S08_Jaime_Jamie_Lydia

Biography of Jaime Zuniga [|www.printroom.com/pro/zuniga] Jaime Zuniga is in his first quarter at CSULA in a Master's program to become more familar with technology usage in the classroom. He has worked with computers his whole life, and enjoys helping other people learn how to use them and their features. In his free time, Jaime enjoys fishing, going to Las Vegas, and cooking.

Note: After much investigation for my semiar project, which at first was going to be based on storytime and storytelling using an external web tool, In my research and when I first implimented the wikki site, I realiaze how usefull a wikki can be used for not only the classroom but as in my case for providing valuable information to teachers from a techie point of view. For this reason the research which I have started to do has lead me to a more interesting and more usefull tool which i am presently using. The final project is now based on this new concepts on how to use one wikki for lab support to teachers and have links posted on the wikki site. I will also post links to my page.

=Links = =http://storytime4u.wikispaces.com/space/page = =http://www.techlearning.com/publications.php = http://fenderspage.blogspot.com/  = =  =Abstract Seminar Project=

Coordinating Lab times and technology lesson plan for various age levels at any school has always been a challenge for many educators. It’s not easy implementing new Ideas when it comes to technology. For example, each time Microsoft comes out with a new version of software or operating systems many are hesitant to change. This applies to technology and instructional technology as well. Coordinating lessons, keeping the staff informed and maintaining a well run pc lab has always been a challenged. One important task in implementing a well design lab is the coordination and communication between teachers, administrators and of course the lab technician. Which in this case will be yours truly, I run various labs from small three pc peer to peer, to multi configuration lab/classrooms. In most cases, application are located on the server, routed down, configured to various ip address and of course having the stability of each pc/macs on the same startup page. This does not always happen. Maintain the back end equipment is what I do best. One gap in the communication process which I have found is a universal tool which will implement time, ideas, and lessons is a new end user tool which I think lets everyone contribute is in the form of a Wikki. I have constructed the wikki page so teachers, administrators lab technicians will be able to access information pertaining to lab times lessons plans, links and other information which might be shared between the technician (me), teachers, and of course the administrators who over see such projects. I believe in an open communication forum which is why I constructed the wikki page. What started out to be a location to post stories from students soon began to take on a new venue. I have found that wikki can add a central communication tool which can be edit by anyone who has access to the wikki page. This particular wikki is divided into three main sections, Lab times, teacher resources, and lessons plans. As the information grows, so will the wikki. I have set up a page devoted only to lab times and to coordinate open lab sessions and constructive lessons in the lab. These constructive lessons are on various technological skills by the California Standards. Teacher resources are a page where teachers have access to links and other lesson plans valuable to technological instruction. In this page teachers can coordinate a specific lesson. The open forum page is devoted to open end questions, ideas, problems or sometimes which I have found is that teachers may have pc issues in the class. Here is where information can be address and posted. Such issues are printing problems, overhead projector issues, sound issues and other technological problems in the classroom.

