1. Engaging DigitalEngaging Digital
NativesNatives
Examining 21Examining 21stst
century literacies and theircentury literacies and their
implications for teaching in the digital age.implications for teaching in the digital age.
Jennifer Carrier DormanJennifer Carrier Dorman
http://jdorman.wikispaces.com/Conferenceshttp://jdorman.wikispaces.com/Conferences
3. We are at a turning point inWe are at a turning point in
the tech industry andthe tech industry and
perhaps even in the historyperhaps even in the history
of the worldof the world
Tim O’Reilly – Feb. 14 2006Tim O’Reilly – Feb. 14 2006
4. The Case for 21The Case for 21stst
Century EducationCentury Education
Education is changing.Education is changing.
Competition is changing internationally.Competition is changing internationally.
The workplace, jobs, and skill demands areThe workplace, jobs, and skill demands are
changing.changing.
6. ImplicationsImplications
These changes, among others, are ushering us toward a worldThese changes, among others, are ushering us toward a world
where knowledge, power, and productive capability will bewhere knowledge, power, and productive capability will be
more dispersed than at any time in our history—a world wheremore dispersed than at any time in our history—a world where
value creation will be fast, fluid, and persistently disruptive.value creation will be fast, fluid, and persistently disruptive.
A world where only the connected will survive.A world where only the connected will survive.
A power shift is underway, and a tough new business rule isA power shift is underway, and a tough new business rule is
emerging: Harness the new collaboration or perish.emerging: Harness the new collaboration or perish.
Those who fail to grasp this will find themselves ever moreThose who fail to grasp this will find themselves ever more
isolated—cut off from the networks that are sharing, adapting,isolated—cut off from the networks that are sharing, adapting,
and updating knowledge to create value.and updating knowledge to create value.
7. Implications for SchoolsImplications for Schools
For smart schools [companies], the rising tide of massFor smart schools [companies], the rising tide of mass
collaboration offers vast opportunity…Schools [Companies]collaboration offers vast opportunity…Schools [Companies]
can reach beyond their walls to sow the seeds of innovationcan reach beyond their walls to sow the seeds of innovation
and harvest a bountiful crop.and harvest a bountiful crop.
Indeed, educators [firms] that cultivate nimble, trust-basedIndeed, educators [firms] that cultivate nimble, trust-based
relationships with external collaborators are positioned to formrelationships with external collaborators are positioned to form
vibrant classroom [business] ecosystems that enhance learningvibrant classroom [business] ecosystems that enhance learning
[create value] more effectively than hierarchically organized[create value] more effectively than hierarchically organized
schools [businesses].schools [businesses].
(edits by Will Richardson, original words in brackets)(edits by Will Richardson, original words in brackets)
9. Digital NativesDigital Natives
It is now clear that as a result of thisIt is now clear that as a result of this
ubiquitous information environment and theubiquitous information environment and the
sheer volume of their interaction with it,sheer volume of their interaction with it,
today’s studentstoday’s students think and process informationthink and process information
fundamentally differentlyfundamentally differently from theirfrom their
predecessors.predecessors.
Marc Prensky – “Digital Natives, DigitalMarc Prensky – “Digital Natives, Digital
Immigrants” 2001Immigrants” 2001
10. Digital NativesDigital Natives
““Different kinds of experiences lead toDifferent kinds of experiences lead to
different brain structures” - Dr. Bruce D. Berrydifferent brain structures” - Dr. Bruce D. Berry
of Baylor College of Medicine.of Baylor College of Medicine.
it is very likely thatit is very likely that our students’ brains haveour students’ brains have
physically changedphysically changed – and are different from ours –– and are different from ours –
as a result of how they grew upas a result of how they grew up
11. Who are the digital natives?Who are the digital natives?
Our students today are all “native speakers”Our students today are all “native speakers”
of the digital language of computers, videoof the digital language of computers, video
games, instantaneous communication, andgames, instantaneous communication, and
the Internet.the Internet.
Those of us who were not born into theThose of us who were not born into the
digital world but have, at some later point indigital world but have, at some later point in
our lives, become fascinated by and adoptedour lives, become fascinated by and adopted
many or most aspects of the new technologymany or most aspects of the new technology
areare Digital ImmigrantsDigital Immigrants..
12. The ChallengeThe Challenge
Our Digital Immigrant instructors, who speakOur Digital Immigrant instructors, who speak
an outdated language (that of the pre-digitalan outdated language (that of the pre-digital
age), are struggling to teach a population thatage), are struggling to teach a population that
speaks an entirely new languagespeaks an entirely new language
13. The Nomadic Grazing Patterns ofThe Nomadic Grazing Patterns of
Digital NativesDigital Natives
Digital Natives are used to receivingDigital Natives are used to receiving
information really fast.information really fast.
They like to parallel process and multi-task.They like to parallel process and multi-task.
