TLED 430 Module 3 Collaborative

Assignment
Web 2.0 Tools to Support Collaborative learning
Read the directions in Blackboard on how to complete this sheet.

MY NAME: Britny Garceau

Name of the tool Web White Board
(Presenter
shares this
info)
Where to access https://www.webwhiteboard.com
this tool (web
address)
(Presenter
shares this
info)
Brief instructions 1. Open web browser
of how to use the 2. Go to web https://www.webwhiteboard.com
tool (please 3. One student should be chosen to be team leader
number these) 4. The team leader should click on the link to create free whiteboard
(Presenter 5. The other group members write down the web address
shares this Example: https://www.webwhiteboard.com/board/57mnp4k8
info) 6. Then type the web address into the address bar in the web
browser and click enter
7. Each group will then brainstorm ideas to use on their project
4 Positives and 3 Positives: Challenges:
challenges of 1. Simple design 1. Only lasts 3 weeks per
using the tool 2. Group collaboration board
(Presenter 3. Easily accessible 2. Potential for misuse
shares this 4. No fees (nonconstructive talk)
info) 5. No signup required/No 3. Limited features
email address needed 4. Limited time frame for each
whiteboard created. Each
whiteboard is only available
for 21 days. Once they
twenty-one days are over, a
fee is required to keep the
white board available.
Together with 1. This simplistic design is best suited for third. This could be used
your group for brainstorming for a paragraph. The students could use it to
BRAINSTORM correct grammar and spelling.
specific grade 2. Fourth grade could use this during a group creative writing assignment. They could
level/subject brain storm ideas and use them to create their own stories with elements that are
matter ideas for similar.
how the tool can 3. Web white board can be used for math in fifth grade. Problems or
be used in PK-12. questions can be reviewed or answered on the whiteboard.
Add as many
numbers as you Specific topics discussed with corresponding SOLs
need to (e.g. 1-3 A. 3.10 The student will edit writing for correct grammar,
if you have 3 capitalization, punctuation, and spelling.
members in your B. 3.11 The student will write a short report.
group or 1-4 if C. 3.12 The student will use available technology for reading and
you have 4). One writing.
idea per peer. D. 4.8 The student will edit writing for correct grammar,
You should do capitalization, spelling, punctuation, sentence structure, and
this DURING your paragraphing
conversation. E. 4.9 The student will demonstrate comprehension of information
resources to research a topic.
F. 5.7 The student will write for a variety of purposes: to describe, to
inform, to entertain, to explain, and to persuade.
TLED 430 Module 3 Collaborative
Assignment
G. 5.8 The student will edit writing for correct grammar,
capitalization, spelling, punctuation, sentence structure, and
paragraphing.

PEER’S NAME: Guadalupe Yarbrough

Name of the Quizalize
tool (Presenter
shares this
info)
Where to https://www.quizalize.com/
access this tool
(web address)
(Presenter
shares this
info)
Brief Instructions for Teacher Use:
instructions of 1. Visit https://www.quizalize.com/
how to use the 2. Click on “I’m a teacher.”
tool (please 3. Fill out applicable information. Then click on “Create Account.”
number these) 4. Create your classroom. You must name it. In the example
(Presenter provided, the classroom is named “TLED 430 Example.”
shares this 5. Click on “Assign new activity.” You may either assign something
info) that is already created or you may create your own.
6. Click on “Create new quiz.”
7. You may include as many questions as you’d like. In the example,
only 3 questions were made.
8. To add more questions, click on “Add question” towards the
bottom of the screen.
9. Once your quiz is completed, click on “Save and Assign” towards
the right hand corner of the page.
10. You may assign other assignments if the students accomplish
below a certain percentile. In the example, the student simply
retake the quiz.
11. In order for your students to have access to the quiz you created,
ensure you notate the access code. For the example, the access
code is: emh6992
12. Once you have the code, your students may take the quiz
anywhere at anytime.

