate. These trends signify a shift in our culture and economy. The digital
economy is rapidly transforming nearly every aspect our lives by "flattening" our world.
The fundamentals of education - reading, writing, math, and science - continue to provide
the foundation for learning. However, these fundamentals must now be married to 21st
Century skills: computer and technology skills, critical thinking and problem-solving skills,
teamwork and collaboration, and citizenship and global literacy.
How do we prepare our students for life and work in the 21st Century? This question has
driven many conversations and initiatives that have altered the landscape of the traditional
classroom. The Classrooms for the Future professional development initiatives are providing
teachers the tools to navigate this transition and use technology to enhance learning across
the content areas.
Throughout the school nowadays students use technology tools to enhance their learning
experiences. These spread from kindergarten, elementary, and middle school and
students utilize a wide range of technologies to enhance learning and developing
curricula must be interdisciplinary, project-based, and research-driven. Instructional
practices must be differentiated to address the needs of all learners.
The use of Web 2.0 applications will help us to facilitate this transformation. The term "Web
2.0" refers to the latest developments in web-based communities: social networking sites,
video sharing sites, podcasting, blogs, and wikis. This shift also involves the use of

specialized software to enhance project-based learning and encourage higher order critical
thinking skills.
1.2 Learning in the 21st Century
Here we are to talk about technology and the role it plays in 21st century education.
Technology is by far the most popular topic concerning 21st century learning and education
and many of the videos on Youtube are about just that. Although some of these videos
cover other ideas, technology still seems to be the central focus. Any learning concerning
technology should be based around the theme and objectives of the class. The place
of technology in pedagogy is based on various factors and questions of effectiveness, time
saving, increased outcomes etc.
Technology advancements have touched every facet of life including education. This
latter has been radically transformed and teachers who do not use social media and
educational technology in their teaching no longer fit in the new system. That’s why every
educator and teacher should reconsider certain values and principles.
Another important point is the use of technology for collaboration among students and
teachers. Technology and social media in education allows people to share ideas. Digital
media can be kind of medium at the push of a button which can give students a voice when
they wouldn't otherwise have been heard. It also helps in designing creativity. We can
create so many different types of content written, audio , video, 2D and 3D, they can create
music, they can create videos they can create photos, they can create magazines, conduct
experiments and then after creating this content they can use the technology to present
their ideas whether it be online or in person.
So in other words technology can be present at every stage of education process from the
introduction and the research to the project making to the presentation. Students are able
to create very sophisticated work like car design architecture, computer databases,
software, games, 2-D and 3-D online animation and so on.
One last thing to consider is that technology is not just about interactive whiteboard or
computers other examples include digital cameras, digital microscopes, 3-D printers as well
as things like microphones and projectors as well. It's about finding ways to use technology
meaningfully, so the investment is made by schools is a worthwhile one, and it makes
education more relevant to life and by making the learning more dynamic.
1.3 Digital Native and Digital Immigrant
Marc Prensky, an internationally acclaimed speaker, writer, consultant, and designer in the
critical areas of education and learning wrote a two-part article series titled “Digital
Immigrants, Digital Natives” in 2001 on the topic of teaching students who are intimately
familiar with modern technology. Prensky defines digital natives as those born into an
innate “new culture” while the digital immigrants are old-world settlers, who have lived in

