1-Introduction

Introduction

Statement of the Problem For more than a decade educators are gradually being challenged to change their focus on learning from a sage on the stage approach to becoming more of a guide by the side for the sake of the learners in the classroom. The shift toward student-centric (versus teacher-centric) learning environments offers many more opportunities for innovation in teaching methodologies. These innovations include integrating new technologies into these classrooms as well. With these innovations come new challenges for teacher training in order for teachers to stay current and keep up with the new technologies being used in schools today.

In recent years various changes, developments and transformations have taken place in all areas in the world, especially since the beginning of the new century in which we are living and the possible effects and consequences of these are observed in the societies. In line with this fact, an increase is observed in the amount of the professional knowledge, the professional skills and professional behaviors that people are required to have. In this situation teachers especially have to develop themselves both professionally and individually in order to take over new responsibilities, to fulfill their new roles, to meet diverse needs of their students and of the societies in which they live as they are considered as initiators and agents of changes, developments and transformations in their societies.

In relation to this fact, it could be said that the words of Locke (2006) explains the whole idea and the situation mentioned above. According to Locke (2006), “As the agents of change in the educational system, teachers need to have the necessary knowledge and skills sets to educate all students to meet increased expectations and performance standards and to be credible competitors in a global economy” (p: 664). This new expectation delivers a call for teachers to become better prepared to educate students in this new society with the many increases in information technology bombarding students and teachers both in and out of the classrooms of today.

Recently, Newmann, King and Carmichael (2007) developed an applicable, cross-disciplinary framework which aims to facilitate increasingly authentic classroom experiences, which the authors define as building upon students’ content knowledge through a process of disciplined inquiry while making valued connections to students’ lives - past, present, and future - beyond the walls of the school (Brkich, 2009).

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. []

Purpose of the project The project involved developing a website that compiled and created the resources for multimedia tutorials for teachers K-12. Beyond a guide, the project also involved interviewing teachers and experts about technology and their experience with Web 2.0 tools. The purpose of this project is that the website will allow the teachers to access different resources on information online specific to multimedia tutorials of Web 2.0 tools at anytime or anywhere in the world.

Significance of the Project As educators around the world we see ourselves with the necessity to learn how to use different Web 2.0 tools. This project could help teachers learn how to use and apply these Web2.0 in the classroom. This project is significant because it provides one of the first resources on Web2.0 tools use in education from the perspective of a Spanish teacher at International School Songdo in Korea. It is also a guide on technology with a collection of video and audio interviews of experts in Web 2.0.

Limitations of the Study Technology is constantly changing. Not too long ago the Internet was based on a Web 1.0 level of technology whereby expert programmers were needed to make functional web tools and sites from scratch. Recent innovations in web-based programming have made it possible for anyone with an Internet connection to create their own web sites with their own custom content and that reality is now called Web 2.0. What I have presented in this website is a sampling of Web 2.0 level tutorials. It is inevitable that Web 2.0 will change soon to even more robust, easier to use and higher fidelity experiences. However, the concept provided in the guide on multimedia tutorials for teachers K-12 should help to introduce them to some of the many tools readily available online, free and easy to use now.