**Reference for Seminar Project**

[|A Little Help from My Friends: Classroom 2.0 Educators Share Their Experiences] Preview. By: Hargardon, Steve. School Library Journal, v53 n10 p44-48 Oct 2007. (EJ786410) Based on personal experience of a 4th, 5th and 6th grade teacher, in which she has developed by the help of one the parents, she has created a wikki page for her classes. This social network has become implemented into her class assignments, in which she uses web tools to construct and to inspire her students to write and express themselves with web tools and posting the student’s blogs onto wikki’s. It also adopts the blog concepts for each of their students in the class. By using the bloging experience, she stresses proper grammar in posting and creating blogs. [|Specially Made for Science: Researchers Develop Online Tools For Collaborations] Preview. By: Guterman, Lila. Chronicle of Higher Education, v54 n24 pA9 Feb 2008. (EJ788953) Facebook, blogs and other social-networking sites have gotten much attention and have created a stir. Online tools are now being used by professionals such as Doctors Engineers and other professionals. It looks at past software applications geared for and specifically made for a particular field. Online tools, such wikkis are now becoming part of the norm in specialized fields. In the presentation of Scholarly and professional division of Academia this was the main theme which has now been changed on the wikki platform [|Using Focus Groups to Learn about My Wiki] Preview. By: Davidson, Merrie. Computers in Libraries, v28 n1 p16-19, 47-48 Jan 2008. (EJ782270) This particular article focuses on how to recruiter people to participate in a wikki forum based on library issues. This librarian wanted more from a blog or a web page, so she constructed a wikki in which she was able to adopt the new changing material into the new wiki page. Although I focused more on upper grade, such grad and undergrad students some of the main focal points of this article can be used in terms of spreading the word on the wikki a teacher might create. The main point is how to attract other people to participate in the wikki based on a central location such as a university library. [|Technologies Such as Wikis in the Classroom] Preview. By: Steele, Poppy. Online Submission, Paper presented at the Annual Instructional Technology Conference at Middle Tennessee  State  University (13th, Gallatin, TN , Apr 7, 2008 ). 2008 21 pp. (ED500701) This article discusses how new technology has been adopted into the classroom. As is this particular article and with other web tools which have been adopted into classroom activities, the wikki has become a center point for conferencing and has been used as a discussion board not only between teachers but also administrators. Although not all administrators have adapted to the Wikki’s format it still used mostly used by teachers. The article discusses how wikki’s have been used for classroom assignments. [|The Executive Wiki: Wikis Can Be a Multitasking Administrators' Best Friend] Preview. By: Warlick, David. Technology & Learning, v27 n11 p36 Jun 2007. (EJ773290) A)http://www.techlearning.com/publications.php This article describes the importance on how wikki can be used as a collaborative tool not only for teachers but also for administrators which have not yet been adopted. By Defining what a wikki is and how contributors can add and delete information. The unique part of the wikki is the ability to and the usefulness of the content which comes forms the users itself. The main point of this article is teachers using wikki in the class for their students on project. This article mostly describes what a wikki is and does go into much detail as far creation or how to edit a particular wikki.

No Limits. Nussbaum-Beach, S. Technology & Learning  v. 28 no. 7 (February 2008)  p. 14-16, 18

This Article is based on how teachers are using digital environments to open up various new tools for online learning in the classroom. What is like this article it does go a small amount of details to create simple online projects which teachers can use for implementing digital technologies. It gathers various tools created by other teachers and how they are using web tools to enhance the learning experience in the classroom. Not only for reading, but also for math classes with both face to face and online components. Web tools which are mention are Flickr, blogs and wikis. A very important article which I plan to use in my seminar

What is Web 2.0 and How Can It Further Art Education?. Buffington, M. L Art Education  v. 61 no. 3 (May 2008)  p. 36-41 This article explores several technologies associated with Web 2.0 and how applications can be incorporated into an art educational format. It does at times go into specific ideas for classroom use at a variety of levels, the author hopes to continue an ongoing dialog with the art education about how new technologies can be implemented into the classroom learning experience. This article does describe various aspects of Web 2.0 such as, bloging, wikkis, my space and other tools which can be used in the classroom

Teaching Computers  to  Tell  Learning  Stories   Using  Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences. Voithofer, R Journal of Educational Multimedia and Hypermedia  v. 13 no. 1 (2004)  p. 47-72 When I looked into this article it was not so much on the use of web tools and the use of software programs which be located on the internet, but rather the design and evaluation of educational multimedia and online education. It takes a position from a researchers point of view, and conducts more of a study based on this new technology. It presents mostly in case studies and the learning theoris that circulate in the educationl technology field. It is mostly a theory on why technology is implemented in the classroom and it looks at the instructional design of application found on the web. Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging. MacBride, R., et. al., School Science and Mathematics  v. 108 no. 5 (May 2008)  p. 173-83 This is another case study article which focuses on the use of some online tools such as blogs. Defining it as a new technological tool and it questions the use and the benefits of using bloging in the classroom to support students learning by capturing the interests of the student with technology. It is a study by researchers which explore the emerging bloging practices of high school mathematics teacher and his class in which they use bloging to investigate and talk about issues dealing with math.