the analogue age and immigrated to the digital world. Immigrants being those people who
were not born in a time when technology was not readily available to use at all times and
have had to learn over time how to use it. As compared to now, when the use of technology
is readily available to the children born, the natives. The natives have been exposed to the
use of technology from early on in life and need this to thrive in our school setting. What is a
digital immigrant? According to Wikipedia – A digital immigrant is an individual who was
born before the existence of digital technology and adopted it to some extent later in
life. We all know that digital natives are the sectors who were born during or after the
digital explosion. Because they have been interacting with digital technology from the get-
go, they have an innate understanding of its concepts.
Prensky suggests that instructors, the “digital immigrants,” would be well served to alter
their instructional methods to better reach students, the “digital natives,” who are
accustomed to rapidly changing and involved technological tools. Prensky goes so far as to
suggest that digital natives are so enmeshed in technology, their brains may actually be
different from the brains of their instructors.
1.3.1 Digital Immigrant Teachers and Digital Native Students: Can Digital Immigrants
Teach Digital Natives?
In a Google search for digital native, the results yield 84,900,000 hits, while digital
immigrant brings up a mere 15,800,000 results. Is this a reflection that we don’t want to
discuss our shortcomings and need to get up to speed? Educators, you have no choice and
yes, digital immigrants can teach digital natives… in their language. We need an open mind
and we need to learn to leave our fears at the door. Learning preferences of the digital
natives include: teamwork, flexibility in the learning environment, student based projects
that incorporate challenging assignments, and most importantly respect for student voices.
Educators, we can do this. Content for sharing abounds on the Internet; we do not have to
reinvent the wheel. We need to open our classroom doors and collaborate with the experts
in our own buildings, we need to work on our PLN and learn from each other. And we need
to put the students first and allow them to be in the drivers’ seat.
Students themselves can teach teachers as well as their peers. Remember you are the
facilitator, this role is paramount when organizing learning. I have found in asking my
students to teach me, teach each other, or the whole class, empowers them and gives
meaning to the learning going on. The days of the teacher behind the lectern are over, put
the students in the limelight and you will be pleasantly surprised by how this switch in roles
can foster excitement, expand learning, and inspire further investigation into any given
content.
Marc Prensky coined the terms digital native and digital immigrant in his work “Digital
Natives, Digital Immigrants” back in 2001. Prensky defines digital natives as those born into
an innate “new culture” while the digital immigrants are old-world settlers, who have lived
in the analogue age and immigrated to the digital world.”

Seems odd but we rarely use the term digital immigrant since we are the majority. It also
seems odd that in 2013 we are still struggling to get our schools up to speed and understand
we are in a new era. Everything about education needs to change in order for our youth to
be ready for whatever tomorrow may bring.
You may not be born into the world with an innate ability to just click or touch or text. Hell,
we still had a milkman when I was a child and the two phones in our household were
connected to the wall. But I know I have an obligation to keep current and inspire lifelong
learning, we all do. We need to get that immigration status upgraded and understand that
success with our students needs to start with our understanding and acceptance that there
is a vast divide between digital natives and us, the immigrants. “Our students online life is a
whole lot bigger than just the Internet.” This online life has become an entire strategy for
how to live, survive and thrive in the 21st
century, where cyberspace is a part of everyday
life.” (Prensky) We may be using the same technology, but these two groups interact with
technology in vastly differently ways.
Here are some basic guidelines in how to approach teaching the digital native:
 explaining objectives clearly
 student-centered learning
 problem-based learning
 project-based learning
 inquiry-based learning
 active learning
 asking the open-ended questions
 constructivism or co-constructing
 learning by doing
 allowing students to find and
following their passion
 allowing time for questions and
sharing their thoughts and opinions
 creating presentations in text and
multimedia
 giving students guidance
 delivering material in context
 creating rigor
 practice through games
 teach that failure is a learning
process
1.4 Internet vs. Web
The World Wide Web (WWW) is one set of software services running on the Internet. The
Internet itself is a global, interconnected network of computing devices. This network
supports a wide variety of interactions and communications between its devices. The World
Wide Web is a subset of these interactions and supports websites and URLs.
The Internet is actually a huge network that is accessible to everyone & everywhere across
the world. The network is composed of sub-networks comprising of a number of computers
that are enabled to transmit data in packets. The internet is governed by a set of rules, laws
& regulations, collectively known as the Internet Protocol (IP). The sub-networks may range
from defense networks to academic networks to commercial networks to individual PCs.
Internet, essentially provides information & services in the form of E-Mail, chat & file
transfers. It also provides access to the World Wide Web & other interlinked web pages.

