TLED 430 Module 3 Collaborative

Assignment

Web 2.0 Tools to Support Collaborative learning

My Name: Alexis Hernandez

Name of the tool Scribblar
Where to access this http://www.scribblar.com/
tool (web address)
Brief instructions of 1. Go to http://www.scribblar.com/
how to use the tool 2. In the middle of the page, there will be an area where you may enter your name, email,
and create a password to create a scribblar account.
3. After creating your account, you will automatically be taken to your room.
4. The room will have its own customized URL that can be used to invite others to the
room to collaborate once the students type in the URL and join.
5. In the room, you can write on the whiteboard like you could with a physical white
board. You can also add shapes to the whiteboard and load documents to the board from
your computer. The whiteboard can be turned into a grid board as well.
6. This tool can be used amongst students and by teachers to promote learning with
technology.
Ideas for how the With SOL AII/T.6, (typically 10th grade SOL) the student will recognize the general
tool can be used in shape of function (absolute value, square root, cube root, rational, polynomial,
PK-12 exponential, and logarithmic) families and will convert between graphic and symbolic
forms of functions. A transformational approach to graphing will be employed. Students
can use scribblar to plot points from equations and then collectively determine what type
of function it is.
With SOL USI.1 c) (typically a 5th grade SOL) students will sequence events in United
States history from pre-Columbian times to 1865. Scribblar can be used with this SOL
by having students construct a timeline on the whiteboard and by dividing up particular
time periods.
With the English SOL 6.6 c) (6th grade SOL) students will use computer technology to
plan, draft, revise, edit and publish writing. The SOL can be demonstrated with
Scribbblar by students uploading their papers into the program and using the editing tools
(ex. Highlighter) to peer review each other's papers.

Positives and Positives: 1. No credit card information is required when signing up. 2. Saved
challenges of using files/documents/images can be uploaded into the whiteboard. 3. Students do not have to
the tool join by creating an account, but instead can participate just by clicking the given link
from the instructor. 4. The students will gain a better understanding of how to us
technology by using the site and discovering all of its features.
Negatives: 1. The free access to Scribblar is limited to a 14-day trial. To continue the
access to Scribblar, there is a fee of a minimum of $14/month 2. Each pricing plan has
limited rooms and room occupancy allowances. As the pricing goes up, the allowances
go up. 3. Scribblar rooms cannot be accessed without a link provided by the creator.
Peer 2: Christina
Name of the tool Twiddla
Where to access this https://www.twiddla.com/
tool (web address)
Brief instructions of 1) Go to https://www.twiddla.com/
how to use the tool 2) Push the green "go" circle
3) From there, you will be transferred to a big white board where you can use tools to
draw on the white board. There is also a chat option.
4) On the right-hand side, there will be an option to share the URL.
5) From that point, you can invite friends to join and collaborate.
Ideas for how the USI.2 b,c,d: The student will use maps, globes, photographs, pictures, or tables to locate
tool can be used in and describe the location of the geographic regions of North America: Coastal Plain,
PK-12 Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky
Mountains, Basin and Range, and Coastal Range; locate and identify the water features
TLED 430 Module 3 Collaborative
Assignment

important to the early history of the United States: Great Lakes, Mississippi River,
Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence
River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico; recognize key geographic
features on maps, diagrams, and/or photographs.
Students can use the tool by including a United States map and identifying geographical
features.
LS.2 The student will investigate and understand that all living things are composed of
cells. Key concepts include a) cell structure and organelles; b) similarities and
differences between plant and animal cells; c) development of cell theory; and d) cell
division. Students can recognize the differences between what animal cells and plant
cells look like and what they are made of.
USI.9 The student will demonstrate knowledge of the causes, major events, and effects
of the Civil War by a) describing the cultural, economic, and constitutional issues that
divided the nation; b) explaining how the issues of states rights and slavery increased
sectional tensions; c) identifying on a map the states that seceded from the Union and
those that remained in the Union; d) describing the roles of Abraham Lincoln, Jefferson
Davis, Ulysses S. Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick
Douglass in events leading to and during the war; e) using maps to explain critical
developments in the war, including major battles; f) describing the effects of war from
the perspectives of Union and Confederate soldiers (including African American
soldiers), women, and enslaved African Americans. Students can create a compare and
contrast chart for union and confederate leaders and states.

