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The Secret Reasons Why
Teachers Are Not Using
Web 2.0 Tools and
What School Librarians
Can Do about It
 The Secret
Reasons Why
Teachers Are Not
Using Web 2.0
Tools and What
School Librarians
Can Do about It
Peggy Milam Creighton
Copyright 2012 by ABC-CLIO, LLC
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, except for
the inclusion of brief quotations in a review, or reproducibles, which may be
copied for classroom and educational programs only, without prior permission
in writing from the publisher.

Library of Congress Cataloging-in-Publication Data

Creighton, Peggy Milam.
The secret reasons why teachers are not using web 2.0 tools and what school librarians can do about it /
Peggy Milam Creighton.
p. cm.
Includes index.
ISBN 978-1-58683-532-3 (pbk.) · ISBN 978-1-58683-533-0 (ebook) 1. Internet in
education. 2. School libraries·Computer network resources. 3. Web 2.0. I. Title.
LB1044.87.C754 2012
371.33'44678·dc23 2011051501
ISBN: 978-1-58683-532-3
EISBN: 978-1-58683-533-0
16 15 14 13 12 1 2 3 4 5
This book is also available on the World Wide Web as an eBook.
Visit www.abc-clio.com for details.
Linworth
An Imprint of ABC-CLIO, LLC
ABC-CLIO, LLC
130 Cremona Drive, P.O. Box 1911
Santa Barbara, California 93116-1911
This book is printed on acid-free paper
Manufactured in the United States of America
 This book is dedicated to
Vern, Ryan, and Kristen,
who are always in my heart.
Contents

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

CHAPTER 1: What Is Web 2.0? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

What Do You Know about Web 2.0?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Defining the World Wide Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Defining Web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Web 2.0 Teaching Tools to Use Now! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Where Do We Go from Here? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Interactive Features of This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Extending the Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

CHAPTER 2: Barriers to Using Web 2.0 in 21st-Century Schools . . . . . . . . . . . . . . . . . . . 37

The Impact of Web 2.0 on Kă12 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
The Digital Divide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Advantages of Web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Disadvantages of Web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Extending the Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Contents vii
 CHAPTER 3: School Library 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Web 2.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Web 2.0 Tools for School Librarians and Readers to Use Now!. . . . . . . . . . . . . . . .58
Other Popular Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Implications for School Librarians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Final Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Extending the Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
CHAPTER 4: Interpreting the Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Research on Web 2.0 in 21st-Century Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Research-based Reasons Teachers Are Not Using Web 2.0 . . . . . . . . . . . . . . . . . . .76
Implications for Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Extending the Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
CHAPTER 5: How School Librarians Can Serve as
Change Agents in Their Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
The Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
The Seven-Step Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91
Influence Beyond the Local School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Extending the Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

viii Contents
Acknowledgments

I would like to thank Blanche Woolls for her editing expertise and
guidance in completing this project. I would also like to thank my
husband, Vern, for his patience and support while I worked late hours
completing this manuscript. Without his unflinching belief in me,
I could not have finished this project on time. I would also like to thank
my children, Ryan and Kristen, who are my biggest cheerleaders.

Acknowledgments ix
Introduction

My favorite aunt has more Facebook friends than I do. She creates
photo streams and links to videos and even sends me e-cards on special
occasions. Although she is 80-something, she connects to social networks
from her smart phone and computer. She has joined the technology
revolution (Braulein, 2008).

Web 2.0 has brought about this technology revolution. What is Web
2.0? According to Will Richardson (2010), Web 2.0 is the read-write
web; it is a community of users who can collaboratively post text,
images, and other multimedia, while all of the connected world can
respond online to these postings.

Web 2.0 is responsible for the rapid growth of interactive digital

tools for creating, communicating, and collaborating online. Commerce,
medicine, transportation, the military, and other industries quickly
adapted to the techno-revolution, creating Facebook pages and Tweeting,
posting to blogs and subscribing to RSS feeds, soliciting customer
ratings and comments, and creating a real-time online presence. The
education industry, however, has lagged far behind. As a result, todayÊs
high school graduates are not well prepared to enter a digital
workforce.