The Internet & the World Wide Web (the Web), though used interchangeably, are not
synonymous. Internet is the hardware part - it is a collection of computer networks
connected through either copper wires, fiber-optic cables or wireless connections whereas,
the World Wide Web can be termed as the software part – it is a collection of web pages
connected through hyperlinks and URLs. In short, the World Wide Web is one of the services
provided by the Internet. Other services over the Internet include e-mail, chat and file
transfer services. All of these services can be provided to consumers for use by businesses
or government or by individuals creating their own networks or platforms.
Another method to differentiate between both is using the Protocol Suite – a collection of
laws & regulations that govern the Internet. While internet is governed by the Internet
Protocol – specifically dealing with data as whole and their transmission in packets, the
World Wide Web is governed by the Hyper Text Transfer Protocol (HTTP) that deals with the
linking of files, documents and other resources of the World Wide Web.
1.4.1 History of Internet and Web
The Advanced Research Projects Agency (ARPA) created by the US in 1958 as a reply to the
USSR’s launching of the Sputnik, led to creation of a department called the Information
Processing Technology Office (IPTO) which started the Semi Automatic Ground Environment
(SAGE) that linked all the radar systems of US together. With tremendous research
happening across the world, the University of California in Los Angeles (UCLA) got the
ARPANET, a smaller version of the Internet in 1969. Since then Internet has taken huge
strides in terms of technology and connectivity to reach its current position. In 1978, the
International Packet Switched Service (IPSS) was created in Europe by the British Post Office
in collaboration with Tymnet & Western Union International and this network slowly spread
its wings to the US and Australia. In 1983, the first Wide Area Network (WAN) was created
by the National Science Foundation (NSF) of the US called the NSFnet. All these sub-
networks merged together post 1985 with new definitions of the Transfer Control Protocols
of the Internet Protocol (TCP/IP) for optimization of resources.
The Web was invented by Sir Tim Berners Lee. In March 1989, Tim Berners-Lee wrote a
proposal that described the Web as an elaborate information management system. With
help from Robert Cailliau, he published a more formal proposal for the World Wide Web on
November 12, 1990. By Christmas 1990, Berners-Lee had built all the tools necessary for a
working Web: the first web browser (which was a web editor as well), the first web server,
and the first Web pages which described the project itself. On August 6, 1991, he posted a
[short summary of the World Wide Web project on the alt.hypertext newsgroup. This date
also marked the debut of the Web as a publicly available service on the Internet.
Berners-Lee's breakthrough was to marry hypertext to the Internet. In his bookWeaving The
Web, he explains that he had repeatedly suggested that a marriage between the two
technologies was possible to members of both technical communities, but when no one
took up his invitation, he finally tackled the project himself. In the process, he developed a

system of globally unique identifiers for resources on the Web and elsewhere: the Uniform
Resource Identifier.
The World Wide Web had a number of differences from other hypertext systems that were
then available. The Web required only unidirectional links rather than bidirectional ones.
This made it possible for someone to link to another resource without action by the owner
of that resource. It also significantly reduced the difficulty of implementing web servers and
browsers (in comparison to earlier systems), but in turn presented the chronic problem of
[link rot]. Unlike predecessors such asHyperCard, the World Wide Web was non-proprietary,
making it possible to develop servers and clients independently and to add extensions
without licensing restrictions. It can be compared as follows
Comparison chart Internet World Wide Web
Estimated year of Origin 1969, though opening of the
network to commercial interests
began only in 1988
1993
Name of the first version ARPANET NSFnet
Comprises Network of Computers, copper
wires, fibre-optic cables &
wireless networks
Files, folders & documents stored
in various computers
Governed by Internet Protocol Hyper Text Transfer Protocol
Dependency This is the base, independent of
the World Wide Web
It depends on Internet to work
Nature Hardware Software
1.5 Web and its Evolution
Web is the largest transformable-information construct that its idea was introduced by Tim
Burners-Lee in 1989 at first. Much progress has been made about the web and related
technologies in the past two decades. Web 1.0 as a web of cognition, web 2.0 as a web of
communication, web 3.0 as a web of co-operation and web 4.0 as a web of integration are
introduced such as four generation of the web since the advent of the web.
Web 1.0 is the first generation of the web which according to Berners-Lee, could be
considered the read-only web and also as a system of cognition. Web 1.0 began as an
information place for businesses to broadcast their information to people. The early web
provided a limited user interactions or content contributions and only allowed to search the
information and read it. Web 2.0 was defined by Dale Dougherty in 2004 as a read-write
web. The technologies of web 2.0 allow assembling and managing large global crowds with
common interests in social interactions. The differences between web 1.0 and web 2.0 are
numerous that are described in the reminder of the paper.
Web 3.0 or semantic web desires to decrease human’s tasks and decisions and leave them
to machines by providing machine-readable contents on the web. In General, web 3.0 is
included two main platforms, semantic technologies and social computing environment. The
semantic technologies represent open standards that can be applied on the top of the web.