They prefer their graphicsThey prefer their graphics beforebefore their texttheir text
rather than the opposite.rather than the opposite.
14. The Nomadic Grazing Patterns ofThe Nomadic Grazing Patterns of
Digital NativesDigital Natives
They prefer random access (like hypertext).They prefer random access (like hypertext).
They function best when networked.They function best when networked.
They thrive on instant gratification andThey thrive on instant gratification and
frequent rewards.frequent rewards.
They prefer games to “serious” work.They prefer games to “serious” work.
15. MethodologyMethodology
Today’s teachers have to learn to communicateToday’s teachers have to learn to communicate
in the language and style of their students.in the language and style of their students.
ThisThis doesn’tdoesn’t mean changing the meaning of whatmean changing the meaning of what
is important, or of good thinking skills.is important, or of good thinking skills.
17. What is Web 2.0?What is Web 2.0?
Web 2.0 is a term often applied to a perceivedWeb 2.0 is a term often applied to a perceived
ongoing transition of the World Wide Webongoing transition of the World Wide Web
from a collection of static websites to a full-from a collection of static websites to a full-
fledged computing platform serving webfledged computing platform serving web
applications to end users.applications to end users.
Tim O’ReillyTim O’Reilly
18. Web 2.0Web 2.0
Static content transformed by dynamicStatic content transformed by dynamic
participationparticipation
CommunitiesCommunities
NetworksNetworks
Read/writeRead/write
19. The New WWWThe New WWW
WhateverWhatever
WheneverWhenever
WhereverWherever
Tom March, Web-based educator, author, andTom March, Web-based educator, author, and
instructional designerinstructional designer
20. The New WWWThe New WWW
The New WWW—offering usThe New WWW—offering us whateverwhatever wewe
want,want, wheneverwhenever andand whereverwherever we want it—we want it—
may seem like just an extension of ourmay seem like just an extension of our
already-technology-enhanced contemporaryalready-technology-enhanced contemporary
lifelife
21. Confronting theConfronting the
Challenges of aChallenges of a
Participatory CultureParticipatory Culture
Media Education for the 21Media Education for the 21stst
CenturyCentury
22. “If it were possible to define generally the
mission of education, it could be said that its
fundamental purpose is to ensure that all
students benefit from learning in ways that allow
them to participate fully in public, community,
[Creative] and economic life.”
— New London Group (2000, p. 9)
23. Participatory CultureParticipatory Culture
According to a recent study from the Pew
Internet & American Life project (Lenhardt &
Madden, 2005), more than one-half of all teens
have created media content, and roughly one-
third of teens who use the Internet have shared
content they produced.
24. A Participatory Culture . . .A Participatory Culture . . .
With relatively low barriers to artistic expression and civic
engagement
With strong support for creating and sharing one’s creations
with others
With some type of informal mentorship whereby what is
known by the most experienced is passed along to novices
Where members believe that their contributions matter
Where members feel some degree of social connection with
one another (at the least they care what other people think
about what they have created)
25. Forms of Participatory CultureForms of Participatory Culture
Affiliations — memberships, formal and informal, in
online communities centered around various forms of
media, such as Friendster, Facebook, message boards,
metagaming, game clans, or MySpace
Expressions — producing new creative forms, such
as digital sampling, skinning and modding, fan
videomaking, fan fiction writing, zines, mash-ups
26. Forms of Participatory CultureForms of Participatory Culture
Collaborative Problem-solving — working together
in teams, formal and informal, to complete tasks and
develop new knowledge (such as through Wikipedia,
alternative reality gaming, spoiling).
Circulations — Shaping the flow of media (such as
podcasting, blogging).
27. ImplicationsImplications
A growing body of scholarship suggests
potential benefits of these forms of
participatory culture, including:
opportunities for peer-to-peer learning,
a changed attitude toward intellectual property,
the diversification of cultural expression,
the development of skills valued in the modern
workplace, and a more empowered conception of
citizenship.
28. ImplicationsImplications
Participatory culture shifts the focus of literacy from
one of individual expression to community
involvement.
The new literacies almost all involve social skills
developed through collaboration and networking.
These skills build on the foundation of traditional
literacy, research skills, technical skills, and critical
analysis skills taught in the classroom.
29. The New LiteraciesThe New Literacies
Play — the capacity to experiment with one’s
surroundings as a form of problem-solving
Performance — the ability to adopt alternative
identities for the purpose of improvisation and
discovery
Simulation — the ability to interpret and construct
dynamic models of real-world processes
Appropriation — the ability to meaningfully sample
and remix media content
30. The New LiteraciesThe New Literacies
Multitasking — the ability to scan one’s
environment and shift focus as needed to salient
details.
