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: Asalia Subia

Grade: 11th
Subject: English
Name of the tool PiratenPad
Where to access https://www.piratenpad.de/
this tool (web
address)
Brief instructions -Go to https://www.piratenpad.de/
of how to use the -Click Neues Team located in the middle of the bowser,
tool -Your laptop or desktop should pop up translate page if you click
translate Neues Team will turn into New Team and you just click
there.
-This will lead you to a new page, where you name your team and put in
your email
-Further instructions will be sent to the email you put in, so go to your
email.
-Open email from pirantenpad
-In the email will be a link to your own group.
-Open link to new window, it will ask you to create a password.
-Create a password.
-Click on the header Pads
-Click on New pad
-On the top middle of the web browser click pad access
-Click Public
-After clicking Public click Set Password which is right below it.
-Once this is done click the orange share pad located in the right hand
side towards the middle of the screen.
-A link will be given for you to share via email, or you can simply copy
and paste
My example: https://team111111.piratenpad.de/1
My password for my team to access my pad is : orange
-Now students can export, import, and edit files. They can also chat
about questions or ideas they have. Teachers can have access to all
teams so they can monitor students.
**I personally think the individual who is creating the group should be
the teacher so he/she has access to all the groups, and he/she can
choose how many students are in each team. Multiple teams can be
created from a single account. Each team created is just simply a new
pad. **

Ideas for how the *For 11.7 The student will self- and peer-edit writing for correct grammar,
tool can be used capitalization, punctuation, spelling, sentence structure, and paragraphing. f)
in PK-12 Proofread and edit writing for intended audience and purpose. Each student can
take turns importing their already typed papers onto PirantenPad. Students then,
can peer edit each other marking the papers with their designated colors. After
the corrections are made, students can then export the document onto Word and
fix, add, or edit their paper incorporating the corrections made by their peers.
**For 11.4 The student will read, comprehend, and analyze relationships among
American literature, history, and culture. i) Read and analyze a variety of
TLED 430 Module 3 Collaborative
Assignment
American dramatic selections. The teacher can upload PDF Files of dramatic
selections onto Blackboard (or if they are the creator of the teams they can upload
them directly on each teams PirantenPad). On PirentenPad they can chat together
to help each other analyze and understand the texts. An electronic worksheet can
be given per team to fill out. Making each team collaborate their ideas and
understandings together to come up with multiple analysis, for multiple texts, that
everyone agrees on. The chat tool on PirentanPad will help significantly in this
assignment (not just to make sure everyone understands the texts) the students
can use it as well to make sure everyones voice is heard when it comes to coming
up with the answers.
***For 11.5 The student will read and analyze a variety of nonfiction texts. g)
Recognize and analyze use of ambiguity, contradiction, paradox, irony,
overstatement, and understatement in text. From the given PDF files of the text
from the teacher, students can collaborate together on PirentenPad. They can
import the files and assign each other a specific things to look for. For example,
one student can be in charge of finding contradictions in the text, and another
student can be in charge of finding irony. Through PirentenPad they can highlight
examples that they find. Each student automatically has his/her own color so
there will be no confusion on who highlighted what. They can chat together to
discuss their findings and help each other recognize and comprehend the text. The
chat tool can also help students explain or even justify, to their peers, why the
highlighted a sentence/word is correct for their given literately device. The PDF file
itself can have a section for the students to collaboratively come up with analysis
and or answer questions. They can turn in the PDF so the teacher can see the
highlights and thoughts altogether.