The social computing environment allows human-machine co-operations and organizing a
large number of the social web communities.
Web 4.0 will be as a read-write-execution-concurrency web with intelligent interactions, but
there is still no exact definition of it. Web 4.0 is also known as symbiotic web in which
human mind and machines can interact in symbiosis.
1.5.1 WEB 1.0
In 1989, Tim Burners-Lee suggested creating a global hypertext space in which any network
accessible information would be referred to by a single Universal Document Identifier (UDI).
The dream behind of the web was to create a common information space in which people
communicate by sharing information. Web 1.0 was mainly a read-only web. Web 1.0 was
static and somewhat mono-directional. Businesses could provide catalogs or brochures to
present their productions using the web and people could read them and contacted with
the businesses. Actually, the catalogs and the brochures were similarly advertisements in
newspapers and magazines and most owners of ecommerce websites employed shopping
cart applications in different shapes and forms. The websites included static HTML pages
that updated infrequently. The main goal of the websites was to publish the information for
anyone at any time and establish an online presence. The websites were not interactive and
indeed were as brochure-ware. Users and visitors of the websites could only visit the sites
without any impacts or contributions and linking structure was too weak. Core protocols of
web 1.0 were HTTP, HTML and URI.
1.5.2 WEB 2.0
The term web 2.0 was officially defined in 2004 by Dale Dougherty, vice-president of O’Reilly
Media, in a conference brainstorming session between O'Reilly and MediaLive International.
Tim O’Reilly defines web 2.0 on his website1 as follows: “Web 2.0 is the business revolution
in the computer industry caused by the move to the internet as platform, and an attempt to
understand the rules for success on that new platform. Chief among those rules is this: Build
applications that harness network effects to get better the more people use them.”
Web 2.0 is also known the wisdom web, people-centric web, participative web, and read-
write web. With reading as well as writing, the web could become bi-directional. Web 2.0 is
a web as a platform where users can leave many of the controls they have be used to in web
1.0. In other words, the users of web 2.0 have more interaction with less control. Web 2.0 is
not only a new version of web 1.0; Flexible web design, creative reuse, updates,
collaborative content creation and modification were facilitated through web 2.0. One of
outstanding features of web 2.0 is to support collaboration and to help gather collective
intelligence rather web 1.0. Table 1 compare web 1.0 and web 2.0 in some features
simplicity.

Table 1 . A Comparison of web 1.0 and web 2.0
The main technologies and services of web 2.0 are included blogs, really simple syndication
(RSS), wikis, mashups, tags, folksonomy, and tag clouds.
1.5.3 WEB 3.0
John Markoff of the New York Times suggested web 3.0 as third generation of the web in
2006.The basic idea of web 3.0 is to define structure data and link them in order to more
effective discovery, automation, integration, and reuse across various applications. Web 3.0
tries to link, integrate, and analyze data from various data sets to obtain new information
stream; It is able to improve data management, support accessibility of mobile internet,
simulate creativity and innovation, encourage factor of globalization phenomena, enhance
customers’ satisfaction and help to organize collaboration in social web.
Web 3.0 is also known as semantic web. Semantic web was thought up by Tim Berners-Lee,
inventor of the World Wide Web. There is a dedicated team at the World Wide Web
consortium (W3C) working to improve, extend and standardize the system, languages,
publications and tools have already been developed. Semantic web is a web that can
demonstrate things in the approach which computer can understand. The main important
purpose of semantic web is to make the web readable by machines and not only by humans.
The current web is a web of documents, in some ways like a global file system that the most
important problems about it are included: The web of documents was designed for human
consumption in which primary objects are documents and links are between documents (or
parts of them). Semantics of content and links are implicit and the degree of structure
between objects is fairly low. Semantic web is being to be developed to overcome the
problems of current web. Semantic Web can be defined a web of data, in some ways like a
global database that most its features are included: The aim of design web of data is
machines first, humans later. The main difference between web 2.0 and web 3.0 is that web