Distributed Cognition — the ability to interact
meaningfully with tools that expand mental capacities
Collective Intelligence — the ability to pool
knowledge and compare notes with others toward a
common goal
Judgment — the ability to evaluate the reliability
and credibility of different information sources
31. The New LiteraciesThe New Literacies
Transmedia Navigation — the ability to follow the
flow of stories and information across multiple
modalities
Networking — the ability to search for, synthesize,
and disseminate information
Negotiation — the ability to travel across diverse
communities, discerning and respecting multiple
perspectives, and grasping and following alternative
norms.
33. BlogsBlogs
A blog is a website for which an individual or a groupA blog is a website for which an individual or a group
frequently generates text, photographs, video or audiofrequently generates text, photographs, video or audio
files, and/or links, typically (but not always) on a dailyfiles, and/or links, typically (but not always) on a daily
basis.basis.
The term is a shortened form of weblog.The term is a shortened form of weblog.
Authoring a blog, maintaining a blog or adding an article to anAuthoring a blog, maintaining a blog or adding an article to an
existing blog is called "blogging".existing blog is called "blogging".
Individual articles on a blog are called "blog posts," "posts," orIndividual articles on a blog are called "blog posts," "posts," or
"entries"."entries".
The person who posts these entries is called a "blogger".The person who posts these entries is called a "blogger".
34. Why the sudden popularity of blogs?Why the sudden popularity of blogs?
RSS - Really Simple SyndicationRSS - Really Simple Syndication
36. Blogs in School?Blogs in School?
Blogs are tools, and like any tools they can beBlogs are tools, and like any tools they can be
used or misused.used or misused.
Misuse occurs more often when there's a lack ofMisuse occurs more often when there's a lack of
instruction. (MySpace, Xanga, Facebook)instruction. (MySpace, Xanga, Facebook)
Interactivity, publishing, collectiveInteractivity, publishing, collective
intelligenceintelligence
37. Blogs in SchoolBlogs in School
Teacher BlogsTeacher Blogs
HomeworkHomework
Keep Parents in theKeep Parents in the
LoopLoop
Virtual InserviceVirtual Inservice
ProfessionalProfessional
collaborationcollaboration
Student BlogsStudent Blogs
This week in class, we...This week in class, we...
Student WorkStudent Work
Online portfolioOnline portfolio
Peer/teacher feedbackPeer/teacher feedback
38. Why Students Shouldn’t BlogWhy Students Shouldn’t Blog
People will read it.People will read it.
People might not like it.People might not like it.
They might share test answers with others.They might share test answers with others.
They might be found by a child predator onlineThey might be found by a child predator online
They might write something inappropriate.They might write something inappropriate.
They might find something inappropriate.They might find something inappropriate.
They might get other students to start blogging.They might get other students to start blogging.
http://blogging101.wikispaces.com/whywhynot
39. Why Students Should BlogWhy Students Should Blog
People will read it.People will read it.
They might like it.They might like it.
They might share what they've learned with others.They might share what they've learned with others.
They might participate in a collaborative learning project.They might participate in a collaborative learning project.
They might become inspired to learn.They might become inspired to learn.
They might inspire others to learn.They might inspire others to learn.
They might get other students to start blogging.They might get other students to start blogging.
If they don't talk in class, they might on a blog.If they don't talk in class, they might on a blog.
http://blogging101.wikispaces.com/whywhynot
45. PodcastsPodcasts
iPod + Broadcast = PodcastiPod + Broadcast = Podcast
Amateur radioAmateur radio
Podcasting is the method of distributingPodcasting is the method of distributing
multimedia files, such as audio programs ormultimedia files, such as audio programs or
music videos, over the Internet using either themusic videos, over the Internet using either the
RSS or Atom syndication formats, for playbackRSS or Atom syndication formats, for playback
on mobile devices and personal computers.on mobile devices and personal computers.
46. Why use podcasts?Why use podcasts?
Podcasts enable students to share theirPodcasts enable students to share their
knowledge and expertise with others through aknowledge and expertise with others through a
creative outlet.creative outlet.
Podcasts tap into a mode of media input that isPodcasts tap into a mode of media input that is
commonplace for digital natives.commonplace for digital natives.
Podcasts empower students to formPodcasts empower students to form
relationships with the content and each otherrelationships with the content and each other
in relevant ways.in relevant ways.
47. Why use podcasts?Why use podcasts?
Podcasting is yet another way for themPodcasting is yet another way for them
[students] to be creating and contributing ideas[students] to be creating and contributing ideas
to a larger conversation, and it’s a way ofto a larger conversation, and it’s a way of
archiving that contribution for futurearchiving that contribution for future
audiences to use.audiences to use.
Will Richardson,Will Richardson, Blogs, Wikis, Podcasts and OtherBlogs, Wikis, Podcasts and Other
Powerful Web Tools for ClassroomsPowerful Web Tools for Classrooms
48. How can podcasts be used?How can podcasts be used?
In the classroom, educators and students canIn the classroom, educators and students can
use podcastsuse podcasts toto informinform others about classothers about class
news, current events, and areas of interest.news, current events, and areas of interest.
