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Consider your career or learning goals,

Self-assess your learning strengths and weaknesses,

Identify deficiencies in your learning that you would like to address, including specific knowledge and skills you would like to acquire,

Create a personal education program to achieve your goals, noting specific actions you will take. These could include organizations you want to join, books you want to read, workshops or conferences you want to attend, and people who could help you achieve your learning goals,

Reflect on the experiences you want to pursue as part of your learning plan, including internships, volunteering, leadership and mentoring,

Find a friend to help you on this journey - someone who you can bounce ideas off of and who can give you encouragement and support for your journey,

GET STARTED! Even a little progress is better than doing nothing!

Celebrate your accomplishments and document them in an online journal, blog or portfolio!

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Learning Objectives

Identify things you want to learn and resources and personnels you can follow and learn

Describe What a Personal Learning Plan is?

Create Create a personal learning plan

Assess your peers to better understand the use of a Web 2.0 tools for an issue in classroom or training

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Share an excerpt of your final project as the Original Post. Your Original Post should ONLY include:

A description of your learners and educational context,

A description of the instructional issue/problem,

The Web 2.0 tool you chose to help solve the issue/problem, and

The features of this tool that can help solve the issue/problem.

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Here are some ideas about how technology and 21st Century Skills can be integrated in solving instructional problems in educational contexts. The links below are to 21st Century Skills Maps for different content areas. These 21st Century Skills Maps illustrate the connection between 21st Century Skills, teaching, and career pathways, and provide educators with examples for classroom use which are based from the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. These maps were created by The Partnership for 21st Century Skills (P21.org) in collaboration with different sectors and organizations.

Science - Designed in cooperation with the National Science Teachers Association (NSTA).
Social Studies - Created in cooperation with the National Council for the Social Studies (NCSS).
English - Designed in cooperation with the National Teachers of English (NCTE).
Mathematics - Designed in cooperation with the Mathematical Association of America (MAA) and the National Council of Teachers of Mathematics (NCTM), along with dozens of math educators across the country. The Math Map provides Common Core and 21st Century Skills connections.
Arts - Designed in cooperation with the nation's arts educators
Geography - Designed in cooperation with the National Council for Geographic Education (NCGE).
Project Management - Created by the Project Management Institute Educational Foundation (PMIEF) and P21, this map illustrates the connection between 21st century skills, project management skills and career pathways, and provides educators with project-based learning examples for classroom use.
World Languages - Designed in cooperation with the American Council on the Teaching of Foreign Languages (ACTFL)

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This video introduces to the world of research that is applicable in classroom/course. You will learn about how to use action research to better understand the application of Web 2.0 tools in our classroom.

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There is an animated video about the concept of "21st century skills". Learn how technology, skills and learning need to be handled together to create an experience for students to be successful today and lifelong learners for tomorrow.

http://tpack.org/

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Learning Objectives

Identify an instructional problem in your classroom.

Describe all aspects of the problem: your learners, the classroom/school, and the goals of your instruction

Select an appropriate Web 2.0 tool that matches the problem.

Build an approach to address the problem.

Employ the plan in your classroom.

Describe what happens after implementation.

Examine on the effects of this approach on the problem with your reflections.

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storybird - nástroj na vytváranie príbehov písaním, doplňované obrázkami. príbeh je možné po napísaní publikovať.
weebly - nástroj na vytváranie webstránok bez akéhokoľvek kódovania
playir - nástroj na tvorbu vlastných hier a aplikácií, no zdá sa mi to zložité.
scholastic / graphix / createcomick - nástroj na vytvorenie komiksu

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WeVideo - An online video editor and creator.
https://www.wevideo.com/

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Thinglink - A tool to make images and videos interactive.
https://www.thinglink.com/

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Evernote - A creative tool for note-taking and organizing notes
https://evernote.com/

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Reviewing Algebra - tool Magisto video editor

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Learning U.S. Constitution - tool Simplebooklet - vytvorenie multimediálneho časopisu

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Surviving the Notes - tool Realtime board - na triedenie a kategorizovanie nálepiek pri tvorbe projektu. môže ísť o poznámky, ale aj fotky a videá.

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three ways:
1/ using word - wisuwords, wordle, tagxedo
2/ using visual - bookr, skatchpad, graffiti creator
3/ using word+sound+visual - storyboard, alice, storyjumper

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Learning Objectives

Identify features of popular Web 2.0 creativity tools.

Describe strengths and weaknesses of selected Web 2.0 creativity tools.

Choose appropriate Web 2.0 creativity tools to challenges in the classroom.