Jamie Gross is in her first quarter at CSULA in the school counseling leadership MS program. She recently graduated from CSUN with her BA in liberal studies and a special education teaching credential. In her free time, Jamie enjoys watching movies, walking her dogs, and going out to restaurants with her friends and family.
 * Jamie Gross**
 * Biography**


 * Jamie Gross**
 * Conference Abstract**

Flickr: How It Can Be Used In Your Classroom

When a teacher normally teaches a lesson, rarely do they incorporate technology. With more and more research done on students having different levels of intelligences, as teachers we need to try to reach out in our lessons to try to engage students more based on the various levels of intelligences. Many students learn through visuals as well as in through participating in more hands on activities.

The purpose of my presentation in using Flickr is to show educators that you can use this program in many lessons across all curriculums in all different grades. The reason as to why I selected Flickr is because so many of our students are visual learners. You can also use Flickr to bring so much more life and color into your lessons. In my presentation I will share with the class and describe the lessons I have compiled on http://jamielynngross.googlepages.com/home. Whether people have find these lessons involving Flickr helpful or unhelpful, I really just hope this inspired teachers to include Flickr in their lessons and to try it out.

References**
 * Jamie Gross

Brown, N.B., & Bussert, K. (2007). // Information literacy 2.0: Empowering students through //// personal engagement. // Cairo, Egypt: The American University. (ED500136). Retrieved from [|http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3%3C/span%3E%3Cspan|http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/00/95.pdf] There was a study conducted on college students to see if using Flickr in lesson plans for two weeks affect the students’ learning potential.There were two groups- the experimental group where the instructor always used Flickr and the control group which didn’t rely on any visuals.The course being taught was identical, as well as the concepts. After two weeks, the data was analyzed and the finding was that was noincrease in students’ learning potential based on using Flickr and visuals. However, there was an increase in students enjoying the class more,thinking positively, and becoming more engaged in class. Campbell, A. (2007). //Motivating language learners with Flickr//. TESL-EJ, 11 (2), 1-17. The idea behind this journal article is to make students be able to still keep active within their own culture, and to use Flickr to understand moreabout different cultures that they might be unfamiliar with. Because Flickr uses tags, there are just phrases and separate words that userswould have to know which be great for English language learners who haven’t yet mastered English. An inspiring suggestion listed is to havestudents make Flickr photo accounts on what their culture represents. For example, a Japanese student shared photos of food and added upclose details to it. She also included photos of where she grew up, as well as her friends.Giles, R. (2006). //How to use Flickr: The digital photography revolution.// Boston : Course Technology PTR. This book is geared towards readers who know very little about Flickr. Not only is it a great book to make Flickr even more user friendly than italready is, but readers can learn about how Flickr has evolved from being a simple photo uploading website, to Flickr users making tags so thatother users can find their pictures in an easy way. In addition, the book gradually shares with readers all the different things you cando on Flickr such as adding details to photographs, as well as changing how a photograph looks.

Hoerger, D. & Lanclos, P. (2008). //Weaving web 2.0 tools into the classroom//. Eugene, OR: Visions Technology in Education. Although the book doesn’t focus specifically on Flickr in detail, it does focus on photo uploading services and with how you can use them inthe classroom. Many of the ideas include uploading classroom photos, having students write about photographs, and having students taketheir own photographs and to upload them to be a part of an online community.

Johnson, D. (2008). //Upgrade your Flickr experience with free tools.// PC World, 26 (3), 126. This brief article mentions aside from the basic tools people use Flickr for, that thereare more tools available that one can use. One of them is “Spell With Flickr” which isa great tool to use with very young students just learning the alphabet, or with studentswith reading disabilities. Another interesting tool is “Flickr Vision” where one canlook up photographs based on where users are logging in from around the world. Soif you look at what people are uploading in parts of Africa, you might be pictures ofwild animals, beaches, poverty, land, housing etc. This feature would be an asset to usewith students who are learning about global affairs.

Lowther, D.L., & Morrison G.R. (2004). // Integrating computer technology into the  //// Classroom //. Upper Saddle River, NJ: Prentice Hall. This textbook includes many ideas for how teachers can use the computer in their lesson planning, as well as to make students more engagedin activities. It includes ideas such as including photographs and clipart in using a PowerPoint presentations, how youcan you photographs for writing, how you can have students use blogs related to curriculum etc.

Talab, R. S. & Butler R.P. (2007). // Shared electronic spaces in the classroom: Copyright,  // // privacy, and guidelines. // TechTrends, 57(1), 12-15. This article is very informative alerting teachers on what they can use on Flickr as well as on other programs, and what they cannot use. Onecan use in a classroom photographs of animals from one source requiring only credit in non-commercial users, however the photograph cannot be altered. Flickr also has made it easier for teachers to know which photographs they can use in their classroom by a green iconwhich says “public photo.” In addition, these photographs can be posted on other websites, only if there a link with the photograph back tothe original page.

Tutter, H.G., //Livening up foreign language//. Technology & Learning, 28 (4), 40-42. This article gives great lesson ideas what teachers can use Flickr and other internet technologies for in their classroom when teaching a foreignlanguage. One of the lessonsinvolves having the students partner up with a classmate and find a photograph of a placein a country that speaks the language they are learning in the classroom. When the photograph is selected, the other student has a minute totell their partner as many things as possible about the photograph. Another way to play is to have one person tell the otherclassmate in a minute as many things about the photograph as possible. The student listening would then add to what their partner said. To keep track of who is winning, the students would keep track of the results in a spreadsheet. There is another idea that students would reallyenjoy which involves them looking up photographs of common household items with labels in the foreign language, and then translate themand read them.

Utecht, J. (2006). //Flickr//. http://www.youtube.com/watch?v=QLo4355l6QE This uTube video gives viewers a brief history of Flickr, as well as what you can use the program for. Utecht states slowly and basically termssuch as tagging and uploading which would of interest to those unfamiliar with photo sharing programs. He states how once you have anaccount, you can send photographs to a blog, to an email account, can add notes to photographs, and can edit a photo. Utecht,who works with 5th graders in China also had an idea to upload photographs that his students did online of tessellations which Utecht thanuploaded to Flickr, and then the students uploading from Flickr their tessellations onto their individual blog. What I really like about this is thatstudents have to remember their Flickr account name and password so it gives them a chance to be more responsible.