Students can use a podcastStudents can use a podcast forum toforum to
persuadepersuade their peers to help others, make atheir peers to help others, make a
difference, or try something new.difference, or try something new.
Podcasts can also be used to edutain othersPodcasts can also be used to edutain others
through creativethrough creative narrativesnarratives..
49. How can podcasts be used?How can podcasts be used?
Podcasts engage students in thinking criticallyPodcasts engage students in thinking critically
about their speaking fluency andabout their speaking fluency and
communication skills.communication skills.
The opportunity to create a podcast about whatThe opportunity to create a podcast about what
students would like to discuss and share withstudents would like to discuss and share with
others is extremely motivating.others is extremely motivating.
50. Other Enduring BenefitsOther Enduring Benefits
Along with the use of technology there are certainAlong with the use of technology there are certain
responsibilities that educators and students need toresponsibilities that educators and students need to
follow.follow.
Educators need to instruct students on safe and acceptableEducators need to instruct students on safe and acceptable
use of technology in and outside of the classroom.use of technology in and outside of the classroom.
Not only do students need to learn how to appropriatelyNot only do students need to learn how to appropriately
research, but also how to safely and properly shareresearch, but also how to safely and properly share
information online.information online.
Podcasts allow students to learn first hand about copyrightPodcasts allow students to learn first hand about copyright
laws and fair use issues.laws and fair use issues.
51. Jumping in with both feet . . .Jumping in with both feet . . .
Listen to a few podcasts onlineListen to a few podcasts online
iTunes > Source List > Podcasts > EducationiTunes > Source List > Podcasts > Education
http://www.podcastalley.com/http://www.podcastalley.com/
http://www.ipodder.org/http://www.ipodder.org/
http://epnweb.org/http://epnweb.org/
http://www.jakeludington.com/archives/000405.htmlhttp://www.jakeludington.com/archives/000405.html
(“Podcasting with Windows Media Player)(“Podcasting with Windows Media Player)
Get a feel for the genreGet a feel for the genre
Podcasts are not “polished” – production value isPodcasts are not “polished” – production value is
secondary to the contentsecondary to the content
54. Creating a PodcastCreating a Podcast
1.1. Write your script.Write your script.
2.2. Practice.Practice.
3.3. Record your audio file. (Record your audio file. (AudacityAudacity))
4.4. Edit your audio (Effect > Normalize)Edit your audio (Effect > Normalize)
5.5. Add and credit legally useable music (Add and credit legally useable music (optionaloptional))
6.6. File > Save Project.File > Save Project.
7.7. File > Export as MP3 > Edit ID3 TagsFile > Export as MP3 > Edit ID3 Tags
8.8. Upload the MP3 file to a web server. (Upload the MP3 file to a web server. (GCastGCast andand
AudiobloggerAudioblogger))
57. Pedagogy for PodcastingPedagogy for Podcasting
Education Podcast NetworkEducation Podcast Network
University of Wisconsin-Madison PodcastingUniversity of Wisconsin-Madison Podcasting
Pod PedagogyPod Pedagogy
60. What is a Wiki?What is a Wiki?
AA wikiwiki is a type of website that allows usersis a type of website that allows users
easily to add, remove, or otherwise edit andeasily to add, remove, or otherwise edit and
change most available content.change most available content.
61. How is a Wiki Constructed?How is a Wiki Constructed?
A single page in aA single page in a wikiwiki is referred to as a "wikiis referred to as a "wiki
page", while the entire body of pages, whichpage", while the entire body of pages, which
are usually highly interconnected viaare usually highly interconnected via
hyperlinks, is "the wiki“hyperlinks, is "the wiki“
in effect, a wiki is actually a very simple, easy-to-in effect, a wiki is actually a very simple, easy-to-
use user-maintained database for searching anduse user-maintained database for searching and
creating information.creating information.
62. Are Wikis Safe?Are Wikis Safe?
Wikis are generally designed with theWikis are generally designed with the
philosophy of making it easy to correctphilosophy of making it easy to correct
mistakes, rather than making it difficult tomistakes, rather than making it difficult to
make them.make them.
63. Are Wikis Safe?Are Wikis Safe?
Thus while wikis are very open, they provideThus while wikis are very open, they provide
a means to verify the validity of recenta means to verify the validity of recent
additions to the body of pages.additions to the body of pages.
The most prominent, on almost every wiki, is theThe most prominent, on almost every wiki, is the
"Recent Changes" page—a specific list"Recent Changes" page—a specific list
numbering recent edits, or a list of all the editsnumbering recent edits, or a list of all the edits
made within a given timeframe.made within a given timeframe.
66. Using Wikis as a SourceUsing Wikis as a Source
Wikipedia is as reliable as other external sourcesWikipedia is as reliable as other external sources
we rely on.we rely on.
