We love FACEBOOK? Why? Why not??????
Jeannie LOVES to stalk boys!
Meg loves to post pictures!
Dave loves to fb chat! lol omg haha
Joyce loves to Twitter!
Angela loves to wish Latasha a HAPPPPPPPPPPPPY BIRTHDAY! :)
Teresita loves poke!!!!
WHY?
Beacause we LOVE SOCIAL NETWORKS!!!!
Thursday, November 4, 2010
Why Twitter?
I decided to make a Twitter for silly reasons, but I have grown to love it. It is a great way to stay in touch with my friends in Japan or even those at home. It is also a great way to get coupons and secret deals from my favorite places like Bleeding Heart Bakery, Tokidoki, as well as deals on massages, facials, and manicures. It's also a way for me to find out about great causes that I contribute to and sign petitions on important issues like animal cruelty and women's rights. Even better, its all in 140 characters. Short and sweet.
Katie
Katie
Family Feud Gang
You guys are going down...we are going to win all the candy :)
PS - Teresita CHEATS!
PS - Teresita CHEATS!
Wednesday, October 13, 2010
Chapter 10 - "What it all means"
Wow, thanks to Joyce for going above and beyond and began summarizing chapter 10, too :-)
Chapter 10
What It All Means
§ Teachers are employing Weblogs and wikis and the like in ways that are transforming the curriculum and are allowing learning to continue long after the class ends (p. 148).
§ The classroom of the Read/Write Web is marked by the continuous process of creating and sharing content with wide audiences (p. 149).
§ Many, Many Teachers and 24/7 Learning – The Read/Write Web allows students to connect to other science, English, or social studies teacher (p. 150).
§ All of these technologies allow students and teachers to contribute their own ideas and work to the larger body of knowledge that is the Web (p. 153).
Chapter 9 Social Networking!
Loved reading Joyce's summaries of Social Networking. Has anyone seen the new Facebook movie yet? Justin Timberlake is in it!
Chapter 9
Social Networks
Facebook, Ning, Connections, and Communities
§ Kids are using social networking technologies in two important ways: 1) they engage in “friendship-based ways which means they stay connected to the people who they know in their physical spaces; friends at school, people they meet at summer camp, or their teammates, among others. 2) Kids are using social networks to “explore interest and find information that goes beyond what they have access to at school or in their local community” (p. 131).
§ Facebook.com and Ning.com make group forming around the people we know or the interest we pursue almost too easy (132).
§ Facebook was started in a Harvard dorm room in 2004.
§ At the beginning of July 2009, Facebook grew by an amazing 700,000 accounts per day and its total membership was close to 250 million and the fastest growing Facebook users today is the over 55 set (p. 132).
§ In terms of Ning, this is a site that allows you to create your own personal Facebook-like network around your specific interest. This service launched in 2006 and has hosted over 1.5 million networks with about ½ a million being added yearly (p. 132).
§ The key to both of these sites for educators is to move beyond the friendship-based connections and explore the potentials of the networked, interest-based learning that’s possible with these frames. In the process, students can be taught all sorts of important lessons about digital citizenship safety, information literacy, and more (p.l33)
§ To sign up for a Facebook account just go to Facebook.com, fill out the form on the homepage, click on the link in the confirmation e-mail and start finding friends to connect with (p. l34).
§ Facebook offers a number of different levels of transparency that can be explored and they are covered in detail in the “Teacher’s Guide to Using Facebook” by Bernadette Rego, (see www.tinyurl.com/12yheq).
§ Facebook in the Classroom – The Uniquiet Library: Creekview High School Media Center (www.tinyurl.com/1956sc) This library in Canton, Georgia has an active K-12 library site on Facebook. It is a totally public site that serves as a portal for news about books, links to interesting articles, photos about library event and more (p138).
§ On Creekview High School’s Facebook page, students can get information on new books, links to interesting articles that deal with reading or technology or social media, photos, and links to interviews with authors (139).
§ A Ning for all passions…. If you want a Facebook-like environment to deliver some of your curriculum and teach some social networking skills as well, there is Ning.com (p. 139).
§ Ning lets you create your own free social networking site around whatever topic you want, complete with personal profiles, photos, video links, groups, discussions, blogs, and more (140).
§ Ning is a great site from a classroom perspective; it is an environment for students to test their writing skills.
§ Find a list of Ning sites that are dedicated to Education – go to the Social Networks in Education wiki (www.tinyurl.com/2qu8p8). Also try Classroom20.com, a Ning site what was started by educator/consultant, Steve Hargadon who has attracted over 25,000 members from around the globe (p. 140).