Substantial efforts have been made to bring schools into the

21st-century connected world, which has produced a plan to help
schools go digital, according to Braulein (2008). School districts across

Introduction xi
 the country are spending record amounts on 21st-century tools such
as interactive white boards, ceiling-mounted projectors, and student
response systems, but are they being used? Unfortunately, research
indicates that technology integration has not reached its full potential and
that teachers lament about lack of time, lack of technology training,
lack of administrative support for technology integration efforts, lack
of opportunity to practice skills, and other barriers to use (Creighton,
2010). In some schools, teachers are still not integrating technology
into instruction, and are not using Web 2.0 tools at all.

In view of this situation, what can school librarians do? There

has never been a greater need for practicing school librarians to get
involved. I see the present time as a wake-up call for school library
media specialists to become vocal social change agents, vociferous
advocates for school library programs, and voracious consumers of
Web 2.0 tools. It is a time when school librarians, who already wear
many hats, should add yet one more·a Library 2.0 trainer hat.

Although some school librarians think they should stick to only

what is written in their job descriptions, it may be time to reconsider.
While budget cuts have struck many from the faculty list, school
librarians can reposition themselves as the most important member of
the faculty and add an extra layer of job security to their positions. By
leveraging leadership, collaboration, and technology skills they already
possess in their repertoire, school librarians can evolve into media experts
as well as critical partners. They can meet the needs of 21st-century
learners and add to their resumés at the same time. They can tweak
their influence to effect positive social change in their schools and
districts.

The purpose of this book is to detail the current state of technology

integration and Internet use in Kă12 schools, and the reasons why
classroom teachers often fail to incorporate Web 2.0 tools into their
instruction and collaboration with other educators. The book will cover
authoritative definitions of Web 2.0, the types of Web 2.0 tools suited
for use in educational settings, the research-based reasons they are
underutilized, and strategies for school librarians to model their use
and teach others to do so, as well.

Written in simple terms, this book will appeal to school librarians,

practicing Kă12 educators, Kă12 school and district administrators,
teacher educators, and researchers in the field of Kă12 education
who wish to effect a positive social change in improving student
achievement.

xii Intr oduction

 C H A P T E R 1

What Is Web 2.0?

This chapter will take a fresh look at Web 2.0, the read-write web, from
the perspective of current authorities in the educational field. It will
include examples of wikis, blogs, digital storytelling, document sharing,
podcasts, vodcasts, instant messaging, photo streams, resource sharing,
social mapping, and more. Subtopics include:

n Current definitions from authoritative sources

n Examples of Web 2.0 tools
n Samples of Web 2.0 tools for Kă12 education
n Screenshots and links

Although this chapter will begin with a definition of the World Wide
Web that you may not need, teachers with whom you work may need
some additional explanation. So what do you know about Web 2.0?

What Do You Know about Web 2.0?

Even though you might use the World Wide Web on a regular basis and
might think you know all about it, Web 2.0 represents a change in
online activities and services, and, consequently, a change in the mindset
of users.

n Are you familiar with the difference between Web 2.0 and its
predecessor?

Chapter 1: What Is Web 2.0? 1

 n Do you know how the new World Wide Web came to be?
n Can you speak confidently to your students and faculty about the
features of Web 2.0?
n Do you know which Web 2.0 sites are best for instructional
purposes?

If not, read on! This chapter is just for you.

Defining the World Wide Web

The World Wide Web, abbreviated as WWW, is the group of networked
interfaces and hypertext links that comprise the Internet. These
networked links consist of web sites or pages that may contain images,
text, videos, or multimedia. In order to retrieve these resources, Internet
users must access the Internet through a web browser such as Internet
Explorer, Mozilla/Firefox, or Google Chrome. Internet users will then
use a search engine such as Bing (www.bing.com ) or Google (www.
google.com ) to enter a key word or type in a URL (Universal Resource
Locator) address such as www.myhomepage.org.