Properly written articles cite the sources, and aProperly written articles cite the sources, and a
reader should rely on the Wikipedia article asreader should rely on the Wikipedia article as
much, but no more, than the sources the articlemuch, but no more, than the sources the article
relies on.relies on.
If an article doesn't cite a source, it may or may notIf an article doesn't cite a source, it may or may not
be reliable.be reliable.
Students should never use information in a wikiStudents should never use information in a wiki
until they have checked those external sources.until they have checked those external sources.
67. What the Experts are SayingWhat the Experts are Saying
Wikis are helping young people developWikis are helping young people develop
“writing skills and social skills by learning“writing skills and social skills by learning
about group consensus and compromise—allabout group consensus and compromise—all
the virtues you need to be a reasonable andthe virtues you need to be a reasonable and
productive member of society.”productive member of society.”
Jimmy Wales, founder of WikipediaJimmy Wales, founder of Wikipedia
68. What the Experts are SayingWhat the Experts are Saying
““The media is controlled by people who haveThe media is controlled by people who have
the resources to control it,” he says. “Wikisthe resources to control it,” he says. “Wikis
show that all of us have an equal opportunityshow that all of us have an equal opportunity
to contribute to knowledge.”to contribute to knowledge.”
Andy Garvin, head of the Digital Divide NetworkAndy Garvin, head of the Digital Divide Network
69. Ways to Use WikisWays to Use Wikis
Use wikis as formats for subject guides.Use wikis as formats for subject guides.
Invite students and teachers to annotate yourInvite students and teachers to annotate your
catalog on a wiki.catalog on a wiki.
Make wikis meeting places for communitiesMake wikis meeting places for communities
inside the school.inside the school.
Link librarians and teachers in your district inLink librarians and teachers in your district in
a collaborative enterprise.a collaborative enterprise.
83. Links to Getting StartedLinks to Getting Started
Wiki Walk-ThroughWiki Walk-Through
http://www.teachersfirst.com/content/wiki/http://www.teachersfirst.com/content/wiki/
What’s a wiki?What’s a wiki?
Who uses wikis?Who uses wikis?
Wikis or blogs?Wikis or blogs?
How to use wikis with students.How to use wikis with students.
Ideas for activities, projects, collaborations, etc.Ideas for activities, projects, collaborations, etc.
Using wikis in Education (blog) http://ikiw.org/Using wikis in Education (blog) http://ikiw.org/
Classroom use of wikisClassroom use of wikis
http://www.teachinghacks.com/wiki/index.php?http://www.teachinghacks.com/wiki/index.php?
title=Wikistitle=Wikis
84. WikispacesWikispaces
Wikispaces is offering K-12 organizations theirWikispaces is offering K-12 organizations their
premium membership for freepremium membership for free
No advertisementsNo advertisements
Greater storage capacityGreater storage capacity
Enhanced privacy settingsEnhanced privacy settings
http://www.wikispaces.com/site/for/teachers100K
85. NYT Magazine – December 3, 2006NYT Magazine – December 3, 2006
““Open Source Spying” Clive ThompsonOpen Source Spying” Clive Thompson
The U.S.A. and other Western countries haveThe U.S.A. and other Western countries have
embraced 21embraced 21stst
century technologies such as blogscentury technologies such as blogs
and wikis.and wikis.
““Once the intelligence community has a robust andOnce the intelligence community has a robust and
mature wiki and blog knowledge-sharing Webmature wiki and blog knowledge-sharing Web
space . . . the nature of intelligence will changespace . . . the nature of intelligence will change
forever.”forever.”
90. Stu.dicio.us FeaturesStu.dicio.us Features
Note-takingNote-taking
Note commentingNote commenting
Note sharingNote sharing
Keyword link to Google and WikipediaKeyword link to Google and Wikipedia
To-Do ListsTo-Do Lists
ScheduleSchedule
Document storage/trackingDocument storage/tracking
Grade organizerGrade organizer
Privacy FeaturesPrivacy Features
RSS FeedsRSS Feeds
Integration with FacebookIntegration with Facebook
Social NetworkingSocial Networking
http://stu.dicio.us/
95. DiggDigg
Find an article, video, or podcast online and submit itFind an article, video, or podcast online and submit it
to Digg.com. Your submission will immediatelyto Digg.com. Your submission will immediately
appear in “Upcoming Stories,” where other membersappear in “Upcoming Stories,” where other members
can find it and, if they like it, Digg it.can find it and, if they like it, Digg it.
Subscribe to RSS feeds of particular topics,Subscribe to RSS feeds of particular topics,
popular/upcoming sections, individual users, and thepopular/upcoming sections, individual users, and the
search terms of your choicesearch terms of your choice
Digg. Participate in the collaborative editorial processDigg. Participate in the collaborative editorial process
by Digging the stuff that you like best.by Digging the stuff that you like best.
