# data[].attributes.body
- Teaching our students to be critical of what they read online.

- As seen in Including Samuel, he and his peers have higher advocacy skills and I would hope this continues online.

- Many people use online communication as a way to say what they like without repercussions as they can choose to be anonymous. If my students are online I would want to cover a bit of content with them about when it is and isn’t appropriate to be anonymous online and how it can impact relationships.
- They need to learn why others might choose to be online even if it isn’t respectful of others. My students should learn how these online interactions can impact their offline interactions and attitudes. We have also been studying a lot about mental health, social and emotional wellbeing and this is very important to link in to students whose online relationships with their peers need to be consistent with offline relationships.

- I see this as a big challenge for teachers and students as it introduces a lot more content and requires scaffolding.

# data[].attributes.body
- Inclusive of all abilities and doesn’t leave average or gifted students out of the loop.
- Opportunities to extend students.

- Collaboration is a huge advantage to working on devices that can connect via wifi or bluetooth.
- Classrooms often have a set of i-pad which is great for one group to all be working on a task or one i-pad per a group but many activities require all students to have their own iPad.
- I really enjoy that many of these tools and strategies include parents and teachers in the student work. Not only are they held responsible for their work but parents should be able to see clear links between the feedback they get from teachers and the work their child produces in class.

- I would be interested in taking a slow approach and scaffold how programs work with emphasis on social skills. Hopefully by the time my students are online they will have effective social skills and resilience in place for when they interact on a different format.

# data[].attributes.body
-Encourages independent learning

-Diverse learning opportunities

-Encourages participation from students with disabilities

-Develops social interaction skills without the pressure of being put on the spot

-Helps to create active and informed citizens

# data[].attributes.body
-Supervision can be difficult

-Language can be misinterpreted

-When work is completely done online, fine motor skills aren’t as refined.

-Bullying

-Student become dependent on technology

Distinguishing between fact and fiction

# data[].attributes.body
·      Not always considered to be “real writing” by many young people.

·      Online/internet safety – opens the door to cyber bullying and inappropriate use of the platforms. Must be monitored.

·      ‘Information’ found online is not always factual.

·      Can be seen as a distraction, particularly text messaging.

·      Unable to read social cues and behaviour on an online platform so some students may struggle with appropriate responses and interpretations.

# data[].attributes.body
·      Can provide students with disabilities more opportunity to interact and participate in the classroom (differentiation).

·      Encourages independence and social interactions with peers and online communities.

·      Accessibility; often free to create online platforms and easily accessed by all.

·      Online platform is a central location for all class work.

·      Can be used as an introduction/exploration of formal and informal language.

·      Ability to tailor the platforms to the needs of the students.

# data[].attributes.body
With all that is written about the positives of implementing heavy use of ICT in classroom learning, there are some key considerations that I believe to be important.
- It would be difficult to gauge improvement in ability, particularly with students with learning difficulties. ICT is not always available, so while digital literacy can be more effective, students with difficulties  need to be assessed on what areas are improving/need improvement. ICT apps can eliminate errors, then this assessment becomes unavailable.
- ICT is not always readily available, or have teachers that are proficient enough to implement it. Without this proficiency, students will misuse this tool. Maybe only a few would, but this would be detrimental to the learning of the whole class (e.g. edits made in Google Docs).
- Social and emotional skills need to be developed, and this may not happen in the digital world for some students that lack social/emotional skills. Strategies for students on the spectrum such as reading facial cues or listening to someone before talking will be lost through messaging online.

# data[].attributes.body
·      Because of the increase in portable technology with wireless Internet connection, access to news and other information is now at the fingertips of all people. People no longer have to wait for the weekly mail, or make their way to a computer plugged into the wall; they can access it almost everywhere. This is particularly beneficial for people who have physical disabilities that might limit their movement or location, as it means they can have the news with them in the form of an iPad or laptop.

·      This could also open up doors for opportunities that people with and without disabilities may not have had in the past. For example, people could create online business and work from home. They could make goods and have people collect them from their homes or chose locations.

·      Finally it could bridge the gap between the abled and disabled. Using assistive technologies allows all people to interact, communicate and engage with one another, therefore creating a society of acceptance and normality.

# data[].attributes.headline
What challenges do you conceive as a possibility?

# data[].attributes.subject
What challenges do you conceive as a possibility?

# data[].attributes.body
·      Because web 2.0 technologies are now changing from a ‘read-only’ to a ‘read-write’ perspective, students will have the possibility of editing others work- this might not be accurate information.

·      When everyone and anyone has access to the internet it means that people can write whatever they like about whom ever they like. This might lower the self-esteem of some. However it could also teach resilience

·      Students may become too dependent on assistive technologies and give up on trying to accomplish certain skills.

# data[].attributes.body
• Allows anyone to use it, whether they have good or bad intentions of usage
• Distraction
• Misuse of texting
• High risk of torment and bullying
• Determining what information is true or not
• Seen to be more vulnerable to online bullying
• Unable to self-regulate behaviour

# data[].attributes.body
• Allows for involvement in media and the world around them
• Interaction with peers and their communities
• Able to access information multiple times
• Organisation can be improved
• Assist development in reading, writing and language skills
• Motivating, collaborative
• Allows for the child to make their writing their own based on comfortable expectations
• Allows for more in depth information to be learnt

# data[].attributes.body
·      Misuse of online platform in the form of bullying and/or a bias to change information

·      Unable to read social cues and adjust behaviour

·      Not always considered real writing or pieces of work

# data[].attributes.headline
Can the use of web 2.0 technologies take into account a range of factors that impinge on children’s learning 

# data[].attributes.subject
Can the use of web 2.0 technologies take into account a range of factors that impinge on children’s learning 

# data[].attributes.body
·      Just like any resource, there is the possibility for students to be influenced by a range of factors; however, this can be limited with careful scaffolding from the teacher.

·      Most schools have cyber safety tools that can block certain websites or links that are inappropriate

·      Whilst some factors may seem inappropriate, web 2.0 does expose students to ideas and concepts that will challenge their learning and understanding of the world. This is not necessarily a bad thing. This teaches students how to use ICT responsibly; it teaches them strategies to sort through helpful and not helpful information and identify their own personal responses; it teaches them about resilience and how to move forward after setbacks

# data[].attributes.body
·      More independent through assistive technologies such as note taking devices and speech-to-text programs

·      Central location for classroom content – easily accessed

·      Review content multiple times independently

·      Interact socially more with peers

·      Improve language and reading skills

·      Learning from peers

# data[].attributes.headline
How can web 2.0 technologies help us to cater for diversity in the classroom?

# data[].attributes.subject
How can web 2.0 technologies help us to cater for diversity in the classroom?

# data[].attributes.body
·      These technologies allows for anyone and everyone’s voices to be heard regardless of ability or disability

·      Helps students with disabilities to become more independent, interactive and engage socially with their peers, therefore making a safe and secure learning environment that encourages participation of all

·      It appeals to the multiple intelligences therefore including every student in class learning

·      Allows teachers to look past any sort of disability to assess a student fully

·      Assists teachers to get to know their students and identify what they need