New Tools In Schools
"For true reform to take place, according to proponents of the New Tech High model, pedagogy and technology must find a proper balance."
~Web 2.0: New Tools, New Schools by G. Solomon & L. Schrum (2007)
Chapter four of the book, Web 2.0: New Tools, New Schools, emphasizes the use for various Web 2.0 tools that were introduced in chapter three. "This chapter presents concrete examples of ways the new tools are being used or could be used in various subject area and with learners at all age or grade levels" (Solomon & Schrum, 2007). The book to point out that the concept of a totally "cool school" has yet to appear because no school has yet to completely re-conceptualize. Despite this fact, there have been many school that have receive grants and funding to take on the identity of a "New Tech High School."
"The New Technology High School model uses in-depth project and problem-based learning that involves teamwork, critical thinking, and communication skills. Students are assessed with authentic outcomes and get real-time feedback, and technology is used to bind the collaborative learning community together" (Solomon & Schrum, 2007). The first school was developed at Napa New Tech High School with visionary teachers and funding from the Bill & Melinda Gates Foundation. Solomon and Schrum (2007) state that a "weakness (of New Tech High model) is the funding that is needed to make this work."
Regardless if a school has the opportunity to take on the "New Tech High School" model, it is still important for educators to realise the importance of incorporating Web tools in their classrooms. I know that when my students (tenth through twelfth graders) use popular search engines to find information on a topic, they assume because it is published, it must be correct. Solomon and Schrum (2007) remind us "students really need to learn how to questions the source of the information they are seeing on the Web." Educators must instruct students to analyze any information found on the Web and question it's authenticity before restating it as truth. It is recommended in the text that "the most valuable resource in teaching our students about the advantages and pitfalls in using the information they find on the Web is the American Library Association (ALA)" (Solomon & Schrum, 2007).
Classroom Applications: Using the Tools for Learning
"Students are motivated to write responsibly, accurately, clearly, and inoffensively. They are empowered and thinks, communicators, and authors."
~Web 2.0: New Tools, New Schools by G. Solomon & L. Schrum (2007)
Writing Process (Blogs)
"Using a Web 2.0 site for writing or a blog is similar to keeping a writer's journal, and of course, journals serve many purposes" (Solomon & Schrum, 2007).
I have used blogs for various assignments in my class and I can testify that my students enjoy posting their idea, opinions, and comments in a blog, even it is private blog that only their fellow classmates can view. Solomon and Schrum (2007) defend this idea by stating: "Since there's a comment box, blogs are important in peer editing an sharing thoughts on the ideas presented." My students do enjoy making critiques on other's posts (even my own) and receiving constructive criticism from their peers.
"Because blogs and other Web 2.0 writing sites can have more of an audience than just the teacher, students are engaged in sharing, communicating, and exchanging ideas on a larger scale and see a permanency to their words that a composition paper can never equal" (Solomon & Schrum, 2007). This is a great tool to encourage our students to step up their "game" and use proper skills they acquire in their ELA (English Language Arts) classes. I know that my students have very poor skills when I ask them to create a short answer response for a traditional, written chapter exam however I notice a difference in their ability when they are allowed to blog or wiki their ideas.
Collaborative Writing (Wikis)
"Wikis are well suited for projects in which collaborative teams write, revise, update, and contribute on a regular basis" (Solomon & Schrum, 2007). My students have used wikis for this exact type of collaborative assignment in Biology and AP Environmental Science. Instead of simply creating a poster for a topic or writing a report, wikis allow my students to work together on a digital product for class in a safe environment. I am able to track all edits and views of the wikis and can undo any "changes" if necessary. 
***Note: The blogs and wikis that I use in my classroom are on my personal BlackBoard site provided by my parish school system (CPSS). These tools are not accessible by anyone other then students enrolled in my BlackBoard course.
Digital Storytelling (Flickr)
Though I do not have classroom experience with Flickr, I can envision many possibilities for this Web 2.0 tool in my science classroom. "Digital storytelling merges writing, photographs, music, and voice to create a personal multimedia story" (Solomon & Schrum, 2007). My students could use this digital story telling when sharing their extended research projects with the class. This would allow all viewers to have "authentic" experience with actually footage and more creativity than just creating a project board with pictures alone.The process is simple: "Students begin by composing their narrative and from it, synthesize the story into its critical elements to develop a script. They add multimedia to the script by including photographs, music, and audio and then put it all together in a logical sequence that is compelling and engaging" (Solomon & Schrum, 2007). I know that our students can do such a task in little to no time. They would find the challenge enjoyable because of the personal element that the project allows. National Educational Technology Standards (NETS) for Teachers
All classroom teachers should be prepared to meet the following standards and performance indicators.
2. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
3. Teaching, Learning, and the Curriculum
Teaches implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
3. apply technology to develop students' higher-order skills and creativity.
6. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teacher:
1. model and teach legal and ethical practice related to technology use.
4. promote safe and healthy use of technology resources.
Citations:
Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Eugene, OR: Intl Society for Technology in educ.
