S08_Gabriel_Margarita_Mary

[|Ning Link] [|Link to G. Medina's Blog] [|Project Login Directions for Students on Voicethread]**
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 * Introduction and Conference Topic for G. Medina:**

My name is G. Medina and I am currently taking a class at Cal State LA examining New Media for the classroom. I am an instructional coach in South Gate, CA and have taught English and Social Studies in prior years. I enjoy traveling, baseball, golf, tennis, hiking, reading, wine-tasting, building stuff around my house, and taking apart and building computers.


 * Project Description:**

I will use a website called [|www.edu20.org] to create an online course for a new subject being taught next year at our school. The course is titled "Writing through Technology". My goal is to have this site serve as the outline and resource for the course next year for the teacher to organize their content and for the students to engage in learning. The teacher will post lessons, enable forums for class discussions, and provide feedback and resources for students to use throughout the duration of the course. I will post resources and activities for the 4 quarters of English/Language Arts instruction in middle school Language Arts (Narrative, Exposition, Response to Literature, Persuasive).


 * Seminar Project Abstract:**

As an instructional coach at the middle school level my focus has been on improving literacy skills among standard English-Language Arts (ELA) and English as a Second Language (ESL) students. As students progress through elementary and secondary classes many complete the required levels of ESL coursework, but do not score at a proficient level on district and state assessments. These students are rarely reclassified out of the ESL program and are generally not successful in mainstream ELA classrooms. Because of this large group of struggling students many schools have created intervention classes and targeted instruction to help improve student performance. Along with Saturday classes and after-school classes this course has been designed to replace the traditional "Computers" class to target both writing and technology skills simultaneously. The goal of this project is to use technology and specifically EDU20 to help support ELA and ESL instruction in an elective class setting.

In order to foster writing skills among students, a new elective was created called "Writing through Technology" to serve the needs of struggling ELA and ESL students. The elective would support select 6th, and approximately thirty percent of the 7th and 8th grade classes. The writing elective would parallel the work in ELA and ESL classes and help students improve their writing skills. Students would engage in the writing process, create standard-based projects, and use technology to write, review, and read content material. EDU20 would provide the framework for students to use teacher-created materials, take assessments, and maintain their collection of writing materials. The majority of the coursework would be online and the teacher would serve as the facilitator, simultaneously teaching technology and writing skills.

The focus of this project is to showcase some of the activities students would engage in during the school year. During the presentation learners will engage in a narrative lesson designed entirely online. Initially they will engage in a review of content to support the ELA/ESL class, then engage in short activities demonstrating the different modalities of student learning using EDU20. The lesson will feature some of the tools our teacher will use during the year with real content from the 1st quarter of the school year. The lesson is designed for 7th and 8th grade students in the Narrative Writing quarter (September-November) of the school year. Learners will participate in an online quiz over learned content, a class debate, add content to the class wiki, write to the class forum board, and engage in other resources posted to the class. The culminating task for this project is a short quiz to demonstrate the capabilities of EDU20.


 * Annotated Bibliography for G. Medina:**

**Benson, A., Lawler, C., & Whitworth, A. (2008, May 1). Rules, Roles and Tools: Activity Theory and the Comparative Study of E-Learning. //British Journal of Educational Technology//, //39//(3), 456. (ERIC Document Reproduction Service No. EJ791895) Retrieved July 10, 2008, from ERIC database.** This British study introduced a concept called Activity Theory, a way to study how technologies relate to their local context (individual, class, school). In this study Moodle was used two different ways (one used Moodle with strict parameters for discussions, student posting, while in the second study Moodle was used loosely with more freedom to post, explore ideas, and communicate). The study showed how Moodle influenced the human, technological, and organization (school, community) in a positive way when used with fewer restrictions on student posting and dialogue.


