My Reflections and Experience on Using Zunal and ReadWriteThink

       It has been a good way for me to explore new web tools that will enhance my computer skills and improve my vocabulary on the go. Every day, I use new tools and start incorporating them into my ongoing learning process and my family since they have to start using digital tools as their own aid. These days, I used two web tools that my teacher introduced them to the class. They are Zunal and ReadWriteThink. Therefore, my essay aims to summarize my experience on using both tools during the class as well as highlighting the most important aspects and benefits of using these two web tools that are quite unique and helpful for educational technology.
   
        To begin, educational technology allows teachers and students to incorporate a wide series of tools to enhance creativity, motivation, and personal criteria as well. The first web tool I used during the class was Zunal, a web site where students and teachers can create their own WebQuest and start posting important topics of their interest on the Internet. For the class, I decided to create my own WebQuest about Asperger Syndrome, a very interesting topic that is highly important for future educators as well as students and families. Likewise, I added a video to make people think how Aspies behave in a real-life environment and how they would react to people. Thus, Zunal is a helpful website for students and educators to share their ideas on a topic they want to discuss.

   
      In a WebQuest, learners search for information based on the "quest" of the course content objective. For example, the quest or question for Technology in Education is, "How do I infuse technology into the teaching and learning process?" WebQuests require students to approach their task with advanced thinking, specifically in terms of analysis, synthesis, and evaluation. A learner analyzes a body of knowledge deeply, transforms it in some way, and demonstrates an understanding of the material by creating something that others can respond to, online or offline. In our case, students analyzed current uses of technology, and transformed this information into how technology is used in teaching and learning today. From there, they created instructional material for training public school teachers in the use of technology in an educational setting (Dodge, 1995).

        On the other hand, when I started using ReadWriteThink, an interactive and helpful web page that provides a whole series of activities, lesson plans, and warmups already prepared to incorporate with our 21st century learners. With these activities, educators can see themselves as writers for life and leaders in teaching writing to learners who really need it to improve their grammar and vocabulary. Likewise, students can also feel highly motivated by creating comic strips with the comic creator. This digital tool allows students to create their own short stories by selecting their characters they want to add to their comic strip, and then start thinking about what each character wants to say. In that way, their grammar and vocabulary increase effectively. Furthermore, students can also design conceptual maps by highlighting important aspects and key words of an interesting topic or a story. Additionally, students who enjoy writing poems, they can do it using different activities that will enhance their creativity as well. Other activities that I found useful were crossword puzzles, acrostic words, and so on. There are a bunch of activities to explore anyway.

         Technology has become part of the learning process in our knowledge. When educators incorporate web tools where students of all ages can keep practicing their English, reinforcing their math skills, or any other subject they want to work on, they become more confident, proficient, and thoughtful teachers of writing. At the same time, they are also seeking for grammar improvements of their students so they can keep creating stories that are interesting, thoughtful, and sometimes magical using correct grammar,  punctuation, and spelling. However, if a new student uses a web tool to write a story using comic strips, the teacher should only focus on his or her creativity and originality so he can provide positive feedback on the student.

          Using ReadWriteThink has made me look forward to doing more activities on this web page. As a future instructor, it becomes a part of a diverse professional network devoted to the continuous improvement and support of the practices of writing, teaching, and professional growth as well. In addition, teachers aim to help students across grade levels and disciplines to use writing as a tool for learning, reflection, expression, and communication.

          In conclusion, Zunal and ReadWriteThink are two useful and helpful websites for teachers and students to keep track of new activities to implement in a classroom. Likewise, these web tools enhance student creativity and motivation by providing a wide variety of tasks where students can practice their writing and reading skills to be creative. Furthermore, instructors can teach writing and reading with these tools to their students so they can start thinking about what to write. It can be a story, an interesting topic, or their personal opinion. In that way, both teachers and students are contributing to create a good learning environment with the use of technology. Moreover, teachers become members of school and classroom writing communities.

References

Dodge, B. (1995). Some thoughts about WebQuests. San Diego: Educational Technology Department, San Diego State University. Retrieved January 16, 1998, from San Diego State University, Educational Technology.