Positives and Positives: 1) Signing up is not necessary, when reaching the site, the whiteboard comes
challenges of using up automatically. You only have to invite people to join. 2) Students can each have their
the tool own colored marker on the whiteboard. 3) The chat section is beneficial when there are
confusing drawings. 4) By contacting twiddla, teachers are eligble for a free account.
Negatives: 1) If the student does not have an account as a guest, the whiteboard cannot
be saved. 2) After the 30-day trial, the user has to pay for an account. 3) Anyone can
erase work.
Peer 3: Asia
Name of the tool Google Docs
Where to access this https://www.google.com/docs/about/
tool (web address)
Brief instructions of 1) Go to https://www.google.com/docs/about/
how to use the tool 2) Log in with username and password
3) After logging in, the screen will go to google drive. You can choose a template from
here or if the teacher has created an assignment, scroll down to select the assignment
folder.
4) Once you have a template, choose the "share" button. You can name your document
from here.
5) After naming the document, include the emails of the people you are working with
and share the google doc.
6) After sharing the document, others can begin to work on the assignment.
Ideas for how the 3rd grade science 3.1 The student will demonstrate an understanding of scientific
tool can be used in reasoning, logic, and the nature of science by planning and conducting investigations in
PK-12 which a) observations are made and are repeated to ensure accuracy; b) predictions are
formulated using a variety of sources of information; c) objects with similar
characteristics or properties are classified into at least two sets and two subsets; d)
natural events are sequenced chronologically; e) length, volume, mass, and temperature
are estimated and measured in metric and standard English units using proper tools and
techniques; f) time is measured to the nearest minute using proper tools and techniques;
g) questions are developed to formulate hypotheses; h) data are gathered, charted,
graphed, and analyzed; i) unexpected or unusual quantitative data are recognized; j)
inferences are made and conclusions are drawn; k) data are communicated; l) models are
TLED 430 Module 3 Collaborative
Assignment

designed and built; and m) current applications are used to reinforce science concepts.
Students will be separated into assigned groups to create experiments. Students will log
their findings, data, observations, etc. into charts created by the teacher on google drive.
3rd grade language arts 3.5 The student will read and demonstrate comprehension of
fictional text and poetry. a) Set a purpose for reading. b) Make connections between
previous experiences and reading selections. c) Make, confirm, or revise predictions. d)
Compare and contrast settings, characters, and events. e) Identify the authors purpose. f)
Ask and answer questions about what is read. g) Draw conclusions about text. h) Identify
the problem and solution. i) Identify the main idea. j) Identify supporting details. k) Use
reading strategies to monitor comprehension throughout the reading process. l)
Differentiate between fiction and nonfiction. m) Read with fluency and accuracy. After
students read assigned pieces, they will be directed to their reading comprehension charts
in drive. Then they will be paired with other students to discuss what they have put
down in their charts.
3rd grade history 3.3 The student will study the exploration of the Americas by a)
describing the accomplishments of Christopher Columbus, Juan Ponce de Len, Jacques
Cartier, and Christopher Newport; b) identifying the reasons for exploring, the
information gained, the results of the travels, and the impact of the travels on American
Indians. Students will fill out an explorer chart and work on a category each; the
categories include explorer, country, reason for exploring, and the achievements of each
explorer.
Positives and Positives: 1) Google docs is an easy tool for younger students to collaborate with one
challenges of using another. 2) Google docs make it easy for teachers to monitor work from students and
the tool provide feedback. 3) There is an automatic save feature that will eliminate students
forgetting to save their work. 3) Google docs makes it easy to show which student did
what and how her or she contributed in the collaboration. 4) Google docs is an easy tool
for students to use for group work.
Negatives: 1) If students have to do a take home assignment, some students may not be
able to complete the assignment if they do not have internet. 2) There are limited options
to include visuals. 3) Google docs runs slower on particular devices as opposed to
performance on others.