2.0 targets on content creativity of users and producers while web 3.0 targets on linked data
sets. Table 2 compares some differences between web 2.0 and web 3.0.
1.5.4 WEB 4.0
Web 4.0 is still an underground idea in progress and there is no exact definition of how it
would be. Web 4.0 is also known as symbiotic web. The dream behind of the symbiotic web
is interaction between humans and machines in symbiosis. It will be possible to build more
powerful interfaces such as mind controlled interfaces using web 4.0. In simple words,
machines would be clever on reading the contents of the web, and react in the form of
executing and deciding what to execute first to load the websites fast with superior quality
and performance and build more commanding interfaces.
Web 4.0 will be the read-write-execution-concurrency web. It achieves a critical mass of
participation in online networks that deliver global transparency, governance, distribution,
participation, collaboration into key communities such as industry, political, social and other
communities. Web 4.0 or webOS will be such as a middleware in which will start functioning
like an operating system. The webOS will be parallel to the human brain and implies a
massive web of highly intelligent interactions. Although there is no exact idea about web 4.0
and its technologies, but it is obvious that the web is moving toward using artificial
intelligence to become as an intelligent web.
1.6 Web 2.0 in Classroom
The term "Web 2.0" is commonly associated with web applications that facilitate interactive
information sharing, interoperability, user-centered design, and collaboration on the World
Wide Web. A Web 2.0 site allows its users to interact with other users or to change website
content, in contrast to non-interactive websites where users are limited to the passive
viewing of information that is provided to them. Web 2.0 technologies created around the
idea that the people who access and consume the web content shouldn't passively absorb
what's available; rather, they should be active contributors. These are Web-based utilities
and technology tools that focus on social, collaborative, user-driven content and
applications which facilitate a more socially connected Web. “The Web is where
constructivist learning can take place The web provides access to rich sources of

information; encourages meaningful interactions with content; and brings people together
to challenge, support, or respond to each other” (Khine, 2003, pp 22-23). The new and
promising web 2.0 technologies, the second generation of internet, contribute not only to
the development of the individual expression but also to the creation of Communities of
Practice. This emerging technology which is characterized by greater functionality,
interoperability and connectivity helps in knowledge creation through open communication
and collaboration. Following are various characteristics of web 2.0 tools:
1.7 Characteristics of web 2.0 Tools
Collaboration: web 2.0 is driven by participation and collaboration. Social tools like blog,
wiki encourage people to create, collaborate, edit, categorize, exchange, and promote
information.
Standards: there are certain standards by which various web 2.0 tools are developed so
that there is a fixed data structures and communication protocols which enables
interoperability between applications. This allows integration across the many elements
of the emergent web.
Decentralization: Web 2.0 is decentralized in its architecture, participation, and usage.
Power and flexibility emerges from distributing applications and content over many
computers and systems, rather than maintaining them on centralized systems.
Openness: The world of Web 2.0 has only become possible through a spirit of openness
whereby developers and companies provide open, transparent access to their
applications and content.
Modularity: Web 2.0 emerges from many, many components or modules that are
designed to link and integrate with others, together building a whole that is greater than
the sum of its parts. These technologies are explained under the section web 2.0
technologies
User Control: A primary direction of Web 2.0 is for users to control the content they
create, the data captured about their web activities, and their identity. This powerful
trend is driven by the clear desires of participants.
Identity: Identity is a critical element of both Web 2.0 and the future direction of the
internet. We can increasingly choose to represent our identities however we please,
across interactions, virtual worlds, and social networks. We can also own and verify our
real identities in transactions if we choose.
Evolving content: Network effects are encouraged; the more people who contribute, the
better the content gets and distribution of this content is bottom-up, not top-down.
1.8 Overview of Major Web 2.0 Tools and Technologies
There are a number of Web-based services and applications that demonstrate the
foundations of the Web 2.0 concept, and they are already being used to a certain extent in
education. These are not really technologies as such, but services (or user processes) built
using the building blocks of the technologies and open standards that underpin the Internet
and the Web. These include blogs, wikis, multimedia sharing services, content syndication,
podcasting and content tagging services. A detailed list of web 2.0 technologies along with
its description and examples are given in the Table 3.

