3. Keywords & Sources of Information
• Keywords • Sources
Web 2.0 Academic Search Premier
Educational Technology ProQuest Education
Information Technology ERIC
Learner Engagement Partnership for 21st Century
Technology Integration Skills
Social Networks
Influence of Technology
Computer Assisted Instruction
Computer Mediated
Communication
Student Experience
Teacher Experience
Instructional Design
4. Literature Matrix
Author Year Journal Source Title Wiki Background Other Technologies Classroom Engagement Adoption Factors Advantages/ Disadvantages
"Language Arts Educators Balance Text-Only
Ash 2011 Education Week
Tactics with Multimedia Skills" X X X X
"Web 2.0 Technologies for Classroom
Capo, B. H., & Orellana, Quarterly Review of Distance
A
2011
Education
Instruction: High School Teachers' Perceptions X X X X X
and Adoption Factors"
Primus : Problems, Resources, and
"Lines of Communication: Using a WIKI in a
Carter, J. F. 2009 Issues in Mathematics
Mathematics Course" X X X
Undergraduate Studies
Engstrom, M. E., &
Jewett, D
2005 TechTrends "Collaborative Learning the Wiki Way" X X X
"Collaborating Like Never Before: Reading and
Gibbons, S. 2009 English Journal
Writing Through a Wiki" X X X
Hazari, S., North, A., & Journal of Information Systems "Investigating Pedagogical Value of Wiki
Moreland, D
2009
Education Technology" X X X X
"Learning and Teaching in WANDA Wiki
Moreillon, J., Hunt, J., &
Ewing, S.
2009 Teacher Librarian Wonderland: Literature Circles in the Digital X X
Commons"
"Student-Reported Differences in Technology
Oliver, K. M., & Corn, J.
O.
2008 Educational Media International Use and Skills After the Implementation of One- X X X X
to-One Computing"
"Wiki-Supported Collaborative Learning in
Pifarré, M., & Staarman, International Journal of Computer-
J.K.
2011
Supported Collaborative Learning
Primary Education: How a Dialogic Space is X X X X
Created for Thinking Together"
"Wiki, wiki, wiki-WHAT?" Assessing Online
Tharp, T. L. 2010 English Journal
Collaborative Writing" X X X X
5. Annotated Review
Consists of two basic parts:
A. A summary of education in the
age of technology
B. A review of how wikis are
used to foster collaboration
6. Annotated Review
Introduction
o The “Digital Disconnect” (Engstrom & Jewett, 2005).
o New models of education (Learning for the 21st Century, 2002)
Education in the Age of Technology
o Finding a place in the global marketplace (Good, 2008)
Addressing the gap between how students live and how they
learn (Partnership for 21st Century, 2002)
o Ability to comprehend and utilize a variety of media (Ash, 2011)
Digital literacy through Web 2.0 (Partnership for 21st Century,
2002)
Internet usage shifting from “omnidirectional” to
“multidirectional” (Good, 2008)
Key is finding ways to support students appropriately (Pifarre
& Staarman, 2010)
7. Annotated Review
o Teacher attitudes and beliefs
“Add technology and stir” mentality (Good, 2008)
Technology not being “widely integrated into the curriculum
across grade levels” (Good, 2008)
Teacher attitudes and beliefs as impediments (Capo, 2011)
Adequate training an issue (Capo, 2011).
o Increased technology usage fosters improved student attitudes and
self-concepts (Good, 2008)
Students enjoy working on computers and are more motivated
to complete activities (Good, 2008)
Social Web 2.0 tools give students chance to express their views
(Hazari, North, & Moreland, 2009)
Social technologies “mirror the social networking sites they use
all the time in their lives outside of school” (Gibbons, 2010)
Using real-world examples helps students “understand and
retain more when their learning is relevant, engaging, and
meaningful to their lives“ (Partnership for 21st Century, 2002)
8. Annotated Review
o Students more “digitally connected than parents and educators
Sites like Facebook offer schools access to graduates and parents
(Roe, 2011)
School clubs and organizations use Facebook and Twitter (Roe,
2011
o One-to-One Computing
Increases individualized learning
Students report higher levels of satisfaction with school
technology (Oliver and Corn, 2008)
Collaborate on tasks more often (Oliver and Corn, 2008)
Generate original internet content (Oliver and Corn, 2008)
Fostering Collaboration with Wikis
o Wiki characteristics
Allow for individuals to edit content and control changes (Wei-
Tsong & Zu-Hao, 2011; Engstrom & Jewett, 2005)
9. Annotated Review
Allow administrators to determine security levels for all
members (Wei-Tsong & Zu-Hao, 2011
Allow for linked content and pages (Wei-Tsong & Zu-Hao,
2011; Pifare & Staarman, 2011)
o Sharing knowledge and building communities
“Wiki community” consists of many interactions among its
members, who work to create benefits for the group (Wei-
Tsong & Zu-Hao, 2011)
Communal nature encourages individuals to collaborate and
share knowledge
Provide users with space to store documents, images, and
presentations (Wei-Tsong & Zu-Hao, 2011)
Wikis provide students with the ability to effectively manage
larger quantities of information (Raman & Olfman, 2005
10. Annotated Review
o Collaborative nature of the wiki design
Dynamic nature allows them to be updated from anywhere
without prior knowledge of a programming language (Carter,
2009)
Creates space for students to develop relationships “in which
they expected challenges and alternatives” (Pifarre and
Staarman, 2010)
In collaborative writing projects educators felt the “lack of
structure and the social nature of the project” helped students
bring meaning to the assignment (Tharp, 2010)
Community-building potential ideal for a variety of
collaborative activities (Moreillon, Hunt & Ewing, 2009)
11. Annotated Review
o Wiki environment addresses major theories of learning (Hazari,
North, & Moreland, 2009)
Engagement theory
Specific to technology-based teaching
Offers a “conceptual framework that encourages
collaboration and student engagement”
Main components have been shown to increase student
motivation
Wikis provide students with opportunities for problem
solving in a group environment
Constructivism
Inquiry-based learning in which students construct
personal meaning and interpretations of new materials
based on prior knowledge and learning.