§ To set up a Ning site, go to Ning.com and start the creation process by picking a name for your social network and choosing an address and continue to follow the prompts.
Chapter 8
More summarized from Joyce .. this time looking at podcasting! Great detail.
Chapter 8
Podcasting, Video and Screencasting, and Live Streaming
Multimedia Publishing for the Masses
§ Expanding the Web into multimedia is evolving fast ….students and teachers are using live streaming tools to broadcast live to global audiences.
§ Today we have podcasters creating their own Internet radio, videobloggers producing their own Web television, and screencasters who are capturing what happens on a computer screen, adding a bit of audio narrative and publishing it as multimedia Web tours or stories (p. 111).
§ Due to modern technology, it has become much easier to create and consume multimedia as well as text and digital images.
§ What is Podcasting? – Podcasting can be defined as the creation and distribution of amateur radio, however, the distribution of it is most important (p. 112).
§ Most news programs, like Meet the Press and 60 minutes, as well as many radio shows like Fresh Air from NPR are offered up as podcasts so you can take them with you and listen to them whenever you like (112).
§ You do not need a lot of technical experience to make podcasting work.
§ To create a basic podcast you will need the following: a digital audio recorder that can create an MP3 file, some space on a server to host the file, a blog, and something to say.
§ Podcasts are easy to create and easy to consume because of RSS.
§ So who is podcasting? People from all different walks of life; politicians, businesses, churches, governments, and schools (p. 113)
§ Apple has incorporated support for listening and subscribing to podcasts into iTunes, its software for managing music on the iPod (p. 114).
§ iTunes is free for download from the Apple site (www.apple.com/itunes/). Go to the iTunes store homepage and click on the podcasts link the ine top left section. Under the categories that come up, select “Education,” and in the “More Education” box, click on K-12. There you will see all of the iTune podcasts of the day as well as links to those that are featured. (p. 114).
§ One way to get into the flow of education-related podcasting is to visit the Education Podcast Network (www.tinyurl.com/66grdx) which list 1,000 different education-related shows (p. 115).
§ Podcasting is another way for students to create and contribute ideas and conversation for future audiences, i.e. Radio Willow Web from Willowdale Elementary School in Omaha, NE (www.tinyurl.com/2z2ujz). The Website says, these Willowcast are “online radio shows for kids by kids”
§ Video Publishing - As elementary students love podcasting, older students have gravitated to video.
§ Bought by Goodgle back in 2006, YouTube.com has an enormous disruptive effect on our society and more and more students go to publish the artifacts of their lives (p. 121)
§ Marco Torres, a social studies teacher at San Fernando High School in California has had hundreds of students producing and publishing video both online and at the local “I Can festival deCine” (www.tinyurl.com/6aalqr).
§ Once you have a camera and you have shot some video, you will need to do editing and production.
§ If you can’t use YouTube as a video repository, try TeacherTube and create a free account and use the very easy upload process to get your videos online.
§ Screencasting – A relatively new medium and is one step up from podcasting.
§ The easiest way to understand screencasting is to watch one.
§ Wikipedia has a screencast done by John Udell at www.tinyurl.com/ydp2sfg, check it out!
§ Screencasts can be created to support materials when teaching complex skills on the computer.
§ Training video can be created for peers, narrate PowerPoint-created tours for parents or make video collections of exemplary student work.
§ Students can annotate their work in voice as they show it on screen or create their own Internet tours.
§ If you can podcast, you can screencast.
§ Live Streaming - Web TV For the Classrooms - The most recent entry into the multimedia publishing discussion is live-streaming (p. 125)
§ Teachers and students can create their own TV shows online in just a few clicks.
§ The online video streaming site of choice is at Ustream.tv, a free site that not only makes streaming easy but offers a chat room for viewers to interact with while watching.
§ Podcasting, videocasting, screencasting, and now live-streaming TV are all great ways to get student content online (p. 129).
Chapter 7 of Blogs, wikis and podcasts
Joyce did a fantastic job summarizing how to use Flickr ... check it out!
Chapter 7
Fun With Flickr
Creating, Publishing, and Using Images Online
§ Teachers and students can experiment with digital photography to create, publish, and use images online for display in their classroom community.
§ Introducing Flickr on the web – a social software where the contributors interact, share, and learn from each other in creative and interesting ways; capturing daily events or highlights, field trips, speakers, visitors, and special projects. This photo stream is a great way to share teaching and learning experiences (p.102).
§ Flickr is free if you publish under100 MB of images and about 90 seconds each a month of more than two 500 MB videos.