 * Bertin, J., & Narcy-Combes, J. (2007, December 1). Monitoring the Learner--Who, Why and What For?. //Computer Assisted Language Learning//, //20//(5), 443. (ERIC Document Reproduction Service No. EJ780855) Retrieved July 10, 2008, from ERIC database. **

The authors argue that monitoring the learner should be used as a way to achieve a targeted goal, rather than as the target itself. Through scaffolding knowledge and learner, constant and immediate feedback, targeted mediation when appropriate, student monitoring is a critical component in computer-based, or computer assisted education. **Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007, January 1). The Blackboard Learning System: The Be All and End All in Educational Instruction?. //Journal of Educational Technology Systems//, //35//(3), 301. (ERIC Document Reproduction Service No. EJ762105) Retrieved July 10, 2008, from ERIC database.** The central argument presented in the article is that the Blackboard Learning System, while useful for presenting curricular materials and organizing student time efficiently, can be restrictive pedagogically, needs constant troubleshooting, and the cost continually increases to subscribe to the service. The authors argue that in the near future, open source management systems, such as Moodle, will be used more widely as management systems are viewed as more of a tool to allow students to learn at their own pace and direction. **Branzburg, J. (2005, August 1). How to Use the Moodle Course Management System. //Technology & Learning//, //26//(1),. (ERIC Document Reproduction Service No. EJ726817) Retrieved July 10, 2008, from ERIC database.** This article focused on how to install Moodle on a network server and how to configure the management system to allow student and teacher access from home and school. Several troubleshooting tips are included to allow the teacher to configure the class for specific needs and foci. **Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008, March 1). Collaborative Literacy: Blogs and Internet Projects. //Reading Teacher//, //61//(6), 504. (ERIC Document Reproduction Service No. EJ787649) Retrieved July 10, 2008, from ERIC database.** Through two vignettes, the authors share how the use of blogs allows students to connect to authentic audiences about real issues in a safe classroom setting. This leads to increased student interest and participation as students create writing with a meaningful purpose. The second vignette shows how internet-based projects allow students to take on the role of instructor and share their knowledge of computers and the Internet with a larger audience. **Cavus, N., & Ibrahim, D. (2007, January 1). Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages. //Journal of Educational Computing Research//, //36//(3), 301. (ERIC Document Reproduction Service No. EJ760629) Retrieved July 10, 2008, from ERIC database.** While this study focused on instruction of programming languages using a management system, there were several similarities to the study by Uzunboylu, Ozdamli, and Ozcinar. Students using standard online communication tools such as messaging the instructor and each other were not as successful as students that had access to a run and compiler feature. Similar to direct instruction allowing students the chance to actively test their creations leads to higher level student work. **Dodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C., & Stein, R. (2008, April 1). Children's Sense of Self: Learning and Meaning in the Digital Age. //Journal of Interactive Learning Research//, //19//(2), 225. (ERIC Document Reproduction Service No. EJ789078) Retrieved July 10, 2008, from ERIC database.** Students ages nine through twelve participated in a study using a program called the Quest Atlantis environment to study how video game play promoted cognitive and communication between children in a virtual setting. Through the study students participation and communication levels were higher as they immersed themselves in this environment, promoting problem solving, dialogue between children, and a higher level of interest in the activity than a non-virtual setting. **Johnson, A. (2008, January 1). Internet Strategies for Gifted Students. //Gifted Child Today//, //31//(2), 58. (ERIC Document Reproduction Service No. EJ789921) Retrieved July 10, 2008, from ERIC database.** Considering the needs of higher and lower performing students, the author describes several key strategies to successfully engage the gifted child in Internet and computer based instruction. To successfully engage the student the teacher needs to consider the following instructional strategies: open-ended activities, allow for choice, and have the potential for complexity and high-level thinking to engage gifted and highly creative children. **Penrod, D. (2008, January 1). Web 2.0, Meet Literacy 2.0. //Educational Technology Magazine: The Magazine for Managers of Change in Education//, //48//(1), 50. (ERIC Document Reproduction Service No. EJ792156) Retrieved July 10, 2008, from ERIC database.** The author of this article redefines literacy along with the redefinition of the Web (Web 2.0). In order for students to gain the necessary skills to become lifelong learners, their literacy skills need to be enhanced and tailored to meet the needs of today’s society. Students need access to information databases, need to understand traditional information structures and how to access information using “tagged” resources. Students also need to be taught how to evaluate resources, and information ethics and digital citizenship skills. Through practice of these skills students can produce mastery and synthesis of information. **Perkins, M., & Pfaffman, J. (2006, October 1). Using a Course Management System to Improve Classroom Communication. //Science Teacher//, //73//(7), 33. (ERIC Document Reproduction Service No. EJ758663) Retrieved July 10, 2008, from ERIC database.** The authors of this article, although focusing on the science classroom explain how Moodle, when used as a course management system in a science classroom increased communication among peer to peer relationships, teacher to student relationships, and teacher/student to community relationships. The article cites increased student participation and communication as reasons to use Moodle in the classroom. **Uzunboylu, H., Ozdamli, F., & Ozcinar, Z. (2006, November 1). An Evaluation of Open Source Learning Management Systems According to Learners Tools. //Online Submission//, (ERIC Document Reproduction Service No. ED494265) Retrieved July 10, 2008, from ERIC database.** The authors of this study evaluated the most used open source learning systems based on the systems ability to promote collaboration amongst learners. Uzunboylu, Ozdamli, and Ozcinar found that that while most systems support e-mail, discussion forums, and file sharing, the key for promoting student collaboration was the inclusion of a portfolio system for students to retrieve and share their work.