Wiki applications provide students with means of making
critical connections
12. Annotated Review
Summary
o Era of “technology saturation”
o Literature supports the idea that wikis foster
collaboration in the classroom (Good, 2008)
13. References
Ash, K. (2011). Language arts educators balance text-only tactics with
multimedia skills. Education Week, 30(35), 7-S9.
Capo, B. H., & Orellana, A. (2011). Web 2.0 technologies for classroom
instruction: High school teachers' perceptions and adoption factors.
Quarterly Review of Distance Education, 12(4), 235-253.
Carter, J. F. (2009). Lines of communication: Using a WIKI in a mathematics
course. Primus : Problems, Resources, and Issues in Mathematics
Undergraduate Studies, 19(1), 1-17. Retrieved from
http://search.proquest.com/docview/213432677?accountid=231
Engstrom, M. E., & Jewett, D. (2005). Collaborative learning the wiki way.
TechTrends, 49(6), 12-15,68. Retrieved from
http://search.proquest.com/docview/223126162?accountid=231
Gibbons, S. (2010). Collaborating like never before: Reading and writing
through a wiki. English Journal, 99(5), 35-39. Retrieved from
http://search.proquest.com/docview/205393161?accountid=231
14. References
Good, Thomas L. 21st century education: A reference handbook. Thousand
Oaks, CA: SAGE Publications, 2008. II-209-I-219.
Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of
wiki technology. Journal of Information Systems Education, 20(2), 187-
198. Retrieved from
http://search.proquest.com/docview/200157232?accountid=231
Moreillon, J., Hunt, J., & Ewing, S. (2009). Learning and teaching in WANDA wiki
wonderland: Literature circles in the digital commons. Teacher Librarian,
37(2), 23-28.
Oliver, K. M., & Corn, J. O. (2008). Student-reported differences in technology
use and skills after the implementation of one-to-one computing.
Educational Media International, 45(3), 215-229.
Partnership for 21st Century. (2002). Learning for the 21st century: A report
and mile
guide for 21st century skills. Retrieved from
http://www.p21.org/downloads/
P21_report.pdfWashington, DC: Partnership for 21st Century Skills.
15. References
Pifarré, M., & Staarman, J.K. (2011). Wiki-supported collaborative learning in
primary education: How a dialogic space is created for thinking together.
International Journal of Computer-Supported Collaborative Learning,
6(2), 187-205.
Raman, M., Ryan, T., & Olfman, L. (2005). Designing knowledge management
systems for teaching and learning with wiki technology. Journal of
Information Systems Education, 16(3), 311-320. Retrieved from
http://search.proquest.com/docview/200159459?accountid=231
Roe, M. J. (2011). Learning tools for innovation. Leadership, 40(4), 32-38.
Tharp, T. L. (2010). "Wiki, wiki, wiki-WHAT?" assessing online collaborative
writing. English Journal, 99(5), 40-46. Retrieved from
http://search.proquest.com/docview/205412963?accountid=231
Wei-Tsong Wang, & Zu-Hao Wei. (2011). Knowledge sharing in wiki
communities: An empirical study. Online Information Review, 35(5), 799-
820.
16. Research Outline
Research Design: My research will utilize a causal-
comparative research. I will select two groups that
differ on the variable of classroom wiki usage and
compare them in terms of their feelings of classroom
engagement.
Hypothesis: I would test the hypothesis that students
who use a class wiki feel more actively engaged in the
classroom than those students who do not use a class
wiki.
17. Research Outline
Sampling
• I will select participants based on the teachers’
willingness to participate.
• My experimental group will be those students
who are in a class in which the teacher utilizes a
class wiki.
• My control group will be those students who are
in classrooms without a class wiki.
• Comparing at least five classes from my control
and five from my experimental group should
yield more accurate results than just comparing
two classes.
18. Research Outline
Data Collection
• I will utilize a survey to test the students’
feelings of engagement which will ask
them to identify the number of times over
the course of a week of instruction they
access the wiki (for the experimental
group) and their general feelings of
engagement in the classroom.
• I will also survey the teachers as to their
own perceptions of student engagement.
19. Research Outline
Analysis
• I will analyze the data to compare the two
groups.
• It will be important for me to isolate
students into homogenous groups.
For example, I believe grouping students by
average GPA might work to ensure that my
results are not skewed because students whose
teacher utilize a class wiki might already be
placed in honors of Advanced Placement and
might, therefore, already tend to be more
engaged in class.