§ You can sign up for a “pro” account for $24.95 a year gives you unlimited uploads unlimited storage, and unlimited viewing ability.
§ You need to register with Flickr in order to publish photos or take part in discussions, and you need a valid e-mail address. As a suggestion to use with your class, you could create one login for all of your students to share or have them create their own accounts; just follow the standard login procedures from Flickr’s homepage.
§ Adding images to Flickr is easy, just click on the upload link, find the image on your computer that you want to publish, and click “Upload.”
§ Learning with Flickr – What can you do with Flickr in the classroom? According to David Jakes, an educational technology coordinator from Illinois who blogs about using the Web to create digital stories suggests: see (tinyurl.com/38wsm5), create presentations, slide shows, cobble together virtual field trips, illustrate poetry, teach geography by integrating with Google Earth (p. 103-104).
§ One of the most useful tools in Flickr is the annotation feature, which alalows you to add notes to parts of the image simply by dragging a box across an area and typing text into a form (p.104).
§ Another great feature is the ability to communicate in online discussions about the images you post by adding comments under any particular photo.
§ You can subscribe to these discussions via the RSS feed that Flickr creates for your “Recent Comments.”
§ One of the real great powers of Flickr lines in the way it can connect people from around the world.
§ Tag or use keyword phrases for images, i.e., wedding, vacation, family, and friends.
§ In order to subscribe to a particular tag so you can receive any new photos that people post with the keywords “schnauzer” or “skiing’ or even “sleepwalking”, copy the URL www.flickr.com/photos/tags/sleepwalking (or whatever tag you want to end with) and then paste it into the “Add Subscription” line in your Google Reader (p.105).
§ If your students are studying other countries or cultures, Flickr can be an incredible resource of images and information, and with teacher moderation, there can be opportunities to meet and learn with other people and students from other countries (p. 106).
§ Flickr has become a powerful tool for amateur journalists who use their camera phones to email photos right to the Flickr pages, posting images almost as they happen (p.107).
§ Steve Brooks writes the Edugadget Weblog where you can find “plain-talking technology reviews for teachers” (www.edugadget.com ). Brooks also likes “Creative Commons” section of Flickr where teachers can be sure students are using images appropriately (p. 108).
§ People love Flickr so much that there have been a host of creative applications built around it, some of which also have interesting uses in the classroom. “Flickr Toolbox: 100+Tools for Flickr Addicts”, see www.tinyurl.com/24y5m4 for the most comprehensive list on the Web (p. 109).
§ Turn any one of your pictures into front-page news with the Flickr Magazine Cover; www.tinyurl.com/2vl7j.
§ The possibilities here are endless, limited only by your imagination and your own understanding of these tools.
§ This is the power of the Read/Write Web, the ablity to create and connect content through publishing.
Monday, October 11, 2010
Chapter 6 of Blogs, wikis and podcasts
The Social Web: Learning Together
• The Internet has become social; we now “share, connect, and create with many, many others of like minds and interests” (p. 85).
• Now, more than 1 billion people are online through the Internet.
• The “Explosion of Twitter”
o Implemented by educators as “a powerful professional development and communications tool” (p. 86).
o TWEET! This is the term used to refer to a Twitter update.
o On Twitter, people “ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go throughout the day.”
o A few additional social bookmarking sites: LibraryThing.com, Shelfari.com. Explore!
• The Internet has become social; we now “share, connect, and create with many, many others of like minds and interests” (p. 85).
• Now, more than 1 billion people are online through the Internet.
• The “Explosion of Twitter”
o A microblogging phenomenon introduced in 2006.
o Implemented by educators as “a powerful professional development and communications tool” (p. 86).
o TWEET! This is the term used to refer to a Twitter update.
o On Twitter, people “ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go throughout the day.”
o This “running river” of conversations has been infamously used by celebrities as a tool to break up with one another publicly.
o In education, however, it has a very constructive purpose: an immediate transmittance of ideas between professionals.
o How to get started?
• Go to Twitter.com and sign up for an account.
• Begin “following” friends, celebrities, or other public figures for updates and a virtual subscription to their tweets.
• Also see Directory of Learning Professionals on Twitter.
• You will begin receiving their tweets when you log in.
• To have people follow you, enlist some friends to begin.
• Use the “@” symbol to link to their Twitter name for them to receive your tweet.
• Others will begin following as they see your Twitter name linked to your friends.
o What about Twitter for students? Richardson describes Twitter as “a boon or a bane” and “a bit too Wild West for most school situations” (p. 88). Better left among colleagues to avoid it becoming out of hand.