Some technologies are key for the development of Web 2.0 sites, such as Ajax, mash-ups
etc. These are explained below:
 Aggregation: Bringing multiple content sources together into one interface or
application.
 AJAX: (Asynchronous JavaScript and XML) A combination of technologies that enables
highly interactive web applications. It enables Web 2.0 sites to behave dynamically,
 API: (Application Programming Interface) is an interface implemented by a software
program to enable interaction with other software
 Embedding: Integrating content or an application into a web page, while the original
format is maintained.
 Folksonomy: Rich categorization of information that is collectively created by users,
through tagging and other actions.
 Mashups: is a web page or application that combines data or functionality from two or
more external sources to create a new service.
 Remixing: Extracting and combining samples of content to create a new output. The
term was originally used in music but is now also applied to video and other content.
 RSS: (Really Simple Syndication) A group of formats to publish (syndicate) content on
the internet so that users or applications automatically receive any updates.
 Atom: A format for the syndication of online content, atom functions as a newer
alternative to RSS
 Ruby on Rails: An open source web application framework that is frequently used in
Web 2.0 website development.
 Tags: User-generated keywords used to describe online content. Tags make it easier for
both humans and search engines to find relevant and related information.
 Tag cloud: A visual depiction of tags that have been used to describe a piece of content,
with higher frequency tags emphasized to assist content comprehension and
navigation.
 Tagging: Attaching descriptions to information or content.
 Virtual architecture: The creation of avatars (alternative representations of people),
buildings, objects, and other artefacts inside virtual spaces.
 Widget: Small, portable web application that can be embedded into any web page.
 XML: (eXtensible Markup Language) an open standard for describing data, which
enables easy exchange of information between applications and organizations.
1.9 Web 2.0 teaching tools
There are hundreds of tools available on Web especially Web 2.0 has given numerous tools
in the hands of the teachers to use in their classrooms. These tools have immense
possibilities to be used in various sections of teaching and learning as well as management
and administration issues of the schools too. Some of these tools have been briefly
explained with examples and website references below in Table 3.

Table 3* : List of Web 2.0 Tools with Explanation and examples
Sl.
No.
Name of the Tool Purpose of the Tool/ Major Features of the Tool Examples with url
1. Wiki Wiki is a piece of server software that allows users to freely create and edit Web
page content using any Web browser and are often used to create collaborative
websites
Wikispace www.wikispaces.com
Twiki http://twiki.org/
Wetpaint http://www.wetpaint.com/
2. Blog A blog is a type of website, usually maintained by an individual with regular entries
of commentary
Edublog http://edublogs.org/, Twitter http://twitter.com/
Wordpress http://wordpress.org/
Livejournal http://www.livejournal.com/
3. Podcast / vodcast A podcast is a series of digital media files, usually either digital audio or video,
distributed over the internet for playback on a mobile device or a personal computer
Gcast http://www.gcast.com
Podbean http://podbean.com/
Gabcast http://gabcast.com/index.php
4. Document and
multimedia
sharing
Online facility to create, edit and share documents, graphics, presentation and
multimedia for collaboration
Teachertube, www.teachertube.com
Schooltube http://www.schooltube.com/
Scribd http://www.scribd.com , Youtube, slideshare, flickr
5. Web conferencing Web conferencing is used to conduct live meetings, training, or presentations in
which each participants connected to other participants via the internet.
Yugma http://www.yugma.com
Palbee http://www.palbee.com/index.aspx
ivist http://www.ivisit.com/,
webex http://www.webex.co.in/
6. e-mail/ news
groups
Make it easy for groups to hold conversations and share files using email and the
web for public discussions, and secure private groups for team collaboration.
Tgethr http://tgethr.com/ e-mail collaboration
http://onlinegroups.net/ , e-pals http://www.epals.com/
yahoo groups http://groups.yahoo.com/
7. Social network A social network focuses on building online communities of people who are able to
share interests , build on-line profiles, share information, pictures, blog entries,
music clips, etc.
Orkud, www.orkud.com
ning http://www.ning.com/
Classroom 2.0 http://www.classroom20.com/
Google wave www.google.com/wave
8. Social
bookmarking
Social book marking is the practice of saving bookmarks to a web site and “tagging”
them with keywords and is a popular way to store, classify, share and search links.
Stumbleupon www. StumbleUpon.com
Delicious www.del.icio.us
Buzka http://www.buzka.com/
9. Web syndication Gather information from diverse sources across the Web and publish in one place.
Includes news and RSS feed aggregators and tools that
create a single webpage with all your feeds and email in one place
iGoogle http://www.google.com/ig
bloglines http://www.bloglines.com/
google reader www.google.com/reader
10. Virtual Learning
Environment
A virtual learning environment (VLE) is a software system designed to support
teaching and learning in an educational setting, A VLE will normally work over the
Internet and provide a collection of tools such as those for assessment,
communication, uploading of content, return of students' work, peer assessment,
Moodle www.moodle.org
Atutor http://www.atutor.ca/
Sakai http://sakaiproject.org/