Weller, W. (2008). //Intro to Flickr//. http://www.youtube.com/watch?v=U1YZT3B_52o This uTube video is very short where Weller describes why Flickr is a great photosharing program for the classroom. Flickr has privacy settingswhich would restrict outsiders from viewing the photographs. One can set up a classroom account and just invite families of the students toview the photographs. They then can add comments to the photographs. Weller states how you can simply use Flickr just to recordphotographs, but how you can also have students use Flickr for show and tell activities. --- Reference to Story telling Project ---    Annotated Reference  Jaime Zuniga Projected Reference material for Storytelling project   Daniels, A. Composition Instruction: Using Technology to Motivate Students to Write. Information Technology in Childhood Education (2004) p. 157-74 The study investigated the motivational effects of computer technology on writing instruction and performance of 5th-grade students. The participants (students and instructors) were engaged in preparatory sessions to take the Michigan Educational Assessment Program (MEAP) test. Questionnaires on instructor observations and attitudes toward computer usage were administered. Instructor's responses indicate an increase in motivation and writing length for student's who integrated computers into the writing process. Instructors also share the difficulties faced by students with computer literacy issues and also the positive results shown by almost all of the participants. The study notes that students were motivated by computer technology along with other factors like teacher participation, extra-curricular instruction and personalized assistance. Reprinted by permission of the publisher. Guha, M. L., et. al., A Theoretical Model of Children's Storytelling Using Physically-Oriented Technologies (SPOT). Journal of Educational Multimedia and Hypermedia v. 16 no. 4 (2007)  p. 389-410 This article develops a model of children's storytelling using Physically-Oriented Technology (SPOT). The SPOT model draws upon literature regarding current physical storytelling technologies and was developed using a grounded theory approach to qualitative research. This empirical work focused on the experiences of 18 children, ages 5-6, who worked with an existing multimedia physical storytelling technology in order to tell stories. Pairs of children worked over five weeks to tell stories using Story Rooms, a physical storytelling technology developed at the University of Maryland's Human- Computer Interaction Lab (HCIL). The SPOT model suggests that each unique child and context together determine the best degree of control over the technology, the degree of control over story content, and the physical activity for each situation. Together, these characteristics of technology, story content, and physical activity produce a unique storytelling experience. The SPOT theoretical model provides a basis to propose technology design guidelines that will support the creation of new multimedia physical storytelling technologies. Reprinted by permission of the publisher. Voithofer, R. Teaching Computers  to  Tell  Learning  Stories   Using  Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences. Journal of Educational Multimedia and Hypermedia v. 13 no. 1 (2004)  p. 47-72 Through a critical analysis of Classroom Connect's Quest experiences from 1998-2002, this study provides a frame-work for using narrative theory to guide the design and evaluation of educational multimedia and online education. Narrative theory, derived from literary and media studies and influenced by cultural studies, offers numerous parallels to learning theories that circulate in educational technology scholarship while providing designers with sophisticated conceptual tools to create culturally relevant educational experiences. By using discourse analysis to analyze narrative structures including genre, story and plot, place and setting, time, character and characterization, point of view and focalization, complications, crisis, resolution and coda, this study meshes learning theories and systematic instructional design approaches with cultural theories of pedagogy that address the relationships between the intersections of race, class, gender, ethnicity, geography, and nation with learning. Foti, S., et. al., Using a Simulation-Based Learning Environment to Enhance Learning and Instruction in a Middle School Science Classroom. The Journal of Computers in Mathematics and Science Teaching  v. 27 no. 1 (2008)  p. 103-20 The goal of this project was to help science teachers shift to a more inquiry-based teaching style by supplying learning tools that support a more student-centered approach. The project employed PSI (Personal Study Instrument) Sim Modules, a simulation-based electronic learning environment designed to address misconceptions in middle school science. Our findings indicate that using such tools will encourage teachers to engage in critical reflection about pedagogical content knowledge which can have a transformative effect on their teaching. Chang, C. C. Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes. The Journal of Computers in Mathematics and Science Teaching  v. 26 no. 3 (2007)  p. 197-216 The main goal of the study is to evaluate the impact of the competency - based web learning material (CBWLM) on the self - directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of CBWL over an eight-week period. The sample of this study consists of 38 students from the practicum "Microprocessor Laboratory," a sophomore course at a college. The results of the study reveals that no significant changes in SDLA test scores (before, during, and after working in the CBWLM) are found. Specifically, it implies the CBWLM does not have a significant influence on the students' overall SDLA, but slightly enhances their "Fondness for Learning " factor in SDLA. Recommendations proposed by the study are to develop more superior CBWL materials and extend the duration of CBWL. Barak, M. The Use of Computers in Technological Studies: Significant Learning or Superficial Activity?. The Journal of Computers in Mathematics and Science Teaching  v. 23 no. 4 (2004)  p. 329-46 The intent of this study was to investigate the impact of introducing computerized means, mainly simulation and the Internet, on teaching and learning electronics in Israeli high schools. Computers in electronics studies are, at the same time, part of the subject matter learned and a means for teaching and learning. Data were collected through interviews carried out with pupils and teachers and by examining pupils' laboratory experiments and projects. Computerized means only slightly influence teacher-controlled activities, such as class presentations and discussions. Teachers and pupils still prefer conventional lessons as the major framework for learning theoretical concepts. Liu, L., et. al., Computer  Attitude and Achievement: Is Time an Intermediate Variable?. Journal of Technology and Teacher Education v. 12 no. 4 (2004)  p. 593-607 Studies have suggested that students' computer attitudes are related to their success in learning computer technology. The current study investigates how positive attitudes are "transferred" into higher learning achievement by determining an intermediate variable between computer attitudes and computer learning and achievement--Time spent on learning technology. Participants of the study are 609 teacher education students. Data analyses results demonstrate that (a) four computer attitude variables (enjoyment, motivation, importance, and freedom from anxiety) have linear relationships with Time, and (b) Time has a linear relationship with computer achievement, suggesting that computer attitudes influence computer learning mediated by Time. The design method of this study demonstrates research strategies to detect intermediate variables as well as direct and indirect relationships in the field of education. Wendland, C. Computers in the Classroom  Teaching Real World Values via a Cyberspace World. Lutheran Education v. 141 no. 4 (2008)  p. 231-45 Technology has fundamentally changed the way we live, learn, work and educate. As faculty we need to improve the learning environment. To do so [sic] we must be willing to learn new strategies and tools that will create teaching environments that are models for student learning. Essentially, faculty must learn, teach and model academic technological tools that keep pace with the world community. As educators, we need to make our students technologically literate. As their mentors, we need to give our students the tools to access, manage, integrate, evaluate and create in a technological world. In addition, educators need to capitalize on emerging learning strategies enabled by technology to create effective learning environments for students Lipka, R. P., et. al., Caveat Emptor: Computers in the Classroom. Principal ( Reston, Va. ) v. 87 no. 1 (September/October 2007)  p. 76-7 The teachers are quickly realizing that there are variations in their students' computer knowledge, expertise, and access. Because they lack computers in their homes, some students need technical help and often cannot complete any computer -based homework assignments. Those students who lack high-speed Internet connections also report problems in completing such assignments. Bates, A. Learning to Design WebQuests: An Exploration in Preservice Social Studies Education. Journal of Social Studies Research v. 32 no. 1 (Spring 2008)  p. 10-21 Effective uses of technology in social studies methods courses is an under-researched field. This study focused on the development of WebQuests to engage teacher candidate's exploration of the Internet as an authentic medium for inquiry in social studies education. Analysis of appropriateness of tasks in the WebQuests, depth of ideas and audience awareness indicate that students were able to adequately incorporate these elements of social studies content education into their use of technology. Three assertions detail outcomes of this work: (1) technology needs more support to become the background of a content-centered task; (2) additional scaffolding is needed to help teacher candidates understand how to assess the quality of work that future students may construct while utilizing WebQuests; (3) students need more support to develop deep, conceptually rich social studies content in their projects. Outcomes of this study include discussion of the necessary supports for effective web design work in methods courses and for design of inquiry-based learning opportunities in social studies.

