Social or Learning Network

Web 2.0 apps are called social networking. They build on people to people exchanges.  However, I wonder what we evaluate in the Web 2.0 apps.  Do we measure how much students learn academically? Do we measure how much they share that truly helps another student to grow academically?  Social learning is a critical part of the learning process if we structure it as students coming together to learn from each other or learning together.  The social is more the medium than the purpose. How do you evaluate your  students Web 2.0 learning?


1 Response to “Social or Learning Network”

  1. 1 Carl Anderson March 17, 2008 at 6:20 am

    I have to disagree with your first assumption. Not all Web 2.0 apps are social networking and not all Web 2.0 apps are collaborative, nor do they necessarily mean that students have to publish what they make. Sure, web 2.0 does refer to the read write web where users create content but I believe web 2.0 has morphed into something larger. Web apps in general are a product of the web 2.0 movement. Many of these do not necessarily have to be used for social purposes. Take Splashcast or Fotoflexer for instance, both are web applications for editing images that have come out of the web 2.0 movement and most people would classify them as web 2.0 apps. Neither of these applications require or even openly promote the exchange of visual ideas. They are just online tools that work cross platform giving you access to tools to do photo editing wherever you are.

    The immediate appeal for web 2.0 apps is their ability to provide people with access to these tools anytime anywhere with little or no cost. When using them students no longer have the excuse, “I did this at home but it won’t open up on the computers at school.” or visa versa. I just put together a feature for our school website assembling these tools in one place. Read about it at:

    I think this question you pose misses the point. Would an industrial tech teacher evaluate how well their students use a hammer or would they evaluate the product they produce with the hammer. I often think it is easy for teachers to loose sight of their goals when integrating technology. It should not be the use of technology, how technology is used, or the tech skills acquired in a learning activity that should be assessed. The goals should still be curricular in nature. The question should be, “How do we choose the appropriate web 2.0 app to achieve a particular curricular goal?” or “Is a particular web 2.0 appropriate to use to help us achieve a particular curricular goal?” or “Is it appropriate to let my students use a particular web app to achieve said curricular goal?”

    If we are talking about how do we assess student learning according to the curricular goals (regardless of the technology) when students are using web 2.0 tools like wikis or blogs. The answer is aggregators. Of course this is not so much a question that has direct impact on students but rather a course management tool that will allow the teacher to keep a handle on student work while they are using web 2.0 tools to achieve curricular goals. But please, never loose sight of what is being taught. We don’t teach technology (well, most teachers don’t) and it is not our jobs. We are hired to teach English, science, social studies, art, music, PE, math, etc. How do we evaluate student achievement in any learning activity? I purport that the same rubric should be applied whether technology is used or not.

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior ( Equally important, a letter […]
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]

Blog Stats

  • 803,107 hits

%d bloggers like this: