J.+References




 * Annotated Bibliography: 24 resources:**

References

Blogging in Education. (2007, July 15). Retrieved October 13, 2010, from SDUSD Educational Technology: [].

In this article, you will find information about what a blog is and why it is useful in education. The audience of a blog could be the parents, the student's peers, and others outside of the classroom. The benefits of blogging are highlighted including promotion of critical and analytical thinking. It states that blogging is a new change in literacy promotion that is widely beneficial in global and collaborative learning.

Corcoran, E. (2009). Getting to The Top of the Class. Forbes, 184(6), 40-41. Retrieved from Education Research Complete database.

Elizabeth Corcoran explains how the SMART Board has grown from selling 170,000 units in 2004 to 700,000 units in 2009. She also goes on to say that children love using the SMART Board to browse the internet and to do activities. Teachers also love SMART Boards because they can capture what’s on the screen to use as worksheets or to send home to parents. Corcoran also explains how SMART Tech got started 20 years ago by husband and wife David A. Martin and Nancy Knowlton.

Doe, C. (2010). Interactive Whiteboards. MultiMedia & Internet@Schools, 17(1), 30-34. Retrieved from Education Research Complete database.

In this article Charles Doe wrote about how his district placed interactive whiteboard in 30% of the classrooms. Doe goes on to explain that unlike other technologies that his district has implemented that the teachers are welcoming and using the interactive whiteboards regularly. The rest of the article goes on to describe the different white boards on the market like SMART Boards and the Promethean Board. Doe also explains how to choose the correct one for your school and how it will effect the cost.

Fountain, R. (2010). Dossiers Pratiques. Retrieved October 13, 2010, from profetic.org: [].

This article is an introduction of the use of the Wikispace for French educators. The purpose of the wiki is explained in depth and how it its beneficial. There are also screen cast tutorials located throughout the article, included to explain how the various pages will look. The audience can choose to learn to use the wiki in Spanish, French, and English. Specific uses of the wiki are explained for various areas in education. Examples are included in French. Pedagogical potential is explored along with various benefits of the open source tool.

Higdon, J. & Topaz, C. (2009). Blogs and wikis as instructional tools. College Teaching, v57 n2 p105-110 Spr 2009. (EJ832458). Obtained from EBSCOhost ERIC.

This particular article is about a teaching method called “Just-In-Time”, which uses wikis and blogs to develop successful learning environments. The “Just-In-Time” method is an educational approach believed to assist students in the way they learn. We developed this methodology to help address our central goal for our students: to promote deep, conceptual understanding of core course materials that would be transferable to context outside of the classroom (Lamb & Johnson, 2009). Students influence the learning the environment. Instructors obtain information (concerns, responses, etc.) on the course wiki or blog from students and provide immediate feedback; which in returns creates a learner-centered environment. By giving voice to individual students in the class, (for instance, by using technology) an instructor can overcome these challenges and design the class activities based on the information gleaned from all students, rather than on limited information or on a hunch about what is difficult about the material (Lamb & Johnson, 2009). <span style="font-family: Georgia,serif; font-size: 14pt;">This particular article is of significance to my project because it provides great insight on the benefits of wikis and blogs. Educators can view how their role in the classroom changes for the better. Higdon and Topaz explains how technologies (wikis and blogs) allow students to take on a leadership role as well as become more vocal in their educational experiences. With wikis and blogs, the learning environment becomes student centered. Students are actively engaged and are using higher order thinking skills to solve problems.

<span style="font-family: Georgia,serif; font-size: 14pt;">Hramiaka, A., Bouttonb, H., & Irwinc, B. (2009, September). Trainee teachers’ use of blogs as <span style="font-family: Georgia,serif; font-size: 14pt;">private reflections for professional. Learning, Media and Technology, pp. 259-269.

<span style="font-family: Georgia,serif; font-size: 14pt;">Research case study in the United Kingdom involving a focus groups of post-graduate (secondary) teachers, to determine attitudes and perceptions of blogging as an appropriate tool to support reflective professional development. The idea is that blogging provides the supervising teacher more opportunities to assist the student teacher. The use of Virtual Learning Environments was researched and gave insight to how these training teachers used blogs personally and professionally.

<span style="font-family: Georgia,serif; font-size: 14pt;">Hudson, D. L. (2008). Blogging. Retrieved from: [] <span style="font-family: Georgia,serif; font-size: 14pt;">sid=sersol&SS_jc=TC0000113198&title=Blogging Courtesy of Walden University.

<span style="font-family: Georgia,serif; font-size: 14pt;">This book is about the multi-purposes and freedoms an individual has when they blog. It allows individuals to become modern-day pamphleteers, to contribute to the marketplace of ideas that for so long has been dominated by a relatively select few (Hudson, 2008). The author has a section in the book geared towards students’ freedom of speech outside of the classroom; a right guaranteed by the 1st Amendment. Within this section, mixed emotions and viewpoints are expressed due to safety and security issues based on the content that is placed on the internet. Unfortunately, school officials are monitoring and punishing students, at harsh rates, for the content of their blogs (Hudson, 2008).

<span style="font-family: Georgia,serif; font-size: 14pt;">This particular novel, Blogging, is of significance to my project and school because it sends out alerts about what information is acceptable before and after school when students are involved with wikis and blogs. Hudson states that students have the right of freedom of speech, but how much freedom do you give a teenager? This novel raises eye brows because recent history has showed how cyber bullying has taken the lives of students. Are words more precious than a life? As a result of this novel, educators have to set limitations in their cyber learning environment. All students, as well as parents, need to be aware of what is and is not acceptable before and after school.

<span style="font-family: Georgia,serif; font-size: 14pt;">Kinshuk, Liu, T., & Graf, S. (2009). Coping with mismatched courses: students' behaviour and <span style="font-family: Georgia,serif; font-size: 14pt;">performance in courses mismatched to their learning styles. Educational Technology <span style="font-family: Georgia,serif; font-size: 14pt;">Research and Development, 57(6), 739-752.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article provided empirical research study of learning styles and how they are a factor in education of students who often are required to learn in classes that do not support their desired learning style. In selecting this article to support the design of a collaborative learning environment I wanted to examine more closely how the interaction between student’s learning styles, their behavior and their performance in class that does not enhance their specific learning style. In designing an online learning platform one must consider the learners that will be benefitting form the material and those that will not be as interested in the material/presentation

<span style="font-family: Georgia,serif; font-size: 14pt;">Lamb, A. & Johnson, L. (2009). Wikis and collaborative inquiry. School Library Media <span style="font-family: Georgia,serif; font-size: 14pt;">Activities Monthly, v25 n8 p48-51 Apr 2009. (EJ837439). Obtained from EBSCOhost ERIC.

<span style="font-family: Georgia,serif; font-size: 14pt;">This particular source is an article that defines the meaning and purpose of wikis. Wikis are a quick and easy way to energize reluctant learners, promote group synergy, and encourage authentic learning (Lamb & Johnson, 2009). The authors focus on the sharing and distribution of information, on a wiki, in a collaborative environment. Participants can learn from each other and expand their thinking about a topic by working as a team (Lamb & Johnson, 2009). Wikis allow students to become entrepreneurs of their knowledge by sharing information with others.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article offers the blue print information on wikis. This article is important to both, the project and school, because it gives the pros and cons on wikis in an educational setting. Wikis are technological tools that are used in a collaborative learning environment that allow students to connect with their peers and with the World Wide Web to solve authentic problems. Wikis create learning environments that are student-centered and the educators facilitate the learning process; students are engaged in discovery learning. The key importance that this article relay is that wikis are free to school districts and information posted can be confidential (only members of the wiki can view).

<span style="font-family: Georgia,serif; font-size: 14pt;">Lavolette, E., Venable, M., Gose, E., & Huang, E. (2010). Comparing synchronous virtual <span style="font-family: Georgia,serif; font-size: 14pt;">classrooms: student, instructor and course designer perspectives. TechTrends, 54(5), 54-61.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article compares the synchronous, virtual classrooms that can be created using tools such as Dimdim and Elluminate Live! In creating an online collaborative learning environment I wanted to research other options than the wiki to host the learning environment being designed to fulfill the Capstone requirements. In this article similarities and differences were compared and online workshops were given and feedback was provided by the students to inform the researchers of ease of use and perceptions of the experiences. Further, recommendations were provided for others that may be considering designing a synchronous, virtual classroom.

