Our research aims to introduce Croatian teachers to Web 2.0 tools and their applications. This paper presents the results of our work in training in-service teachers. We shared our experience and knowledge with our colleagues through online training organised within social networks, websites and the Moodle system. Training included an introduction to Web 2.0 tools, evaluation tools and implementation tools in actual teaching situations, and educational topics and has led to an increased interest and adaptation among Croatian teachers. The entire project is “alive” and constantly updated as new, free Web 2.0 tools are introduced.

1. From the field
Training Teachers to Use Web 2.0 Tools
Authors Our research aims to introduce Croatian teachers to Web 2.0 tools and their applica-
tions. This paper presents the results of our work in training in-service teachers. We
Sandra Vuk, August Šenoa
Elementary School, Zagreb shared our experience and knowledge with our colleagues through online training or-
vuksan@gmail.com ganised within social networks, websites and the Moodle system. Training included
’ an introduction to Web 2.0 tools, evaluation tools and implementation tools in actual
Dubravka Petkovic, Fažana
Elementary School, Fažana teaching situations, and educational topics and has led to an increased interest and ad-
dubravka50@gmail.com aptation among Croatian teachers. The entire project is “alive” and constantly updated
as new, free Web 2.0 tools are introduced.
Tags
Professional development, 1. Introduction
Web 2.0 tools, open
The term Web 2.0 tools in recent times is often mentioned in the circles of people whose
educational resources
interests are related to the use of ICT technologies. What are Web 2.0 tools? What are their
advantages? How can I use them in class? We believe that few teachers know and not be-
cause they do not want to know, but because they have don’t have the chance to find out.
Official training on the use of ICT in teaching doesn’t exist, just as training on the use and
application of Web 2.0 tools doesn’t. Teachers who are fans of the Internet and Google will
find little information in the Croatian language.
The Croatian Association of Teachers Bell and the Forum for classroom teaching are in con-
tact with many teachers in Croatia who are eager to learn something new and they are aware
of the fact that it is necessary to change the way students are taught and the need to organ-
ize classes so that the student is an active participant in the teaching process. ICT Web 2.0
technologies and tools can assist them if they master the digital skills involved.
Because we independently use Web 2.0 tools in our work our wish was to share our knowl-
edge and skills with colleagues and help them to learn about Web 2.0 tools and learn how to
apply them. We had to think of a way to implement the training. Here there were not many
choices: we were aware that it must be online and that we must take advantage of the Inter-
net, social networks and Web 2.0 tools.
We began to implement and carry out training through:
• our own website with a description of the tools, using the tools in the teaching process
and validating them, we also started developing a tutorials for each tool.
• Facebook: we would inform teachers about the new tools we would find with our re-
search
• CARNet’s LMS Moodle system - We developed and implemented a course about how to
make classroom websites using Google Sites where teachers can store and share their
masterpieces with the students and the wider community.
Teacher interest is high and every day more and more teachers begin to use Web 2.0 tools
and share their work with us and the wider community.
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2. From the field
2. Teacher training methods nature and society. The contents are displayed visually and
serve among others as a reminder of the material that should
A. The website be remembered. The mind map is made using the tool bubbl.
us.
The website is called Web 2.0 tools. The site was created using
the Google Sites platform as Google leads in the availability of
free web tools for teachers, called Google Apps for Education.
The common goal of developing websites and making the tools
available to teachers was that they would then in turn share
their knowledge with other teachers. On the pages of the web-
site are the instructions for using the tools in the Croatian lan-
guage, the tools are ogranized by their function or purpose and
storage space needed, as well as helpful links all in one place.
Since we are both classroom teachers, we have especially re-
lied on tools that can be used in classroom instruction. Tools
are organized depending on their purpose and application. We Figure 2: Example - Mind Maps , first grade class. Topic: Family,
have tried to show the tools that teachers can use to achieve school, our spot
goals and learning outcomes at all levels according to Bloom’s
Taxonomy of Educational Objectives. 2. A crossword word puzzle can be made using the tool called
Crossword and is an interesting way to repeat and learn key
ideas and material from the subjects nature and culture.
Topic: Winter in the homeland. Students solved crossword
puzzles online or ones that were printed out.