Reprinted with permission of the World Wide Web Consortium,

2011

The World Wide Web organization of the Internet has been attributed
to Sir Tim Berners-Lee of the World Wide Web Consortium (W3C),
who proposed a hypertext system in 1989 that formed the basis for the
World Wide Web today. WWW users could browse for a website or go
directly to it and then point and click to navigate through the content on
the site. The technology of hyperlinking allowed web browsers to find
multiple interrelated web sites containing similar content. Over time,
two different approaches to searching developed: ad-free Netscape and
ad-sponsored Google.

8 TIP
Read more about the history of the World Wide Web at: http://www.
w3.org.

2 The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools
Netscape
As published on their website at http://www.mozilla.org/about/history.
html, Netscape was the first browser to become Open Source, or to
provide programming code freely to the public. NetscapeÊs open source
platform was named Mozilla, and was founded as a public service to
make searching the web safer. Mozilla avoids the ads used in Google
and provides a means of secure searching as well as additional safety
plug-ins. Ad-free searching means that teachers and students will not
be distracted by sometimes inappropriate advertising while trying to
perform a search. Mozilla later morphed to Firefox, with the same
public service philosophy and ad-free safety features. Read more about
the Mozilla/Firefox protected browsing features at: www.mozilla.com/
en-US/firefox/security/#philosophy.

Google Chrome
Google Chrome is a web browser created by Google Labs. Google
Labs began with the search engine for which it is named·Google·
designed by two Stanford graduate students, Larry Page and Sergey
Brin. They collaborated on the design of a search engine they dubbed
„BackRub,‰ which initially ran on the Stanford servers. In 1997, they
changed its name to Google, a play on the word „googol,‰ and referring
to the seemingly infinite amount of information on the World Wide
Web. Their mission was to organize this information for a method of
fast and efficient searching and retrieving of information. Google went
public in 1998 and introduced their AdWords technology in 2000. Since
that time, Google has continued to develop new and innovative
strategies to capitalize on the interests of the public, adding image
searching and APIs (application programming interfaces), which
ensure that users see the same results when viewing web pages, with
many new APIs constantly in development in Google Labs. Google
also sought to go Open Source, with the introduction of it own web
browser, Google Chrome.

Internet Explorer
Internet Explorer comes already installed as the default Internet
browser on all Microsoft operating systems. Internet Explorer offers
many customizable features and security options and works well with
multiple search engines. Recently, the Microsoft Corporation, developer
of the Internet Explorer browser, introduced its new search engine,
Bing. A replacement for its less-successful Windows Live Search and
MSN search, Bing sought to recover a share of the Google market, as

Chapter 1: What Is Web 2.0? 3

 well as utilize the profit-making features of Google through its Microsoft
adCenter. Bing operates on a philosophy similar to that of Google,
capitalizing on the search terms of its users to target advertising and
corporate sponsors.

Safari
Although not cornering a larger portion of the web searching market,
AppleÊs Safari web browser was once designed exclusively for Mac
users, but now works with Windows operating systems, as well. Fast
and efficient, this browser has many features that compare favorably
with Google Chrome, but is not easily customizable and lacks the
phishing protection and extra security features of Mozilla/Firefox. It
does, however, perform well because it is sleek and less memory-
intensive than its more popular competitors. Safari comes with a built-in
default search engine.

4 The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools
Table 1.1: Comparison of Firefox, Google Chrome, Internet Explorer, and
Safari Browsers

Firefox Google Chrome Internet Explorer Safari

Netscape/Mozilla/ Google Chrome/ Internet Explorer/Bing Safari philosophy:

Firefox philosophy: Google philosophy: Philosophy: For-profit Maintain the Apple
nonprofit organi- For-profit organization alternative search reputation for excel-
zation believing believing in a shared strategy that organizes lence, aesthetics,
in potential of the information philoso- information into cat- and innovation
Internet to enrich phy; works on democ- egories; provides gen- with rich graphic
others’ lives rather racy principle and eral decision-making display.
than benefiting page rank algorithm, information on each
shareholders. where it collects per- search term.
sonal information to
make searching more
meaningful.