<span style="font-family: Georgia,serif; font-size: 14pt;">The researchers outlined some key points to be considered when selecting a synchronous virtual learning environment. Guideline to follow included one -click feedback, stability in the technology and how the program is hosted, costs, and limitations. All of the researchers key points are areas of consideration in the actual design and implementation of the Capstone collaborative learning experience.

<span style="font-family: Georgia,serif; font-size: 14pt;">Mechling, L., Gast, D., & Thompson, K. (2008). Comparison of the Effects of Smart Board <span style="font-family: Georgia,serif; font-size: 14pt;">Technology and Flash Card Instruction on Sight Word Recognition and Observational <span style="font-family: Georgia,serif; font-size: 14pt;">Learning. Journal of Special Education Technology, 23(1), 34-46. Retrieved from Education <span style="font-family: Georgia,serif; font-size: 14pt;">Research Complete database.

<span style="font-family: Georgia,serif; font-size: 14pt;">In this article Mechling, Gast and Thompson, compare using flash cards and the SMART Board for learning sight words. The students who were used in the research were high school special education students, learning grocery sight words. The study found that the students who learned using the SMART Board did in fact learned more sight words than the students who used the traditional flash cards.

<span style="font-family: Georgia,serif; font-size: 14pt;">Mishra, P., & Koehler, M. (2009). Too Cool for School? No Way!. Learning & Leading with <span style="font-family: Georgia,serif; font-size: 14pt;">Technology, 36(7), 14-18. Retrieved from Education Research Complete database.

<span style="font-family: Georgia,serif; font-size: 14pt;">In this article Mishra and Koehler are explaining the benefits of using technology in your class. The technology they include are the Iphone, blogs, SMART Boards, Facebook and Flickr. They explain that teachers can use these technologies to get students excited about learning by using the TPACK framework. The TPACK framework guides educators on how to repurpose these technologies to be used in an educational setting.

<span style="font-family: Georgia,serif; font-size: 14pt;">Nelson, J., Christopher, A., & Mims, C. (2009). Tpack and web 2.0: transformation of teaching <span style="font-family: Georgia,serif; font-size: 14pt;">and learning. TechTrends, 53(5), 80-85.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article explains the benefits of Web 2.0 technologies and the possibilities that are provided to share and build knowledge. The article continues to demonstrate how teachers that utilize collaborative and interdisciplinary projects build on student’s individual strengths. Also enforced is the sharing of ideas, further creating a learning experience that teaches life long learning skills

<span style="font-family: Georgia,serif; font-size: 14pt;">Nielsen, L. (2009). Eight ways to use school wikis Tech & Learning, v30 n1 p32 Aug 2009. <span style="font-family: Georgia,serif; font-size: 14pt;">(EJ852201). Obtained from EBSCOhost ERIC.

<span style="font-family: Georgia,serif; font-size: 14pt;">This particular article is about the multiple ways educators can integrate wikis within their learning environment. According to Nielsen (2009), wikis are a great tool to help a school enrich instruction, and increase communication and collaboration among staff. The benefits of wikis in an educational environment are: useful for displaying information, easy access, and allows collaboration for everyone. A major plus of wikis are that they are environment friendly. Not only does the educator saves trees, but also cuts back on the cluttering of papers.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article is important to the school because it explains multiple ways school officials can integrate a wiki within their work environment. School officials can use wikis as a communication method between other others as well as with parents. Wikis allow members to create multiple pages to list information, send emails, or leave comments. Wikis cut down on multiple copies, which saves the environment (Go Green!). Wikis with parents can display classroom events, homework assignments, and an easy communication method to the teacher (email). Another plus of wikis are that they force technology laggards to become involved with technology.