Build a friend list; then your friends can track whatBuild a friend list; then your friends can track what
you’re Digging. They can also subscribe to an RSSyou’re Digging. They can also subscribe to an RSS
feed of your submissions and/or your Diggs.feed of your submissions and/or your Diggs.
http://www.digg.com/
103. WizliteWizlite
Wizlite is a tool allowing users toWizlite is a tool allowing users to
collaboratively highlight important passagescollaboratively highlight important passages
on pages on the Internet.on pages on the Internet.
Users can organize in groups and attach notesUsers can organize in groups and attach notes
to their selections.to their selections.
Wizlite is activated by a bookmarklet orWizlite is activated by a bookmarklet or
Firefox toolbar extension.Firefox toolbar extension.
Wizlite is great for many applications, such asWizlite is great for many applications, such as
topic discovery (e.g. for talks) or reviewing.topic discovery (e.g. for talks) or reviewing.
http://wizlite.com/
104. NoteMeshNoteMesh
NoteMesh is a free service that allows collegeNoteMesh is a free service that allows college
students in the same classes to share notes with eachstudents in the same classes to share notes with each
other.other.
It works by creating a wiki for individual classes thatIt works by creating a wiki for individual classes that
users can edit.users can edit.
Users are free to post their own lecture notes orUsers are free to post their own lecture notes or
contribute to existing lecture notes.contribute to existing lecture notes.
The idea is that users in the same class canThe idea is that users in the same class can
collaboratively create a definitive source for lecturecollaboratively create a definitive source for lecture
notes.notes.
http://notemesh.com
106. Social Networking – 43 ThingsSocial Networking – 43 Things
http://www.43things.com/
107. FlickrFlickr
What you can do with your photos:What you can do with your photos:
UploadUpload
TagTag
Geotag (mapping)Geotag (mapping)
BlogBlog
CommentComment
OrganizeOrganize
Organize into online photo albums with annotationOrganize into online photo albums with annotation
Form/join groupsForm/join groups
http://www.flickr.com
108. Applications for FlickrApplications for Flickr
Virtual field tripVirtual field trip
Categorize, analyze, evaluate imagesCategorize, analyze, evaluate images
Geography practiceGeography practice
Picture books-documentariesPicture books-documentaries
Display original artworkDisplay original artwork
Online scavenger huntsOnline scavenger hunts
Process live field tripsProcess live field trips
Upload exported (jpeg) Inspiration graphic organizersUpload exported (jpeg) Inspiration graphic organizers
111. Video Editing ToolsVideo Editing Tools
Eye Spot Online Video MixingEye Spot Online Video Mixing http://eyespot.com/http://eyespot.com/
Jump Cut Online Video EditorJump Cut Online Video Editor http://jumpcut.com/http://jumpcut.com/
Windows Movie MakerWindows Movie Maker http://www.microsoft.com/windowsxp/usinghttp://www.microsoft.com/windowsxp/using
/moviemaker/default.mspx/moviemaker/default.mspx
Avid Free DVAvid Free DV http://www.avid.com/freedv/http://www.avid.com/freedv/
Storyboard ProStoryboard Pro http://www.atomiclearning.com/storyboardhttp://www.atomiclearning.com/storyboard
propro
Microsoft PhotoStoryMicrosoft PhotoStory http://www.microsoft.com/windowsxp/usinghttp://www.microsoft.com/windowsxp/using
//
digitalphotography/photostory/default.mspxdigitalphotography/photostory/default.mspx
112. Classroom ResourcesClassroom Resources
NoteStar enhanced research tools http://notestar.4teachers.org/NoteStar enhanced research tools http://notestar.4teachers.org/
RubiStar rubric creation tools http://rubistar.4teachers.org/index.phpRubiStar rubric creation tools http://rubistar.4teachers.org/index.php
QuizStar online quiz creation tools http://quizstar.4teachers.org/QuizStar online quiz creation tools http://quizstar.4teachers.org/
TrackStar online hotlist and Internet activity creation toolsTrackStar online hotlist and Internet activity creation tools
http://trackstar.4teachers.org/http://trackstar.4teachers.org/
Web Worksheet Wizard http://wizard.4teachers.org/Web Worksheet Wizard http://wizard.4teachers.org/
Project Poster online project-based activity creation toolsProject Poster online project-based activity creation tools
http://poster.4teachers.org/http://poster.4teachers.org/
Discovery School Puzzle Maker http://www.puzzlemaker.com/Discovery School Puzzle Maker http://www.puzzlemaker.com/
National Library of Virtual ManipulativesNational Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.htmlhttp://nlvm.usu.edu/en/nav/vlibrary.html
113. WebQuestsWebQuests
A WebQuest for K-12 Teachers utilizing the WebGuide Template -A WebQuest for K-12 Teachers utilizing the WebGuide Template -
Internet4Classrooms version -Internet4Classrooms version -
http://www.internet4classrooms.com/lesson_plan_quest.htmhttp://www.internet4classrooms.com/lesson_plan_quest.htm
WebQuest Template - http://www.internet4classrooms.com/lesson-WebQuest Template - http://www.internet4classrooms.com/lesson-
template.htmtemplate.htm
San Diego State University Educational Technology DepartmentSan Diego State University Educational Technology Department
WebQuests Page - http://webquest.sdsu.edu/WebQuests Page - http://webquest.sdsu.edu/
Best WebQuests - http://bestwebquests.com/Best WebQuests - http://bestwebquests.com/
WebQuest Templates SDSU -WebQuest Templates SDSU -
http://webquest.sdsu.edu/LessonTemplate.htmlhttp://webquest.sdsu.edu/LessonTemplate.html