--- End or Reference --

Biography of Lydia Torres Lydia Torres is currently in the Master's program for Science Education at CSULA. She is currently a 2nd grade teacher and is taking EDIT 490 to learn how she can use technology in the classroom. In her free time Lydia enjoys dancing, bike riding, and spending time with her family.


 * Seminar Topic: How to Effectively Implement a Classroom Weblog for Elementary (Primary) Students

Annotated Bibilography**

Couros, A. (2008). Safety and social networking. //Technology & Learning, 28//(7), 20-22. Couros, a professor of Educational Technology and Media in the Faculty of Teacher Education, University of Regina, Canada, shares the findings of recently released social networking studies and the projects of educators who exemplify what is possible when the power of social networking sites are harnessed in the service of Digital Age education. The studies he sites claim that the use of social media is central to teenagers’ lives and that they spend almost as much time using this media as watching television. His work differs from Descy’s, //Keeping Kids Safe Online//, in that it focuses on Ning as a social networking service that allows for user control in assuring safety for children. Couros speaks to the parent and educator however some of the terminology used may require Couros’ audience to do some further research on the many social networking sites referenced.

Descy, D. E. (2006). Keeping kids safe online. //Tech Trends, 50//(5), 3-4. Descy, Tech Trends All Aboard the Internet columnist, provides tips for online safety. Descy reviews some measures parents and pre-service teachers should be aware of in keeping their children safe online. He highlights the importance of students and their responsible guardians sharing online experiences together to develop the importance and rules of online safety. In addition, he provides detailed information for parents on how to filter web content that is inappropriate for children. His work is much more explicit and extensive than Jones’, //Ideas for Integrating Technology into Everyday Learning//, in providing specific ideas on how to teach kids online safety. Descy’s promoting of not only the active participation of parents and teachers but also that of students, in achieving a safe online experience, dramatically strengthens his article. Descy clearly addresses himself to the technologically familiar parent, but his detailed account of web content filtering may be a bit overwhelming for the parent who lacks technological experience.