Open source Google Chrome is Not open source Not open source
open source (standard
Google search engine
is not)

Avoids ads Sponsors ads, espe- Sponsors ads, espe- Sponsors ads as
cially as pop-ups and cially as sidebars and both pop-ups and
sidebars pop-ups sidebars

Custom settings Personal settings Personal settings Personal settings,

option and advanced capa- bookmarks, and
bilities with Silverlight tabs; private brows-
installation ing feature

Safety: antivirus/ Safety is a concern Safety features avail- Safety is indicated

phishing/malware of all; report unsafe able with installed by the small pad-
built-in occurrences Bing tool bar lock in the upper
right-side screen;
extensions allow
additional safety
features

Plug-ins include Ad words/ad sense SERP, Queries table, Limited extensions

private browsing, built-in components of traffic tabs in webmas- can clear private
clear history, do not operation ter tool package data, block profan-
track, content ity or domains, and
security manage passwords

Free download Free download Online with free down- Free download
load for Silverlight

Small percentage Majority of users Small but growing per- Apple/Mac users
of users centage of users and a small per-
centage of Windows
users

From The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools and What School
Librarians Can Do about It by Peggy Milam Creighton. Santa Barbara, CA : Libraries
Unlimited. Copyright © 2012.

5
 v READER SURVEY 1
Which web browser do you use? Do you use Google Chrome, Internet
Explorer, Safari, or Firefox? Log on to: http://secretreasons.wikispaces.com/
Reader+Survey+1, and enter your responses to Survey 1. While there, you can
see how others have voted!

There are multiple browsers on the market today, but Firefox,

Chrome, and Internet Explorer stand out in terms of features and usage
(see Table 1.1). It is the innovative strategies like GoogleÊs response
to the interests of the public that propelled the static web into the
interactive, collaborative, and constructivist web of today. This new
social web has been dubbed Web 2.0.

Defining Web 2.0

Web 2.0 is a participatory web. While Web 1.0 contained read-only
content, Web 2.0 allows users to read as well as to post new content.
Victoria Shannon (2006) of the New York Times claimed that Web 2.0
means an Internet that is more user-centered, interactive, and
commercialized than was the Internet 10 years ago. Unlike its
predecessor, Web 2.0 is a two-way web. Content of Web 2.0 sites is not
only owner-driven, but also socially and globally driven. Web 2.0 is an
interactive web, allowing users to interact with posters of information
and with each other. This connectivity, collaboration, and interactivity
of Web 2.0 not only increase visits to and time spent on sites, but also
spurs user activity and new content creation.

8 TIP
For more of Shannon’s ideas about Web 2.0, visit: www.nytimes.
com/2006/05/23/technology/23iht-web.html.

How Web 2.0 Differs from Web 1.0

The original World Wide Web contained static web pages. Static pages
displayed content accessible by web browsers. These sites were static
because the owner or site developer was solely responsible for the

6 The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools
 content that appeared on the site, which could include text, images,
multimedia, and links. Once created, sites might remain unchanged
indefinitely or were updated in accordance with the ownerÊs wishes.
This static system grew for approximately 15 years, until a major
innovation brought about the advent of what is now called Web 2.0.

According to Will Richardson (2006), Web 2.0 is distinguished

from Web 1.0 by its capacity for reading and writing to sites. This means
that Web 2.0 is a socially constructed platform. Internet users can do
more than simply access content. They can post comments to blogs and
Facebook pages, tag content with informal keywords that help users
locate material, collaborate with other Internet users in instant messaging
(IM) and video chats, and create new content by uploading responses
to blog posts and adding related photos, videos, audio files, and other
multimedia. This interactive feature is what differentiates Web 2.0 from
the original static Web 1.0. Advanced web programming languages
(such as Ajax and Java) and greater bandwidth speeds have allowed
increased user access as well as media-rich activity on sites.
Teachers in some schools saw potential in utilizing the World
Wide Web for educational activities. As the number of users online
grew, so did the number of schools and educators who maintained a
website. Today, posting lesson plans, sharing projects, and assessing
work online is a common educational practice. Schools have successfully

Creighton, 2011

Chapter 1: What Is Web 2.0? 7

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