Positives and Challenges: *When you first go onto the site, it appears to be in Dutch.
challenges of So if your translate bar does not pop up to translate the page it can
using the tool intimidating for the user. * If you did not manually change the language
to English (once you are logged in) when your creating your new pad to
share, your web browser will keep going back from English to Dutch.
Finding the button that actually manually changes it was hard to locate
at first *To export any file it does take more than one attempt, especially
if the file is large.
Positives: *It is easy to use (after English is the set language).
*Everything loads in quick time, so students can see someone correcting
their work. *The chat setting option lets students clarify questions, and
also allows them to brainstorm for better word choice/ideas.*Every
student on every team has a different color, which makes it easier to see
who is adding or saying what.
Student 2: Lauren Ferguson
Grade: 1st and 5th
Name of the tool Padlet
Where to access https://padlet.com/
this tool (web
address)
Brief instructions -Go to: https://padlet.com/
of how to use the -sign in Skip part that tells you to pay
tool -click make a Padlet
-pick a format and background theme
-Make your Padlet public.
TLED 430 Module 3 Collaborative
Assignment
-Then click the pink + in the corner
-Now students can post whatever they want such as pictures and words.

Ideas for how the *1.14 The students will use available technology for reading and writing.
tool can be used Put kids in groups of four or five and make a story together. On the
in PK-12 padlet they would organize the story in the correct format. On the
canvas format they are able to move the pieces around. This allows
them to add pictures as well, making them be creative.
**5.12 The student will classify a) angles as right, acute, obtuse, or
straight. This is for fifth grade. It will focus on different types of angles.
On padlet you can do a shelf and you can categorize them. Make each
student into groups. Each column will have a designated student will
write descriptions on their angle. This helps students be assigned a role,
practice typing, and also categorizing,
***5.7 The students will wrote for a variety of purposes: to describe, to
inform, to entertain, to explain and to persuade. D) Write a clear topic
sentences focusing on the main idea. On Padlet the stream format will be
used. The teacher will post a topic of persuasion, then students will write
their responses. The Stream format makes it look like a thread on twitter.
Students can chose to put their name or not. Students will practice
persuasion.
Positives and Positive: *opportunity for students use a web tool. *The students can
challenges of use the same wall together. *Padlet has tons of formats like
using the tool brainstorming and others for categorizing. *It is customizable.
Negative: *no option to draw. *themes and cool features only available
when you pay for the upgrade. *Wall format you cant move posts where
you wish.
Student 3: Tiffany Green
Grade: 4th
Name of the tool Twiddla
Where to access https://www.twiddla.com/
this tool (web
address)
Brief instructions -Go to https://www.twiddla.com/
of how to use the -Click green Go button
tool -Click tab
-Select tool of your choice
-Right hand side of header, click save button when finished.
-Right of screen click the popup box to invite people.
-Copy and paste URL

Ideas for how the *4.10. The student will: a) identify and describe representations of
tool can be used points, lines, line segments, rays, and angles, including endpoints and
in PK-12 vertices. In geometry the teacher can use twiddla to let students
identify/make descriptions of the vocabulary terms. Students can also as
draw and type answer to the definition given by teacher.
** SI.1. The student will exchange simple spoken and written information
in Spanish: 3) Ask and answer questions about familiar topics, such as
family members, personal belongings, school, and leisure activities,
time, and weather. In groups students will be assigned a topic. The
students can use twiddla to make collages and bubble maps about their
topic, helping students become creative and letting them remember
their vocabulary words.
***4.5 The student will read and demonstrate comprehension of fictional
texts, narrative
TLED 430 Module 3 Collaborative
Assignment
Nonfiction texts, and poetry. A) Explain the authors purpose Students will
upload their work, and once ready share it with a peer. Then on Twiddla they will use the
tools to edit and correct the given paper. After, each student will explain why the
correction is needed. Though through thinking and after the discussion I feel that 4.8 is
better. I have texted my group to give them my opinion. 4.8 The student will edit writing for
correct grammar, capitalization, spelling, punctuation, sentence structure, and
paragraphing. a) Use subject-verb agreement.

Positives and Positive: *Usable for all subjects. *Simple. *Students can all be on.
challenges of *Allows students to be creative. *Lets students have meetings. *Can do
using the tool snapshot of your work to share/post somewhere else.
Negative: *30 day trial before you have to buy. *Limited features.*Does
not have option for video chatting. *Cant edit documents.