<span style="font-family: Georgia,serif; font-size: 14pt;">Ourada, M. (2007). What would you not want to teach without?. Teacher Magazine, 18(5), 18. <span style="font-family: Georgia,serif; font-size: 14pt;">Retrieved from Education Research Complete database.

<span style="font-family: Georgia,serif; font-size: 14pt;">Ourada in this article explains how she could not live without her whiteboard. She says that the students like to write on the whiteboard using a stylus or their fingers. The students are also able to move objects around on the whiteboard. She goes on to explain how easy it is to create a lesson or quiz and that you can save it on your computer for easy access.

<span style="font-family: Georgia,serif; font-size: 14pt;">Palloff, R., & Pratt, K. (2005). Collaborating online. San Francisco, CA: Jossey-Bass

<span style="font-family: Georgia,serif; font-size: 14pt;">The book, Collaborating Online, Learning Together in Community, authored by Rena Palloff and Keith Pratt provides guidance for those embarking on establishing an online collaborative environment. The authors provide alternatives to the traditional means of assigning student work by giving examples of how to think outside the box of traditional papers, projects and assignments. Since just about everything that students engage in online, from participation on a discussion board to working in small groups, can be viewed as collaborative, the authors provide the foundations for building a learning community online (Palloff & Pratt, 2005). The book is divided into sections each explaining a various component to the online learning environment. Particularly useful to the design of an online collaboration for professional development is the second part of the book where the authors describe a wide variety of collaborative activities that can be easily incorporated into the online collaborative learning environment.

<span style="font-family: Georgia,serif; font-size: 14pt;">In selecting Palloff and Pratt’s comprehensive book on collaborating in an online environment I have provided the group with a resource that is creative and engaging. The book begins with the necessary basics of the collaborative process and paves the way for the reader to design and incorporate an interactive, engaging online learning environment. In embarking on the task of creating an online learning environment many resources will be essential in the culminating final product. This book provides the process as well as numerous activities that can be implemented in the online project currently being created. I selected this book over others as its primary focus is collaboration in an online environment. It is also separated into easy to reference sections, each depicting a specific component of the collaborative process.

<span style="font-family: Georgia,serif; font-size: 14pt;">Parker, K., & Chao, J. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge <span style="font-family: Georgia,serif; font-size: 14pt;">and Learning Objects, 3. Retrieved from [|www.citeseerx.ist.psu.edu].

<span style="font-family: Georgia,serif; font-size: 14pt;">This article provides essential background knowledge of Web 2.0 and wikis. The authors focus on the creation of wikis and how these tools can be incorporated into the learning environment. Wikis are tools that can be used to allow users to collaborate on projects, either member to member, or open to a wider population. In designing an online collaborative learning situation a basic foundation must be presented to the participants and this article approached wikis and how these tools can be used within the classroom.

<span style="font-family: Georgia,serif; font-size: 14pt;">Press Release: Digital Education Group Announces Winners of its Free Technology Contest. (14, June 2010). Retrieved October 2010, 2010, from eSchool News Technology News for Today's K-20 Educator: []

<span style="font-family: Georgia,serif; font-size: 14pt;">This article talks about the winners of the “Innovative Technology in the Classroom Contest 1.0”, which was a free contest for k-12 teachers. The contest, sponsored by The Digital Education Group (DEG)—an academic consulting firm specializing in 21st century classroom technology, was where teachers had to describe how they use blogs, mobile phones or Skype in their classrooms to encourage achievement and engagement of their students.

<span style="font-family: Georgia,serif; font-size: 14pt;">Sawmiller, A. (2010). Classroom Blogging: What is the Role in Science Learning? <span style="font-family: Georgia,serif; font-size: 14pt;">ClearingHouse: A Journal of Educational Strategies, Issues and Ideas, pp. 44-48.

<span style="font-family: Georgia,serif; font-size: 14pt;">This article discusses how blogging can be used in science classes, where there is a need to incorporate more writing and technology into the curriculum. Through blogging, students can work can be displayed as an online portfolio. Students who are usually not vocal in class can share their opinions and review and comment on the opinions of others. It is also discussed how blogging encourages the outside interests of internet use in the classroom.