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Activity 1: Discussion

After watching these tool review videos, do you have any thoughts to share with us? It's time to write your own review on collaboration tools. Please follow the detailed instructions in Discussion and post your review in Week 2 Discussion Forum.
Doodle - slúži na vytvorenie časového rozvrhu, kde každí pozvaní označí čas, ktorý je pre neho vhodný a takto sa spoločne nájde čas na komunikáciu všetkých pozvaných.
Trello - slúži na organizáciu plánovanie si vecí počas projektu, kde na karty môžem pridávať poznámky, pozvať členov na spoluprácu, po vykonaní poznámku ju presunúť inde.
Zoho docs - priestor na vytvorenie si spoločných dokumentov, ktoré sa dajú zdielať, alebo na vytváranie zdieľaných dokumentov a prezentácií, na ktorých je možné pracovať naraz v danom čase na rôznych miestach.
WikiSpaces - je vytvorenie akejsi triedy, kde môžem pre ňu zbierať materiály a žiaci môže komentovať a pýtať sa.
Wunderlist - je jednoduchý nástroj na organizovanie si úloh, ktoré môžu byť zdieľané. Možno využiť pri práci na projekte.
Papaly - nástroj na organizovanie si záložiek, ktoré obsahujú stránky dôležité pre mňa a ktoré je možné zdieľať.
Mindmeister - nástroj na vytvorenie myšlienkovej mapy, vhodné pri brainstormingu a výsledok je možné zdieľať s ľubovoľným počtom ľudí.
Taskworld - nástroj na manažovanie si úloh, kde úloha môže byť zadaná viacerým a môžem sledovať ako na nej kto pracuje.
PrimaryPad - online priestor, niečo ako chat, ale je to možné uložiť, každý pripojený má svoju farbu, môžem mazať aj prepisovať.

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MeetingWords - I can follow contributions of each students which work on the project in group.
http://meetingwords.com/

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Creately - http://creately.com/

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Stormboard -

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2. Teacher's Guide to International Collaboration on the Internet (Chapter 1, 2, and 10) by the U.S. Department of Education.

- Chapter 1: Introduction

- Chapter 2: Resources for Cross-cultural Interaction and Project Work

- Chapter 10: Planning and Starting a New Project

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Teacher’s Guide to Online Collaboration and Global Projects

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Quality Collaboration and Accurate Assessment - especially peer-assessment - tools: CoSketch and StormBoard
tool for constructive feedback - PBWorks http://www.pbworks.com/education.html

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Collaboration in Music Composition
web site: http://newtech.coe.uh.edu, they told abot two tools - meeting words and google doc.

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The Family Tree Project - they discussed about tool wikisend (free, easy to use, no need to sign-up, 100 MB, accept variety of multimedia, uses link to access contents

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video show using tools in PBL

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Web 2.0 tools are divided to 8 categories - presentation, social networking, critical thinking and solving problem, creativity, collaboration, communication, productivity, reflexion and feedback.
Collaboration have three continuum:
1.Project management - Asign-a-day, Doodle, Todoist
2. Co-creation - Concept board, Google drive, Mindomo
3. Resource management - Symbaloo, Dropbox, Wiki dot

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Learning Objectives

Identify features of popular Web 2.0 collaboration tools.

Describe  strengths and weaknesses of selected Web 2.0 collaboration tools.

Choose appropriate Web 2.0 collaboration tools to challenges in the classroom.

Consider this question: What is a collaboration issue in your teaching environment that could be resolved by using new technologies?

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This my answers:
https://www.thinglink.com/scene/841425323428937728

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Tool Review: Penzu - tool for create journal, take notes or present ideas. It's free with some limitation.

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Tool Review: Google Hangouts - video describes how make a communication using hangout on gmail acount. I can create message or videocall.

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Tool Review: Remind101 - it's a tool for communication between teacher and students, communication between teacher and parents, I have to create my account, then my class and Remind 101 will generate code for my class and their parents.

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Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning

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Publications

This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States. With funding from Intel®, the Education Development Center's Center for Children and Technology (EDC/CCT) interviewed or visited over 30 educators in 22 different schools throughout the country as they employed these tools in their classrooms in innovative ways. We also spoke with and observed a number of students in these schools.

Currently, there is much discussion and excitement about Web 2.0 in education, but we still know very little about how these tools actually work in the classroom. Therefore, the goal of this research was simply to interview and observe educators and students who are experimenting with these tools in the classroom to see what uses are emerging and to explore the learning affordances of blogs, wikis, and other Web 2.0 tools.

Over the two years of our research, the sample of teachers was drawn from the Intel® Teach Essentials course and the network of master teachers and training agencies that has grown up around that program. Through this network of educators, we sent out a request for volunteers to teachers that are experimenting with Web 2.0 technologies in their classrooms. During the first year we recruited 12 individual teachers, but for the second year we targeted districts with larger groups of teachers experimenting with Web 2.0 and were able to reach 27 educators across three districts.

Our report is divided into two sections: (1) a summary of some of the most frequent Web 2.0 applications we encountered, and (2) a discussion of different themes and issues concerning the use of Web 2.0 tools in classrooms that emerged from all the interviews and visits.