* M.U.Paily- CREATING CONSTRUCTIVIST LEARNING ENVIRONMENT: ROLE OFWEB 2.0 TECHNOLOGY-2010
administration of student groups, collecting and organizing student grades,
questionnaires, tracking tools, wikis, blogs, RSS and 3D virtual learning spaces.
11. Office online An online office suite is a type of office suite (word processing, spreadsheet,
presentation, database etc.) offered by websites which can be accessed online from
any Internet-enabled device running any operating system. This allows people to
work together worldwide and at any time, thereby leading to international web-
based collaboration and virtual teamwork.
Google Docs www.docs.google.com
Ajax 13 http://us.ajax13.com/en/
Thinkfree http://thinkfree.com
Peepel http://peepel.com/
Zoho http://www.zoho.com/
12. E-portfolio An electronic portfolio system helps the learner in collection of electronic evidence
to reflect and share their achievements and development online. E-portfolios are
both demonstrations of the user's abilities and platforms for self-expression.
Mahara, www.mahara.org
OSportfolio http://www.theospi.org/
Eportfolio http://www.eportfolio.org/
13. Forum An Internet forum is a discussion area on a website. A place where people have the
ability to start communication (in the form of threads) and reply to other people's
threads.
Nicenet http://www.nicenet.org/
14. Social search Social search or a social search engine is a type of web search method that
determines the relevance of search results by considering the interactions or
contributions of users.
Google social search www.google.com
Technorati http://technorati.com/
15. Instant Messaging Instant messaging (IM) is a form of real-time direct synchronised communication
between two or more people using shared clients over internet
Google talk www.google.com/talk/
Skype www.skype.com
Meebo http://www.meebo.com
16. Word clouds/tag
clouds
A visual depiction of tags that have been used to describe a piece of content, with
higher frequency tags emphasized to assist content comprehension and navigation.
Wordle http://www.wordle.net/
Tagcrowd http://tagcrowd.com/
Tocloud http://www.tocloud.com/
17. Collaborative
graphic aids
Online brainstorming, mind/concept mapping, graphic organizers, timelines software
which allows people to create various graphic organizer collaboratively
Mindmap bubbls.us http://www.bubbl.us/index
Mindmeister http://www.mindmeister.com/
Timeline http://www.xtimeline.com
Gliffy http://www.gliffy.com , Classtoolshttp://classtools.net/
Skrbl http://www.skrbl.com/ , Mind42 http://mind42.com/
Text2mindmap http://www.text2mindmap.com/
18. Web-based shared
calendar
Online calendar keeps you organized and is accessible from anywhere. The school
calendar can be collaboratively developed and any one with permission can edit it.
Google Calendar http://calendar.google.com
Hipcal http://www.hipcal.com/
19. Collaborative story
boards
for creating and collaborating online digital stories and documentaries Ed.voicethread http://ed.voicethread.com/#home
Storybird http://storybird.com/
20. Study Tools Helps in learning across different curricular and co-curricular areas www.geogebra.org, www.hotpot.uvic.ca
Google Map

1.10 A Sample Web 2.0 Integrated Constructivist Learning Plan
Based on the discussions above, a sample constructivist learning plan is designed using the
5E model and is given below. The unit is based on the content of NCERT science text book
for class IX. The topic is poultry farming under the larger unit of animal husbandry and is
suitable for any secondary school class level. There are many technology integrated
activities suggested under each phase of the model and the facilitator can choose and direct
the learning based on the available time and resources.
The main purpose of learning this topic is to make the learner aware of the poultry farming
practices and its importance. The learner is also encouraged to explore the poultry farming
practices in different regions of the world and the current status of poultry farming in the
country. This unit is also expected to give them many answers to the problem of bird flu
which is very common in today’s context. The learning environment created through various
phases of this model encourages the learner to use varieties of web 2.0 tools. The learning
environment provides the information that learners need to understand poultry farming
and related concepts through text documents, graphics, sound, video and animation
resources which can be accessed through the World Wide Web. The learners are also
provided with various collaborative tools such as e-mail, chat, forum, wiki, blog etc. to form
learning communities to negotiate and co-construct meaning about the concepts through
these tools.
Web 2.0 Mediated Constructivist Learning Design
Area: Animal Husbandry- Poultry Farming
5E Approach
Class IX
Engage
Engaging Activities for the Topic
 View the online streaming video on poultry farming from
http://www.youtube.com/watch?v=aJ7rrHYmFiQ
 Collaborative digital concept map on egg/poultry farming–mind map- use freemind
(offline), bubbl(online) http://www.bubbl.us/index
 Questions that you want to ask about egg and poultry farm- online forum (questions like
the following will emerge) http://www.allexperts.com/
 Take a online webquest on Bird flu from http://www.mofb.org/webquest/wq15a.htm
Explore
Exploration Activities for the topic
 Take the following virtual fieldtrip
1. Online visit to an organic egg farm / virtual trip
http://www.exploratorium.com/cooking/eggs/farm/index.html
2. Poultry virtual farm http://sites.ext.vt.edu/virtualfarm/poultry/poultry.html