<span style="font-family: Georgia,serif; font-size: 14pt;">Tremayne, M. (2007). Blogging, citizenship, and the future of media. Routledge. (ISBN: 0-415- <span style="font-family: Georgia,serif; font-size: 14pt;">97940-4, 978-0-415-97940-5). Obtained from Walden Library Card Catalog.

<span style="font-family: Georgia,serif; font-size: 14pt;">Mark Tremayne’s Blogging, Citizenship, and the Future of Media is a source that gives a brief introduction on blogging. The blogosphere is a classic social network with special qualities that make it ideal for research (Tremayne, 2007). From its birth in the late 1990s, blogging has become a popular past-time. Individuals are using blogging to express themselves as well as obtain instant feedback from their followers (people who are members of that particular blog based on the user’s discretion). Tremayne provides his readers with wonderful insight on blogging by taking each component in the title and dissecting each; providing great insight on the topics.

<span style="font-family: Georgia,serif; font-size: 14pt;">This source is important to both the project and school because Treymayne explains how blogging has become the latest communication trend in the 21st century. The author explains how with a valid email address, an individual can obtain a blog free of charge. Blogging allow individuals to express their feelings on key events in the world or within their personal life. Treymayne goes ahead and explains how blogging will become the next form of media in regards to journalism. The question is raised from this novel of: should bloggers be given the same rights as writers, regarding to the news or relevant information published?

<span style="font-family: Georgia,serif; font-size: 14pt;">Twu, H. (2009). Effective wiki-strategies to support high-context culture learners. TechTrends, <span style="font-family: Georgia,serif; font-size: 14pt;">53(5), 16-21.

<span style="font-family: Georgia,serif; font-size: 14pt;">The author of this article explains the social and cultural issues that are fundamental to operating social networking software, including Web 2.0 and wikis. The author researches the cultural differences of students engaging in networking and that because of these differences it is unfair to expect all wiki learners to interact in the same manner. I selected this particular article based on the assignment expectation of developing a networking learning platform between learners who may share a different cultural background making their ability to use a wiki different from other learners.

<span style="font-family: Georgia,serif; font-size: 14pt;">Warlick, D. (2005). Classroom Blogging. Lulu.com.

<span style="font-family: Georgia,serif; font-size: 14pt;">Detailed instructions for creating your own professional weblog using free services, creating an instructional weblog using BlogMesiter (a free classroom blogging tool), creating an interactive class wiki site, creating a personal digital library of dynamic content using RSS, produce your own podcast program, and use weblogs, wikis, RSS, and podcasting to help you teach and help students learn

<span style="font-family: Georgia,serif; font-size: 14pt;">(2010, April 20). Smart Ways to Use the SMARTboard. Retrieved October 13, 2010, from Bright <span style="font-family: Georgia,serif; font-size: 14pt;">Hub: The Hub for Bright Minds: <span style="font-family: Georgia,serif; font-size: 14pt;">[|http://www.brighthub.com/education/k12/articles/29535.aspx?p=3].

<span style="font-family: Georgia,serif; font-size: 14pt;">In this article there are suggestions for using the SMARTboard in the Elementary level. The SMARTboard is explained as a teaching tool, for daily lesson plans. There is an explanation of how to use this tool with providing Reading lessons in comprehension and phonetic sounds. There are also suggested ways to incorporate Writing instruction through journal writing and editing for example. <span style="font-family: Georgia,serif; font-size: 14pt;">(2007). Using technology to level the playing field. Independent School, 66(4), 7. Retrieved from <span style="font-family: Georgia,serif; font-size: 14pt;">Education Research Complete database

<span style="font-family: Georgia,serif; font-size: 14pt;">This article is about Susan Johnson who is the head of Commonwealth Academy in Virginia. This schools serves special education students with average to bright IQs their disabilities are ADD, ADHD, as well as specific learning disabilities. Ms. Johnson wanted to implement technology to the students curriculum to help them exceed in education but also in the future when trying to get jobs. By using technology in the classroom the students were able to express their knowledge the best way that fit them. The students are now using these skills in college and in careers.