=Moodle Seminar Project=

Introduction: My name is Margarita Gonzalez. I am a resource teacher at Central School in Baldwin Park. I have a Bachelor's Degree in Social Science from Mount St. Mary's College, a Masters Degree in Teaching from Grand Canyon University, and I am currently working on a Masters in Counseling at Cal State LA. I have been a teacher for 16 years and have been trying many new web tools to make my job more efficient such as Moodle, Engrade (online gradebook), class websites, and using online assessments.

Conference Abstract During the 2007-2008 school year, I used Moodle with my class to have them take their Open Court Reading tests and to supplement the unit theme with links to relevant websites. Now, I have expanded on it to make it a lot more useful and interactive. This year, I will be the Resource Teacher at my school so I want to explore how to use Moodle as a tool for the intervention or remediation of our at-risk students. Using this program will reach more students than we can normally tutor in a given year. Moodle can be customized to meet the needs of any students. Through this tool, I hope to facilitate the enrichment of students throughout the school by sharing this with all of the teachers. Moodle, an open source course management program, is perfect for engaging young learners who are at risk of academic failure. This presentation will explore how Moodle in combination with its Web 2.0 features can help provide extra practice activities for at-risk students. In the past, it has been time consuming for teachers to come up with activities for each student who needed extra help because there is usually more than one student and they usually have delays in different areas. By using Moodle, teachers can set up an easy to use website that can be used endlessly through the years and can easily be changed and added to. Research has shown that today’s kids are more technologically savvy than in the past. By using technology to help improve their academic skills, students will be more attentive and engaged in the process of learning. Moodle is versatile in that you can add forums, glossaries, resources (links to websites and documents), wikis, and quizzes among other things. This collection of Web 2.0 tools can help to reduce the resistance to learning and make it fun, thus, increasing the amount of time students will want to learn on the Moodle site. This site is also beneficial in that many parts of it are interactive so students can see, edit and add to each other’s work in the wikis, forums, and glossaries. I expect that this site will make a difference in the amount of time our at-risk students spend doing practice activities to improve their academic weaknesses