Jones, K. (2008). Ideas for integrating technology into everyday learning. //Technologyand Children, 12//(4), 19-21. Jones, a teacher of elementary, K-5, technology education at Bellevue Elementary School, shares different ways technology can be integrated across the elementary curriculum. She uses code breaking, or communication, as the theme to unify the integration of technology into everyday learning. Examples of how communication technology translates into everyday learning range from drawing a video storyboard to communicate a story (Language Arts) to discussing the pros and cons of communication technologies such as chat rooms and social networking sites (Social Studies). Her work is different from Couros’, //Safety and Social Networking,// in that it gives specific examples of technology activities that can be shared with students across the curriculum. Jones’ ideas for integration of technology are strengthened by the fact that she is a technology educator. Many educators, whom lack Jones’ technology education, will benefit from her practical and easy to implement technology tips.

Nssbaum-Beach, S. (2008). No limits. //Technology & Learning, 28//(7), 14-16. Nssbaum-Beach, a speaker on leadership and virtual community building, shares the stories of schools, classrooms, and individual educators who have begun to use technology to transform learning in real and meaningful ways. She highlights, George Hall Elementary School in Mobile, Alabama, The Thin Walls Classroom Project, which is based on connectedness, networking, and learning beyond the classroom walls, and Brian Crosby, a blogger at "Learning is Messy," and elementary teacher at Agnes Risley Elementary School in Sparks, Nevada, who is using many Web 2.0 tools such as Skype, Flickr, blogs, and wikis to infuse character education into his classroom. Nssbaum-Beach’s work differs from many of the articles in this literature review in that it gives real-life examples of how real people are currently using technology to transform learning in authentic ways. Nssbaum-Beach aims to motivate educators to keep up with the speedy evolution of technology and use it now. Her many tools and resources given at the conclusion of the article will help educators do just this.

Peckham, S. (2008). Virginia adds Internet safety to the curriculum. //The Education Digest, 73//(5), 75-76. Peckham, Associate Editor for The Education Digest, provides news about the NPR’s recent report regarding Virginia’s adding of Internet Safety to their Curriculum. She details the guidelines the NPR compiled, from several well-known web safety sites, for educators to share with parents and students in hopes of educating them on how to stay safe online. The guidelines revolve around the ideas of protecting personal information, listening to your instincts, maintaining open-dialog about Internet activity, and keeping Internet location accessible and central. Peckham’s article is one that provides straightforward news, unlike Rivero’s, //Finding the Right Fit//, which combines suggestions from reports on maintaining Internet safety, in addition to opinions on how administrators should address this issue. Peckham addresses herself to educators, but parents and students will also be well informed about web safety after reading this news brief.

Riddle, J. (2008). The summer travel blog: A 2.0 travelogue to bridge summer ‘down time’. //Multimedia and Internet Schools, 15//(1), 8-13. Riddle, a media specialist at Samsula Elementary School in Volusia County Schools, Florida, shares her experiences using a travel weblog with her third grade students, as a vehicle for sharing her experience abroad and keeping in touch with them over summer break. She gives a full account of how she searched for the right weblog site, set the stage for learning, and created successful connections with her students. The account is full of screen frame visuals that make Riddle’s work come alive. Her work is similar to that of Brian Crosby, the elementary school teacher from Sparks, Nevada and host of //Learning is Messy Blog//. She motivates the educator who is looking to begin using blogs as a learning tool, as well as gives applicable ideas to educators who are experienced with the use of blogs in the classroom.

Riley, S. (2007). 10 Tips for Internet Safety. //Technology & Learning, 27//(10), 29-30, 38. Riley, a San Francisco-based freelancer who also writes for EE Times and Investor's Business Daily, outlines 10 suggestions for safe internet use, given by Sharnell Jackson, chief e-learning officer for the 415,000-student Chicago Public Schools, and Miguel Guhlin, director of instructional technology services for the 55,000-student San Antonio Independent School District in Texas. The major themes of the suggestions include: Internet Safeguards, Internet Safety Curriculum, Parent/Teacher Involvement and Education, Acceptable Use Policy for Educators and Students, and the Internet Inside a Walled Garden. The suggestions provided in Riley’s article differ from those in Rivero’s, //Finding the Right Fit//, as they do not address the importance of delving into one’s school culture in developing the best internet safety program for one’s school. Riley’s outlining of these suggestions is complete and concise, providing school districts with some effective ways of setting up a safe cyberspace community.

