Book Report

Choosing Web 2.0 Tools for Learning and Teaching in a Digital World, by authors Pam Berger, Sally Trexler, Forword by Joyce Valena, Published by Libraries Unlimited holding 221 pages and divided into 8 chapters.

"The game has changed--totally." - Joyce Valenza

Chapter 1 - Learning, Literacy, and Web 2.0

That to better practice and teach Web 2.0 technology within K-12 education, the instructors themselves also have the knowledge and vision of what this technology is and the standards that come with it. By either being kept or keeping themselves informed with what is new or updated in Web 2.0, individuals can not only immerse themselves in what's new and up to date but also share this to others. In giving the opportunity for students and teachers to be given a personal demonstration of 21st century technology, modeling Web 2.0 will give support in helping better integrate schools with literacy in learning Web 2.0.

Chapter 2 - Searching the Web

Using search engines from within schools for both students and teachers to use. To find which would be better for helping students working on their current topic or curriculum and for teachers working to better teach how to properly and safely use search engines for in and out of the school.

Chapter 3 - Social Bookmarking

Introducing teachers and students to social bookmarking and working with social networking websites. Using its features of bookmarks and annotations for tagging and storing information, anyone within the school can utilize these to better support their studies and groups. Though before implementation of putting social networking into a class curriculum, checking the class and or school curriculum and course guide to understand where and how social bookmarking will work best.

Chapter 4 - Managing and Organizing Information

Continuing from the previous chapter, more information in wanting to better managing and organization when working with Web 2.0 tools. A few examples given by the book include Pageflakes, Protopage, and Netvibes in being better suited to one's needs by their choice or by their own means. Putting together usage of Web 2.0 tools whether for student classrooms or teacher meetings so that proceedings can proceed, no matter the significance or level of the matter.

Chapter 5 - Content Collaboration

Building further upon organization and management of information, focus is then turned to content collaboration. With the information now presentable and ready for usage within classrooms and meetings, there are different ways in sharing the material such as a wiki pathfinder and direct online communication like Skype. For deliberating and allowing equal opportunity to edit material, Google Docs has proved itself usable and able to allow participants to work on their project online easily and efficiently.

Chapter 6 - Media Sharing

Now working with the very material information that has been swiftly and proficiently molded and shaped, this chapter brings multimedia innovation into the education presentation. The steps and measures in giving another perspective in creating an original work for visual media tools and programs. That grasping attractive and informative videos and images into a class curriculum or specific topic can give generous opportune moments in including assigned and/or desired information.

Chapter 7 - Social Networking

As it is titled, the chapter brings about social networking into a range of ideal situations in teaching and demonstrating social network sites with their features and capabilities. Two different implementations were thought of in place of school classrooms and boardrooms. One being students participating in class activities on and off campus, while for teachers a chance to gain insight of how social networking can impact students' social and educational behavior in further meetings and proposals. Other ideas included classes for Internet safety and proper social network ethics.

Chapter 8 - Digital Mapping

Highlighting in programs that use interesting features in searching and showing different scenes and places from web tools such as Google Earth. Such features from this tool can be easily be used in for a classroom assignment with reference notes and a meeting presentation with informative layering. Including digital mapping in a class course can or even showing detailed guides to utilizing such tools for general use.

Overall, I was rather surprised by how much more resourceful for basic education layouts and organized study groups. Though aimed particularly at school librarians, this book can give simple and useful details whether in working for a personal or class assignment. Just as valuable was the information in giving a teacher possible ideas and guides in various ways of presenting their points and ideas. Perhaps just taking a few of the ideas from modeling Web 2.0 tools would be a worthwhile investment in future classes for new students coming into the time where the new technology will only progress in being better and newer than it was before, again and again.