 Visit a Poultry Farm. Visit a nearby poultry farm. Take along all types of digital recording
equipment. Audiotape farm sounds. Videotape farm activities. Photograph farm people,
equipment, crops and animals. Show the world a unique farm in your area by adding your
own farm website to the Internet.
 Different poultry birds and stages/process of poultry farming –creating digital album –
flicker/picasa
 Understanding poultry farming and poultry birds in different country through:
1. Online collaboration through e-pal
2. viewing and discussion of various streaming videos from youtube
http://www.youtube.com/watch?v=-kOk8lcn_TQ
3. through Google image search
 Ask an expert. Have your class e-mail (or live chat if available) an expert about question
they have about the poultry farm http://www.allexperts.com/ , specifically
http://www.allexperts.com/el/Poultry-Farming/ , http://en.allexperts.com/q/Poultry-
Farming-3481/index_11.htm
 ask question on the following forum sites
1. http://apps.exploratorium.edu/cgi-bin/yabb2-cooking/YaBB.pl
2. http://www.the-coop.org/cgi-bin/UBB/ultimatebb.cgi
 View the webcast on egg http://www.exploratorium.edu/cooking/webcasts/index.html
Explain
Explain Activities for the Topic
 Students collaborate and develop a wiki on poultry farming using wiki space
 E-News letter on poultry farming – publisher or equivalent open source software
 Plan and design a digital poultry farm of your own in groups and share the design
 Discuss the difference in poultry farming in different countries using discussion
board/forum/groups
 After the visit to the local poultry farm Show the world a unique farm in your area by
adding your own farm website to the Internet.
 Compare traditional poultry farming with modern poultry farming using discussion
board/forum/groups
 Collaborative digital concept map on poultry farming–mind map- use freemind (offline),
bubbl(online) http://www.bubbl.us/index
Elaborate
Elaborate Activities for the Topic
 Making art work using egg egg shell
 They analyse and develop a social bookmarking of websites related poultry
farming/animal husbandry

 Take a webquest on the following
1. Bird flu http://www.mofb.org/webquest/wq15a.htm
2. From egg to chick http://www.mofb.org/webquest/wq23a.htm
3. adventures on aviculture
http://www.besd61.k12.il.us/webquests/8th%20Grade/sharp/birds2/studentspage.htm
 Write a review of a poultry farming website in your blog
 Develop a collaborative podcasts on importance of poultry farms and host it in Gcast
 Conduct a survey of poultry industry in india- internet search and online survey
 Explore the poultry(duck) farming in kerala through internet and e-mail
 searching the net and making a database of poultry related websites
1. The Coop is dedicated to all the folks around the world that raise, breed or show poultry,
waterfowl, gamebirds and related species. http://www.the-coop.org/index.html
Evaluate
Evaluation Activities for the Topic
 Create a digital portfolio on poultry farming – develop the portfolio using mahara
o Portfolio artefacts
 News letter
 Project report
 Blog posts
 Online reflective journal
 Peer Assessment
 Create digital rubrics along with students for assessing the portfolio and other activities
 Develop digital checklist for all other activities and products they are involved in
 Conduct a traditional multiple choice online test
1.11 Conclusion
ICT integration is a comprehensive process of applying the emerging technologies to the
educational processes to improve all aspects of education. Its success in teaching learning
depends not only on the availability of technology, but also heavily on the pedagogical
design. The sample ICT integrated constructivist learning plan based on the 5E approach
introduced here has explored the tremendous possibilities of information technology and
web 2.0 technology in particular to create learning environment based on constructivist
pedagogy. This plan is expected to provide insight to those techno savvy teachers and
learners the possibilities of technology integration in their day to day teaching learning
practices.

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