Figure 1: Pyramid of Bloom’s Taxonomy
Many of the tools fall into several categories, so we handle
them depending on their purpose in different ways. The big-
gest incentive for us was when we were able to apply a tool in
practice, ie whether it was appropriate for the work of the just Figure 3: Crossword puzzle to review topics, second grade
the teacher, if it serves to be used in cooperation with students class. Topic: Winter in the homeland
(collaboration), or just for the students (a game or activity). We
used each of the tools alongside the approved curriculum ma-
terials for programs for grades one through four. We described a tool, the way to use it, and then demonstrated
how to use the tool in a classroom example and allowed our-
Examples: selves to evaluate it and its possible application in Croatian
1. In the first grade, mind maps were created, which served schools. With every tool we have indicated whether it needs
the purpose of repetition and systematization of the subject cooperation, if it is easy to use, whether it needs to be paid for
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3. From the field
or if its free, and if it is only available in the English language. D. Online courses
Since we wanted to bring the tools closer to Croatian teachers,
we decided to create tutorials (user guides) in video form, in With the goal of training member teachers Association of Teach-
power point presentation form (ppt) or in the form of future ers Bell we created and implemented online courses dedicated
workshops. Video tutorial for making picture books online. to using programs and tools in teaching. These courses given
using the online CARNet LMS Moodle system. One of them is:
Making a classroom website.
B. Facebook group
A classroom website is primarily a project that demonstrates
The group was formed after we have processed more than 10
the cooperation of parents and teachers. It gives teachers the
tools. The group is open and includes hundreds of teachers
ability to present the students’ work as well as allowing collabo-
from all over Croatia, and even includes the Deputy Minister of
rative work between students and parents.
Education Mrs. Marija Lugarić (as a member).
The course is designed for teachers, as well others interested in
The aim of the group: To publicly publish examples from real
making websites using Google Sites. Course participants have
experiences thus encouraging other teachers to fearlessly begin
the opportunity to acquire knowledge and master the neces-
using the tools. Additional aims of the group included the ana-
sary skills for creating their own free website. Participants are
lyzing of tools along with how they could be applied in practice,
guided through the course by written and video instructions
and finally the group allowed us to quickly exchange informa-
and master the content through exercises.
tion. Our ultimate goal is to encourage teachers to creatively
create educational materials. To date (January 2012) the group So far, thirty teachers have completed the course. According
has supported more than twenty teachers in receiving instruc- to exit polls, participant satisfaction is high not only due to the
tions as to how to go about creating materials using Web 2.0 content offered but also the presentation method as it gives
tools. them the opportunity to work at times when it suits them.
C. Twitter
The social network Twitter was the most helpful in helping us
find new Web 2.0 tools. On Twitter there is a subgroup #edutech
#web20. Every day in the group teachers from around the world
publish links to new tools, their application in practice, and their
educational content (blog content). This Twitter group encour-
aged us to enroll in high-needs education forums, enabling us
to access materials and to engage in sharing experiences with a
large group of educators.
Figure 4: Home page of the online course “Making a classroom
On these sites: website”
• http://www.classroom20.com/profile/SandraVuk?xg_
source=activity
• http://edupln.ning.com/profile/SandraVuk 3. Conclusion
we take turns sharing and analyzing materialas and content for In this paper we presented an example of the ways in which
working in primary education. colleagues can help teachers to informally educate themselves
and contribute to raising the quality of their teaching and edu-
Encouraged by others we formed our own blog site where we cational process in all its phases using Web 2.0 tools.
write about the Croatian school system, changes, methods and
successes: http://razredna.wordpress.com/ We have described the ways in which teachers can educate their
colleagues no matter the place as long as they find the time to
learn. Colleagues opinions have shown that these modes of
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4. From the field
learning are suitable in terms of availability: they easily acquire
and master the skills of working with Web 2.0 tools with our
daily online support.
But it should be noted that despite the enthusiasm, great will
and hard work on these teacher trainings, a bridge the barriers
is often encountered: lack of schools and classrooms equipped
with adequate equipment required for applying what has been
learned in the training, not understanding the environment and
the indifference of professional services for this type of educa-
tion.
We will continue to strive to self educate and use new tools and
to share our knowledge with the wider teaching community.
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