The first section of this report presents a catalog of the range of tools that we observed teachers using or that teachers reported using. We discuss the most salient examples in more depth, but we also present tables listing all the tools and defining how teachers reported using them. Web 2.0, a term we use almost every day, is actually an ambiguous concept referring to a large and shifting set of technological tools. We sought to solve the definition problem by limiting ourselves to the tools we encountered in our visits and grouping the tools into loose categories according to the teachers' pedagogical goals for them. Our list is not meant to be exhaustive. We divided the resources into the following four categories:

1. Tools that create or support a virtual learning environment.

2. Tools that support communication and cultivate relationships.

3. Resources to support teaching and learning.

4. Tools enabling students to create artifacts representing what they are learning.

The second part of this report discusses and interprets our observations about the use of these tools. The initial thrust of the research was intended to identify broad themes and to help demonstrate the extent of Web 2.0 use across a variety of classrooms and a range of teachers and students. While this project did not aim for a set of definitive findings, the following key themes emerged that will be a useful starting point for further and deeper research.

Our overall finding is that these tools show potential to transform many aspects of teaching when web2.0 teachers are thoughtful about how they use the tools and they are blended with careful instructional designs.
Innovative teachers are using the networked nature and ease of Web 2.0 to create virtual extensions of their classrooms.
Teachers and schools we visited are using different Web 2.0 tools or programs to create virtual spaces or networks that support and enrich their pedagogical goals, both at the classroom and the district level, and increase educational capacity by extending learning beyond the physical walls of the classroom. These virtual extensions are a daily part of teaching and learning in their classrooms.
The Web 2.0 tools that teachers are selecting are very easy to use, and this ease of use appears to be a key factor in the decision to use any individual tool.
A salient feature of this current generation of technologies is the relative ease with which users can create products and virtual spaces. From teachers creating virtual classrooms to support teaching and learning to fluid communication among students, teachers, and parents to students doing online activities to mashing up products from different programs, learning how to use the technology was seldom a focal point of the activity. Nor was much time spent logging into sites, designing spaces, or dealing with "decorative" aspects of creating products. In fact many teachers reported not using Web 2.0 tools that could not be embedded into their own virtual spaces, required a complex login, or presented any other type of roadblock to use.
Educators are using Web 2.0 tools to promote new avenues of communication among teachers, students, and the community in ways that can strengthen the community of learners.
When the assignment is meaningful and supports the learning objectives, Web 2.0 tools are being used to increase communication (not just dissemination of information) in ways that strengthen the educational community and help to center classroom-and out-‐of-‐classroom-conversation on issues and topics that support and deepen learning. We examine the following four lines of communication in the report: (1) communication among students, (2) communication between students and teachers, (3) communication with parents, and (4) communication among educators.
As the networked nature of Web 2.0 begins to blur our traditional boundaries between school/home, public/private or youth/adult culture, it presents an emerging challenge.
Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate. These ongoing processes bring to the fore exciting opportunities and novel challenges for educators. As schools use these technologies to build communities, the old boundaries between public and private, in school and out of school, and youth culture and adult culture are melting away and being redrawn.

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Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT

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Publications This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States.

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Affective Learning and Reflective Practice
Tool for sharing feelings: Penzu

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Drug Awareness Week- vidoe is about preparing scenario for next week, and the teachers of 3.class and of 5.class collaborate on idea about presentation, two other colleagues helped them with idea and colleague-expert of ICT advised them web tools for podcasting.
Tools for podcasting: iPadio, AudioBoo, SoundCloud

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Grandparents Day in an Elementary Classroom

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This section explores learning through problem based scenarios. Go through the three short scenarios to learn about communication issues the teachers/trainers are facing and how they try to resolve them.

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Elyse Eidman-Aadahl on Writing in the Digital Age

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Elyse Eidman-Aadahl on Writing in the Digital Age (Big Thinkers Series)

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Co-director of the National Writing Project Elyse Eidman-Aadahl describes how the craft of storytelling is evolving, as new digital tools and communications technologies enable connections for content creators around the globe. More resources at http://www.edutopia.org/elyse-eidman-aadahl-digital-writing-video

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Best E-Learning Practices 4 Student Cooperation

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Best e-Learning Practices 4 Student Cooperation

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Join Erik Burns and Dr. Mark Winegar as they search for the secrets of excellence in e-Learning. Explore more ideas at Teaching in the 21st Century http://www.udemy.com/teaching-in-the-21st-century/.

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There are three ways of communication:
1 ways communication - toward to students without responses
2 ways communication - between two persone
multiways communication

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Identify features of popular Web 2.0 communication tools.

Describe strengths and weaknesses of selected Web 2.0 communication tools.

Choose appropriate Web 2.0 communication tools to challenges in the classroom.

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1.Have a reason to use the tool
2.Seek help in finding the best tool
3.Practise with the tool
4.Your skills will improve as you use the tool
5.Evaluate how the tool is solving your need
6.Continue to add new tools

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GETTING STARTED - An Analogy for Web 2.0 Tools

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GETTING STARTED - An Analogy for Web 2.0 Tools

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Welcome to Powerful Tools for Teaching and Learning: Web 2.0 Tools! You’re joining thousands of learners currently enrolled in the course. I'm excited to have you in the class and look forward to your contributions to the learning community.