Teachnology WebQuest Generator - http://teachers.teach-Teachnology WebQuest Generator - http://teachers.teach-
nology.com/web_tools/web_quest/nology.com/web_tools/web_quest/
Differentiated Instruction WebQuests -Differentiated Instruction WebQuests -
http://www.lakelandschools.org/EDTECH/Differentiation/nine.htmhttp://www.lakelandschools.org/EDTECH/Differentiation/nine.htm
Using theUsing the Understanding By DesignUnderstanding By Design Model to create WebQuests -Model to create WebQuests -
http://www.bclacts.org/Using%20Ubd%20to%20design%20ahttp://www.bclacts.org/Using%20Ubd%20to%20design%20a
%20webquest.pdf%20webquest.pdf
Hinweis der Redaktion
Tim O'Reilly is the founder and CEO of O'Reilly Media, Inc., thought by many to be the best computer book publisher in the world, and an activist for open standards. O'Reilly Media also publishes online through the O'Reilly Network and hosts conferences on technology topics, including the O'Reilly Open Source Convention, the O'Reilly Emerging Technology Conference, and the Web 2.0 Conference.
We can no longer claim that the US educational results are unparalleled. Students around the world outperform American students on assessments that measure 21st century skills. Today’s teachers need better tools to address this growing concern.
Innovation and creativity no longer sets US education apart. Innovators around the world rival Americans in breakthroughs that fuel economic competitiveness.
Today,every student, whether he/she plans to go on to a 4-year college, trade school, or entry-level job, requires 21st century skills to succeed. We need to ensure that all students are qualified to succeed in work and life skills in this global economy. Teachers need the training to empower them to transmit these skills through their instruction.
Don Tapscott (author of Growing Up Digital and Wikinomics: How Mass Collaboration Changes Everything)
Don Tapscott – (author of Growing Up Digital and Wikinomics: How Mass Collaboration Changes Everything)
Will Richardson – (author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, weblogg-ed blog, numerous articles, etc.)
Today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.
But whether or not this is literally true, we can say with certainty that their thinking patterns have changed.
Some refer to them as the N-[for Net]-gen or D-[for digital]-gen.
The importance of the distinction is this: As Digital Immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
The “digital immigrant accent” can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it. Today’s older folk were "socialized" differently from their kids, and are now in the process of learning a new language. And a language learned later in life, scientists tell us, goes into a different part of the brain.
There are hundreds of examples of the digital immigrant accent. They include printing out your email (or having your secretary print it out for you – an even “thicker” accent); needing to print out a document written on the computer in order to edit it (rather than just editing on the screen); and bringing people physically into your office to see an interesting web site (rather than just sending them the URL). I’m sure you can think of one or two examples of your own without much effort. My own favorite example is the “Did you get my email?” phone call. Those of us who are Digital Immigrants can, and should, laugh at ourselves and our “accent.”
Tim O'Reilly is the founder and CEO of O'Reilly Media, Inc., thought by many to be the best computer book publisher in the world, and an activist for open standards. O'Reilly Media also publishes online through the O'Reilly Network and hosts conferences on technology topics, including the O'Reilly Open Source Convention, the O'Reilly Emerging Technology Conference, and the Web 2.0 Conference.
To counteract the New WWW's potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant
Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century
-Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology
-The MacArthur Foundation
Not every member must contribute, but all must believe they are free to contribute when ready and that what they contribute will be appropriately valued.
-In such a world, many will only dabble, some will dig deeper, and still others will master the skills that are most valued within
the community.
-The community itself, however, provides strong incentives for creative expression and active participation.
-Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally.
-Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others.
According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teens—and 57 percent of teens who use the Internet—could be considered media creators. For the purpose of the study, a media creator is someone who created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations. Most have done two or more of these activities. One-third of teens share what they create online with others, 22 percent have their own websites, 19 percent blog, and 19 percent remix online content.
Contrary to popular stereotypes, these activities are not restricted to white suburban males. In fact, urban youth (40 percent) are somewhat more likely than their suburban (28 percent) or rural (38 percent) counterparts to be media creators. Girls aged 15-17 (27 percent) are more likely than boys their age (17 percent) to be involved with blogging or other social activities online.The Pew researchers found no significant differences in participation by race-ethnicity.