References Brooks-Young, S. (2008, April). Got Moodle? //T.H.E. Journal//. Retrieved from http://www.thejournal.com/articles/22391 Brooks-Young, an education consultant and author, shares how teachers at various school districts have implemented Moodle to streamline everyday tasks and improve instruction. The article also shows the benefits of using Moodle for both students and teachers. This author is very much in favor of Moodle and it shows. This article is more of a series of case studies as opposed to an analysis of Moodle. Teachers would benefit from reading about the ways Moodle has been used in other schools. Cole, J. & Foster, H. (2007). //Using Moodle.// (2nd ed.). Sebastopol: O’Reilly Media. Cole is the academic technology manager at San Francisco State University and holds a Ph.D. in educational technology from the University of Northern Colorado. Foster is a Moodle administrator for Moodle.org and works for Moodle as their Community Manager. //Using Moodle// is a very comprehensive guide for learning how to use Moodle. In addition to being a users’ guide, this book also gives suggestions and includes case studies on how to use Moodle effectively in the classroom. This book also shows how to use Web 2.0 tools in Moodle such as blogs, RSS, databases, forums, chat rooms, and workshops. Teachers, instructors, and site administrators can use this book to learn Moodle from basic to more advanced features with plenty of visual aids and screenshots. Hargadon, S. (2008). //CoSN K12 Open Technologies Implementation Study #3 Moodle: An Open Learning Content Management System for Schools.// The Consortium for School Networking (CoSN) Retrieved from http://www.k12opentech.org/implementation-study-3-moodle CoSN is a non-profit organization which works to advance education technology leadership nationally. The purpose of this article is to share the capabilities of Moodle and how it can be used in schools. This organization is vendor-neutral but felt compelled to report on Moodle because it has been well received by schools and is “open source” or free. CoSN details the uses, functions, background, examples, and case studies from a sampling of schools and districts which have used Moodle. The Consortium goes on to share that Moodle can be used for active contribution and collaboration through its wiki, forum, chat, and blog modules. This article would be handy for schools and educators considering using Moodle or wanting to learn more about it. Janzen, H. (2000-2005). //Intervention Strategies for Mathematics Teachers.// Retrieved from http://[|www.glencoe.com/sec/teachingtoday/subject]// /intervention_strategies.phtml Janzen is an educational consultant who is a former classroom teacher and math specialist. In this article geared towards mathematics teachers, Janzen shows ways to identify students who are in need of intervention in math. She also gives several strategies to help meet the needs of struggling students in the regular classroom. This article is straightforward and simple enough for any teacher to implement its strategies. Moodle Docs Retrieved at http://doc.moodle.org/en/Teacher_documentation Moodle Docs is part of the Moodle.org website. Moodle.org is the official website that offers free downloads of Moodle, support, and user collaborated ideas. This particular part of the website focuses on teacher documentation or things of interest to teachers. Some of the features are “Teaching Do’s & Don’ts”, activities, tips, and resources. All of the content on this page is contributed by Moodle users so keep that in mind and know that mistakes can be made. Moodle Docs is a wiki so that users can add to and change the information posted. There is a lot of creative and useful information for teachers on this site. Pikulski, J. J. (1997) Preventing Reading Problems: Factors Common to Successful Early Intervention Programs//. Retrieved from http://www.eduplace.com/rdg/res/prevent.html////////////////////////////// Dr. John J. Pikulski is a Professor of Education at the University of Delaware and has served as the Director of The Reading Center there. Pikulski describes five early intervention programs and goes on to share the common characteristics they have which make them effective. The author believes that reading problems are preventable and these common characteristics would help in making new reading intervention programs. This article would be very beneficial to educators but simple enough for anyone to understand. Reeves, D. B. (2003) High Performance in High Poverty Schools: 90/90/90 and Beyond. Retrieved from http://www.sabine.k12.la.us/online// /leadershipacademy/high%20performance%2090%2090%20and%20beyo nd.pdf Reeves, a faculty member at Harvard Graduate School of Education and President of the Center for Performance Assessment, reviews the research surrounding achievement in 90/90/90 schools. Through new research, he shows that the use of the term 90/90/90 is flawed and that the practices used by these schools can be replicated in other schools. Reeves argues that it is not by having the right materials that these schools achieve but through highly effective teaching practices and collaboration. The author also makes clear that being a member of an ethnic minority is not an indicator of poor achievement. This article is very informative for teachers and administrators and lays the groundwork for school improvement efforts. Rice, W. H. (2007). Moodle Teaching Techniques: Creative Ways to Use Moodle For Constructing Online Learning Solutions. Birmingham : Packt Publishing. Rice, a software training professional, wrote this book to show how Moodle can be used to teach creatively. There are many screenshots to show exactly how to set up certain Moodle applications for classroom use. This book is very user friendly and would be a handy resource for any teacher or trainer who uses Moodle or is considering it. It is helpful to have knowledge of Moodle beforehand or else you will not have a context in which to try the modules. Rowe, J. (2005, August 29). Building Educational Web Sites with Moodle. Retrieved from [|http://www.techsoup.org Rowe, a teacher and former IT person at Thurgood Marshall High School in San Francisco, shares his experiences with Moodle. He also details how to get started using the CMS and some of the web 2.0 applications he has used Moodle for such as live chat, forums, and the student created glossary. This article is of course biased towards Moodle because the author is using it successfully and is now showing others what it can do for them. Use of this article would be most beneficial for teachers who are looking to enhance their instruction through the use of technology. Williams, J.P. (2000, November). Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities. ERIC Clearinghouse on Disabilities and Gifted Education. Council for Exceptional Children. Retrieved from [|http://www.readingrockets] .org/article/86?theme=print Williams is a Professor of Psychology and Education at Teachers College at Columbia University. In this article which focuses on students with learning disabilities, Williams discusses how to teach students to comprehend narrative and expository text. Given her credentials, her strategies can be trusted. This article uses plenty of examples and has strategies that can easily be implemented in the classroom. Although its emphasis is on students with learning disabilities, these strategies can be used with any student. This article would prove useful to all teachers who teach reading, ELD, social studies, or science because they all involve reading non-fiction.

