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Web2.0 in 7th Grade Life Science

Sunday, June 7th, 2009

I am currently in the process of co-developing an online 7th grade Life Science curriculum as part of an initiative stemming from an E-Fund grant acquired by our regional VLINC online education initiative. While I have coordinated the cyber education services within our district and facilitated multiple courses for several years, I have not yet had the opportunity to develop a course. I am excited to actually apply developing technologies to the core structure of a curriculum that I enjoy. Many of the cool Web 2.0 tools that this blog has explored in the past could be utilized as starting points for engaging assessments and activities.

Simply stated, Web2.0 is the moniker for interactive internet content. Web 2.0 moves beyond static information and creates an online platform that begs the viewer to become an active participant in the experience, rather than simply a consumer of information. I hope to encourage the student participating in my curriculum to become actively engaged in constructing their knowledge rather than passive regurgitators of knowledge.

What is Web 2.0

Here are some of the core Web 2.0 tools that I intend to integrate in my class:

Google Docs - Why rely on students having access to Microsoft Office, when we have a completely usable and FREE productivity suite easily available online? Not only can Google Docs be utilized to produce documents, spreadsheets and presentations, but it provides a fantastic collaboration platform for small groups.
Mindomo or Mindmeister - Concept mapping helps students better understand the relationships between components of complex themes. With the overarching paradigm of the interrelationships within and between living systems, these tools allow us to organize graphically and creatively.
Wordpress - A blog tool is the perfect mechanism to facilitate reflective writing. I would use Wordpress as a platform for classroom journaling as well as cooperative writing.
Wikispaces - For group projects, a wiki provides the ideal platform for development.
Google Maps - The abundance of tools directly integrated within Google Maps and the mashup variants of Google Maps, make it a great tool for a variety of projects. Students can define regions or locations using MyMaps as well as include annotations and embed media within those annotations. There is also a lot of very creative Google Map projects that can be directly utilized in the course.
Google Earth - Google Earth takes us a step further than Maps. Earth provides an even richer visual context for students. Many of the mashups allow us to use real-time data and embedded measurement tools allow the students to create their own data sets. Students can directly witness geological features or view physical delineations of habitat that define define ecological boundaries.
Voicethread - Voicethread provides a fantastic platform for presentations because it extends the graphical presentation into a discussion using either voice or text. An easy way to encourage reflection and collaboration. Much more meaningful than a static powerpoint.
Flickr - Not simply a photosharing site, Flickr has some great tools integrated now that allow creative tagging of photos. This would be a great way for students to annotate diagrams and also embed those creations within bigger projects.