Instructions for Student Use:

1. Visit https://www.quizalize.com/
2. Click on “I’m a student.”
3. Enter access code. For the example, the access code is: emh6992
4. Type your name.
5. Click “Join class.”
6. Click “Start.”
7. Click “Start” again.
8. Complete the quiz. Per discretion of teacher, may be done
individually or as a whole class activity.
4 Positives and 3 Positives: Challenges:
challenges of 1. Allows for adequate number 1. If access code does not
using the tool of questions work quiz will be rendered
(Presenter 2. Allows for proper inaccessible.
shares this explanation of answers 2. Quizzes are in one format.
info) 3. Interactive – maintains 3. Quizzes cannot include
students’ focus and attachments, such as
interest, makes learning fun reading passages - only
simple questions are able to
be included.
TLED 430 Module 3 Collaborative
Assignment
4. Students cannot create own
individual quizzes - only
granted to teachers
Together with 1. English 9 SOL 9.3 The student will apply knowledge of word origins, derivations, 
your group and figurative language to extend vocabulary development in authentic texts. Use 
BRAINSTORM
context, structure, and connotations to determine meanings of words and phrases.
specific grade
level/subject 2. Quizzes for 11th and 12th grade students who are taking Virginia and US 
matter ideas for government SOL: GOVT.5 The student will apply social science skills to 
how the tool can understand the federal system of government described in the Constitution of the 
be used in PK-12. United States by
Add as many
3. A quiz can be created to assess the student’s comprehension of words with 
numbers as you
need to (e.g. 1-3 prefixes, synonyms and antonyms. This would be second grade material. SOL: 2.7
if you have 3 The student will expand vocabulary when reading. a) Use knowledge of 
members in your homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of 
group or 1-4 if antonyms and synonyms. 
you have 4). One
idea per peer.
You should do
this DURING your
conversation.

PEER’S NAME: Josh Pelfrey

Name of the Piazza
tool (Presenter
shares this
info)
Where to https://piazza.com/
access this tool
(web address)
(Presenter
shares this
info)
Brief 1. Go to the website Piazza
instructions of 2. Click create a class
how to use the 3. Then get confirmation e-mail
tool (please 4. Then add new post on a certain topic
number these) 5. Wait for responses from peers or teachers
(Presenter
shares this
info)
4 Positives and 3 Positives: Challenges:
challenges of 1. Easy to use 1. Similar to college level
using the tool 2. Open-ended questions can blackboard
(Presenter be talked about 2. Can be difficult for students
shares this 3. It can be used outside of in lower SES to access
info) school 3. Can post without teacher
4. Polls can be used for approval
feedback
Together with 1. Use polls to ask review questions and see how many students pick
your group which answer.
BRAINSTORM 2. Use for higher level classes to get used to how Blackboard works in
specific grade
college.
level/subject
matter ideas for 3. Discuss open ended questions.
how the tool can The student will demonstrate skills for historical thinking, geographical
be used in PK-12. analysis, economic decision making, and responsible citizenship by
Add as many
TLED 430 Module 3 Collaborative
Assignment
numbers as you a) analyzing and interpreting evidence from primary and secondary
need to (e.g. 1-3 sources, including charts, graphs, and political cartoons;
if you have 3 b) analyzing how political and economic trends influence public policy,
members in your
using demographic information and other data sources;
group or 1-4 if
you have 4). One c) analyzing information to create diagrams, tables, charts, graphs, and
idea per peer. spreadsheets;
You should do d) determining the accuracy and validity of information by separating
this DURING your fact and opinion and recognizing bias;
conversation. e) constructing informed, evidence-based arguments from multiple
sources;
f) determining multiple cause-and-effect relationships that impact
political and economic events;
g) taking informed action to address school, community, local, state,
national, and global issues;
h) using a decision-making model to analyze and explain the costs and
benefits of a specific choice;
i) applying civic virtue and democratic principles to make collaborative
decisions; and
j) defending conclusions orally and in writing to a wide range of
audiences, using evidence from sources.

DEPENDING ON YOUR GROUP SIZE, YOU CAN ADD OR REMOVE PEER SECTIONS AS NEEDED.