Hi! My name is Jane. I am a registered nurse and working as a nurse educator. I love teaching and I am enjoying my current job. It is stressful at times but hey, it is all in a days work. I am working on my MSN Education option and hope to finish it this December. Working as a nurse full time, with 2 kids, and part-time students is a tough job. Juggling all this responsibilties at one time drains the whole out of me. I am enjoying every bit of it though. I will not change anything except a good, relaxing vacation from time to time, like every 2 months if possible.

Annotated Bibliography Mary Jane De Leon May 15, 2008  Katherine M. Andersen from Normandale Community College and Melissa D. Avery from University of Minnesota conducted a descriptive, comparative study about the amount of time the faculty spent in teaching through Web-based in comparison to a face-to-face in graduate nursing courses. They analyzed previously collected time records of eleven web-based and five face-to-face graduate level nursing courses but found no statistically significant difference in teaching time requirements. Instead the mean hours per credit reflect a difference of 6.7 hours - web-based requiring more time. This finding is different from previous articles done in 2000 by Visser and DiBiase who found that fewer hours were required to teach a single web-based than the same face-to-face course. This study illuminates the importance of thoughtful planning of course type (web-based or face-to face) in relation to faculty’s time and workload.  Innovative technologies including the use of digital media and web-based learning have changed the paradigm of the nursing faculty-student relationship. Crystal Black and Denyce Watties-Daniels, both an assistant nursing professor at Coppin State University, Maryland explored the use of Tegrity and Blackboard Learning Systems in nursing classroom instruction. They believed that web-based enhanced learning fosters a sense of community and collaboration among students, not only nursing students. This article serves as an example of how a particular school used the technology to enhance the learning of their students and to measure the efficacy of the faculty’s teaching.   A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance the clinical practice. Anthony Gill, a psychiatric nurse and lecturer at Bradford College, West Yorkshire, conducted a study focusing on the role of e-learning in conjunction with Continuing Professional Development (CPD) and Personal Professional Development (PPD) among nurses regardless of age. He concluded that age and lack of previous learning and skills were not a barrier to learning in using the Data Information and Evidence (DIE) course, an innovative, self-managed, pick-up and put-down distance learning module delivered online or by CD-ROM. The result is encouraging to the older nurse population who are hesitant in using the internet. It is possible to cover both the PCD and PPD in a positive and enjoyable way. Johnson, A. E. (2008, January/February). A Nursing Faculty's Transition to Teaching Online. Nursing Education Perspectives, 29, 1, 17-22. Retrieved from [|http://content.ebscohost.com/   Arlene E. Johnson, an assistant nursing professor at Clemson University School of Nursing, South Carolina, described the experiences of a graduate nursing faculty who had recently made the transition from the traditional face-to-face instruction to web-based teaching. A true paradigm shift in the perception of the nurse educator role was revealed and a comparable shift in their philosophy of teaching. The author concluded that the conceptual framework, program outcomes, and student learning objectives do not change in web-based education. Also, students can acquire and synergize new knowledge in web-based environment much as they do in face-to-face classroom. This article will be helpful for faculty who are considering a shift of their teaching type. Kumrow, D. E. (2007, March). Evidenced-Based Strategies of Graduate Students to Achieve Sucess in Hybrid Web-Based Course. Journal of Nursing Education, 46, 3, 140-145. Retrieved from [|http://content.ebscohost.com/  Web-based hybrid courses are gaining in popularity in institutions of higher learning for both undergraduate and graduate nursing education. David E. Kumrow, an associate nursing professor at California State University, Long Beach, California, looks into the evidence-based strategies of graduate students to achieve success in a hybrid web-based course. His purpose is to examine the five self-regulatory resource management strategies of time management, study environment, effort regulation, help seeking, and peer learning in determining whether a student will be successful academically within a hybrid learning environment. The results revealed that students in the hybrid section had significantly higher end-of-course grades and a significantly higher favorable rating of their method of instruction. This is helpful in looking at the impact of web-based instruction in augmenting the student learning.  Lois Magnussen, a nursing professor at University of Hawaii, described the experiences of two nursing faculty involved in the implementation of an online program. She used Fink’s principles of significant learning in the virtual environment. Fink urged faculty to create learning-centered courses as opposed to content-centered courses. Magnussen found that foundational knowledge, application, caring, and learning how to learn are necessary to significant learning. The author concluded that online instruction is a viable instructional method and is meeting the need in educational arena. This article addresses the committed faculty and administrators who are willing to invest in web-based instruction program.  A new teaching strategy that can meet the professional development needs of busy nurse faculty is the purpose of authors Susan Shaffer, an instructional designer at the York campus of Penn State University, Sylvia Lackey, and Gail Bolling, both a nursing professor at Montgomery College, Tacoma Park, in writing this article. They encouraged faculty in forming an online study group that uses web logs (blogs) that is free, easy to set-up, and easy to use as a venue for group activities and discussions. Guidelines on how to get started setting up this strategy that anyone can actually use is laid out. They stressed that online learning is one of the latest trends in education and busy nurse faculty should adapt to best practices in teaching. This article introduces the use of social networking among nurse educator that can promote connectivity and accessibility of sharing information.      Diane J. Skiba, a nursing and informatics at University of Colorado Health Sciences, wrote a series of articles about Web 2.0, You Tube, social networking (specifically Facebook), mashup, second life, and podcasting in an effort to educate nurses about the world-wide-web including the uses of these tools in nursing profession. These articles talks about some advantages and disadvantages of Web 2.0 tools in relation to nursing, healthcare, higher education, some points to consider, and how to get started. Explaining these tools from the mind of a nurse can get the attention of most nurses due to the consideration that she understands the true nature of nursing in relation to digital technology.  Nancy Sweeney, Lembi Saarmann, Joan Flagg, and Robert Seidman, who are all nursing professors at San Diego State University, explored that keys to successful online continuing education programs for nurses. Fifty two percent (246) out of 473 study participants completed the tutorials. Some overestimated their computer capabilities at the time of enrollment and abandoned the tutorials when encountered technical problem. They conclude that nurses needs live workshops teaching computer basics, internet skills, and how to enroll in and run asynchronous programs. In addition to this, the authors address the concerns in marketing the online programs that should be multifaceted, including live and electronic strategies.