Rivero, V. (2006). Finding the right fit. //American School Board Journal, 193//(12), 55-56. Rivero, a contributing editor to the American School Board Journal, provides steps for board members and administrators to combat the dangers of technology. He encourages these individuals to take responsibility for maintaining student safety online by seeking more knowledge about technology use, taking advantage of the abundance of web safety resources and curriculum tools available free of charge, and finding out from their students, what they are doing technology-wise. He also encourages administrators to talk to parents to find out their needs in regards to student-parent communication and Web safety. Rivero elaborates that educators must also be involved in this inquiry and research by asking questions, to qualified individuals, about student technology behaviors at their school and possible district responses. However, Rivero’s suggestions are weakened by an anti-administrator bias which surfaces when he addresses the school administrator in a slightly sarcastic tone. Rivero’s work differs from Couros’, //Safety and Social Networking//, due to the fact that it clearly addresses the school board member or administrator rather than the parent on issues of web safety.

Siegle, D. (2007). Podcasts and blogs: Learning opportunities on the information highway. //Gifted Child Today, 30//(3), 14-19. Siegle, PhD, President of the National Association for Gifted Children, describes how to easily create, post, and receive Podcasts and blogs using software that can be downloaded for free from the Internet. He explains, with actual screen frame visuals, the steps for using Audacity audio editing software, iTunes, Blogger, and other user-friendly resources. Siegle’s frame-by-frame description is explicit, however, with the quick evolution of technology, his steps will soon need updating. Siegle addresses educators who are interested in the how-to of using Podcasts and blogs with high-achieving students, however, with appropriate scaffolding; his steps can be used with all students.


 * Websites**

//Alabama Best Practices Center/21st Century Learning// is a model project, which has had much success in K-12 education. Educators can access an abundance of technology resources, student work using current technology, as well as blog about technology (education), and take part in professional development wikis using this Web site (http://www.bestpracticescenter.org/21stcentury.htm).

//Learning is Messy// is an excellent Web site for educators and primary students to see the learning that is possible using today’s Web 2.0 technology tools (http://www.learningismessy.com/).

//Learning is Messy Blog// is a Web log where educators can connect with each other to share and more importantly, reflect on technology education experiences using Web 2.0 tools (http://learningismessy.com/blog/). Lydia Torres EDIT490 8/13/08 Seminar Abstract

Weblogs for Primary-Aged Students: A Blogger Case Study

After reading //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms// by Will Richardson, I realized that I am a Digital Immigrant because of period of time when I was born, but I will continue to be one only because I choose to be. This project is my first step towards becoming technologically bicultural. I know there are a lot of “best practices” that I use as a Digital Immigrant that can still be used but in a new and more technologically updated way. I am aware that there is a lot more involved in becoming a Digital Native (if an immigrant can become a native), which will hopefully follow this first step. The first step is always the most difficult.

This seminar addresses the issues related to the construction and use of weblogs with primary aged students. It involves the how to of creating a safe weblog for primary grade students using Blogger. The seminar will provide educators with a mock weblog, which will allow them to explore the possibilities when creating a weblog using Blogger. The mock weblog currently includes weekly perfect attendance, homework assignments, quarterly instructional calendars, school event announcements, messages to students, parents, and community, instructional Podcasts, photo slideshows, and videos, and most importantly student work. Other gadgets such as calendars, weather and thesaurus tools will also be displayed.

The seminar will also cover issues of safety when creating a weblog for use with primary aged students. The Basic, Comments, and Permissions settings that Blogger provides to ensure a safe weblog experience will also be explored. Although these settings do provide some safety, the importance of teaching students to be good digital citizens is the key in ensuring a safe experience.

Parents also play key roles in ensuring their child’s safety on the Web. This is why a parent orientation/educational seminar is essential in making the use of a weblog with primary aged students a success. Ideas for approaching this essential part of a successful weblogging experience will be addressed.

The seminar will also provide ideas for introducing the basics of blogging to primary-aged students. Examples of the ways students can begin to blog will be explored on the mock weblog. The basics of weblogging for parents will also be addressed as the importance of parent involvement is essential in making the weblog an effective learning tool. Posting, polls, accessing information, and creating simple multi-media work are just a few of the ways students can begin to become part of the Web 2.0 movement. Link http://www.thetorrestigers@blogspot.com/