Access to this participatory culture functions as a new form of the hidden curriculum, shaping which youth will succeed and which will be left behind as they enter school and the workplace
http://en.wikipedia.org/wiki/Blog on 12/17/2005
RSS Explained
Think of subscribing via RSS as subscribing to a newspaper. Before you subscribed you had to walk/drive/roller-skate to your local news stand and buy a paper. You could do this every day, but if you forgot then that day was lost.Once you subscribed it just showed up at your door everyday. You didn't have to remember to go get it, and when a paper showed up on your doorstep you could keep it until you were done with it.In a nutshell, RSS took a media where you had to PULL the content from websites and changed it so that your favorite sites could PUSH their content to you whenever they updated. It sounds subtle, but in practice it's a big difference in convenience.
It is the syndication that allows for blogs to reach the wider audiences than static web sites. Blogs and RSS have transformed information gathering – finding information is no longer a problem . . . Evaluating and extending the learning is the new drive.
Homework
For years there have been web-savvy teachers who posted their homework on a website for their students and parents. This can still be done with blogs, and with many services teachers can post assignments daily with no knowledge of html, css, rss, and other random combinations of letters
Keep Parents in the Loop
Of course parents often like to know more about what's going on in your class than just "Do #s 2-106 on page 42." A teacher's blog could become an online newsletter that discusses all kinds of notable events such as units, scans of student work, field trip information and permission slips, and more.
Virtual Inservice
Many teachers have decided to use their blogs as a forum for sharing their views on educational psychology, technology, and so on. Other teachers have the power to post comments in each others' blogs or even write larger responses in their own blogs. The result is a series of conversations where teachers share their knowledge and experiences with each other where everyone comes out better informed at the end.
This week in class, we...
Some teachers encourage students to work as a group on a single blog, resulting in a sort of online newspaper where different students work on different articles. Knowing that their audience is now not just the teacher but the entire world, students often end up going above and beyond what they would ever do if they just had to submit a report, two pages, double spaced, MLA format.Student Work
Along the same lines, each student could have their own blog where they can post their assignments. The teacher and classmates could then comment on each student's work, providing concrete evidence of class participation.
http://blogging101.wikispaces.com/whywhynot
http://blogging101.wikispaces.com/whywhynot
http://blogging101.wikispaces.com/bloggersbeware
Blogger - http://www.blogger.com/This is a great service (owned by Google) that allows anyone to create and customize a blog. While it's designed so anyone can get started it also has enough versatility for the truly geeky to get almost everything out of it that they want. (audioblogger)
Blogmeister - http://classblogmeister.com/Many blogging services are turned down by schools or teachers because adults loose a certain level of control over the students. After all, bogging students have a global forum where they can say whatever they want. With Blogmeister (from the brilliant mind of David Warlick), all student postings and comments do not go "live" to the internet unless a teacher approves them.
NovemberLearning - http://nlcommunities.com/Alan November's blogging service. Used to be free for educators, but will begin charging soon. Has support for photo albums built in to it. Designed for educators, but doesn't really have any significant features tailored to using it in an educational setting (like Blogmeister)
Edublogs - http://edublogs.org/James Farmer's Wordpress Multiuser offering to educators. Any teacher can get a free blog there. There are several themes to choose from. It is essentially a standard Wordpress installation, which is the blog engine of choice for many edubloggers because of it's powerful features and open source code. While the name is Edublogs, there are no features tailored specifically to using it in the educational environement. James also offers learnerblogs.org for students and uniblogs.org for university students and faculty.
Podcasts can also be used as formative or summative assessments.
Podcasting is a great tool in differentiating instruction.
http://jdorman.wikispaces.com/+Podcasting
"Wiki-wiki" means "hurry quick" in Hawaiian.
Import changes into an rss aggregator (bloglines)
Introducing wikis into the classroom provides a perfect vehicle for reinforcing or teaching students the importance of wide and reliable research, checking authors and sources, etc. Just as podcasting and blogging provides a vehicle for instructing students in copyright and fair use guidelines.
The Digital Divide Network is an online community of educators and policy makers who are seeking ways to narrow the gap between the Internet haves and have-nots.
Use wikis as formats for subject guides. “The great thing about that,” she says, “is that librarians would be creating the wiki themselves in concert with teachers.”
Invite students and teachers to annotate your catalog on a wiki. “To students, the best advice comes from other students,” she says. “You could have kids write book reviews you could add to the catalog.”
Make wikis meeting places for communities inside the school. For example, create a wiki as a kind of bulletin board, a repository for information that comes from the cafeteria, the principal’s office, students, teachers, and even parents.
Link librarians in your district in a collaborative enterprise. When teaching in North Carolina, Rob Lucas set up a model for such a site. His Teachers Lounge is a wiki where first-year teachers can share lesson plans. Farkas’s libsuccess.org is another fine model.