**Mary Jane de Leon** **Nursing Journal Club 2.0** **Abstract**

Information Technology (IT) is playing an increasing role in the delivery of health services not only here in US but worldwide. Healthcare professionals, such as nurses, will have to possess adequate IT competency to operate effectively in an IT-enhanced environment such as computerized patient information system or electronic patient medical records. Nurses needs live workshops in teaching computer basics and internet skills. Even though the new generation of nurses are more adept with this current technology, Gill (2007) concluded in his study of E-learning and Professional Development that regardless of age, lack of prior knowledge, and lack of prior skills, you are “never too old to learn and embrace new technology”.

The emergence of web 2.0 and its applicability to higher education has been a discussion both in literature and on the web. The question is, how does it applies to nursing? In so many ways imaginable! Distance learning or e-learning is one thing. Social networking such as blogs, wiki, you tube, myspace, and facebook are gaining momentum in the way nurse educators teach the students and how they can diversify their teaching strategies. Second life, a virtual life in a virtual world provides learning skills without fear of hurting a human patient in real healthcare setting and the task can be repeated or practice over and over again. Educators can present their lecture in an interactive learning activity using mashups. The list can go on and on and on. In light of this, healthcare professionals including nurses, need to embrace technology and use it to their advantage.

The initial purpose of this project is to create an e-learning community for nurse educators, like me, so we can do a collaborative effort in developing lectures and presentations. We should not be confined to traditional e-mail for communication and Powerpoint as the only way to present the topic or lecture. Looking at the feasibility of starting it with a group of nurse educators at the facility where I work, I found it difficult to go through the intricate process of getting the approval from our organization. I found another way to start this e-learning community for nurses when we have to form a Journal Club group in one of my nursing courses. I took the opportunity to create a wiki account. All members of the group will be doing the discussion on-line anytime and also face-to-face during classroom days. Our wiki website is [|http://smartlearning.pbwiki.com].

The purpose of this site is to have a common place for all the members of the journal club to access the feature article for the month that will be use for the discussion during the face-to-face meeting. We can do the discussion ahead of time by going to the web site and edit the page or enter a comment. In addition, there will be additional resources and links that are helpful in nursing practice like the evidenced-based practice. This will eliminate the printing of articles in paper form thereby helping in the environmental preservation of trees. Even non-members can view the site and use the resources and links. The members were excited and showed enthusiasm in using it. Positive comments were verbalized both the journal club members and the non-members.