• Another option: Social bookmarking services
o There are more than 10 billion Web pages online.
o Organize your information through online bookmarking services
o You can save links, annotate them with keywords or “tags,” and share them with others.
o Some social bookmarking sites
• Delicioius.com – Delicious links you to everyone else who has bookmarked a site the same as you.
• Diigo.com – Allows you to begin constructing “your own little piece of the Web” and to easily collaborate with fellow educators.
• Diigo as a tool for individualized instruction: Why not allow students to put up individual questions for discussion among like-minded people?
• Diigo as a professional development tool: “If you are in a school in which four, five or even eight people are teaching political science, either set up a Diigo group that you can share in terms of adding resources, or, at the very least, create tags in your individual accounts that you each can subscribe to. It’s a great way to develop a highly personalized, organized, searchable archive of information for your curriculum” (p. 97)
o A few additional social bookmarking sites: LibraryThing.com, Shelfari.com. Explore!
Chapter 5 of Blogs, wikis and podcasts
RSS: The New Killer App for Educators
• What does RSS mean?
o Really Symple Syndication
o A tool “aimed at helping you consume all that information [on the Internet] in more efficient and relevant ways” (p. 71).
o The content comes to you, rather than you going to it. It is a feed.
o You go to one place to read postings and updates from various sites you have chosen through the use of an aggregator, or “feed collector.” The aggregator checks the feeds you subscribe to on a usually hourly basis, sorts the information and files it for your use.
• The benefit: “Not only can you have the news and ideas of the day come to your aggregator, you can also use RSS to let you know when someone out there on the Web has pupblished something with certain keywords that you might be interested in.
• According to Richardson, the use of an RSS “will make you and your students smarter, more effective consumers of information.”
• How do you set up an RSS feed reader?
o First, set up a mailbox/aggregator to collect your RSS feeds. One good suggestion is Google Reader, a free tool.
o Set up a Google account, if you haven’t already.
o Use the “add subscription” link for key words or blogs you want to subscribe to.
o Make sure to consider the credibility of sites to which you subscribe.
o Organize your folders for your subscriptions as you see fit.
o Richardson suggests adding no more than 10 feeds as you begin to use RSS so that you don’t become overwhelmed.
o Once you have completed your subscriptions, simply refer to the feed name at the list at the left hand side of your page. When the name is “bold with a number after it, this means there is new content” (p. 75)
o You can unsubscribe at any time to a feed.
o Use the “share” button for your own blog content.
• RSS in the classroom.
o Relevant to today’s digitally literate culture: “Reading literacy can no longer be how well students can decipher text on a page or screen. We have to begin to prepare them for this much more complex world” (p. 77).
o Student Weblogs can be collected through the RSS.
o Paperless classroom.
o Current event news feeds – an example: “Say you have a student who is doing a project or a paper on the avian flu. That student could actually create an RSS feed that would bring any news about the disease to his aggregator as soon as it was published – kind of like doing research 24/7, only the RSS feed does all the work” (p. 79).
• What does RSS mean?
o Really Symple Syndication
o A tool “aimed at helping you consume all that information [on the Internet] in more efficient and relevant ways” (p. 71).
o The content comes to you, rather than you going to it. It is a feed.
o You go to one place to read postings and updates from various sites you have chosen through the use of an aggregator, or “feed collector.” The aggregator checks the feeds you subscribe to on a usually hourly basis, sorts the information and files it for your use.
• The benefit: “Not only can you have the news and ideas of the day come to your aggregator, you can also use RSS to let you know when someone out there on the Web has pupblished something with certain keywords that you might be interested in.
• According to Richardson, the use of an RSS “will make you and your students smarter, more effective consumers of information.”
• How do you set up an RSS feed reader?
o First, set up a mailbox/aggregator to collect your RSS feeds. One good suggestion is Google Reader, a free tool.
o Set up a Google account, if you haven’t already.
o Use the “add subscription” link for key words or blogs you want to subscribe to.
o Make sure to consider the credibility of sites to which you subscribe.
o Organize your folders for your subscriptions as you see fit.
o Richardson suggests adding no more than 10 feeds as you begin to use RSS so that you don’t become overwhelmed.
o Once you have completed your subscriptions, simply refer to the feed name at the list at the left hand side of your page. When the name is “bold with a number after it, this means there is new content” (p. 75)
o Click on the name, and content will appear to the right.
o You can unsubscribe at any time to a feed.
o Use the “share” button for your own blog content.
• RSS in the classroom.
o Relevant to today’s digitally literate culture: “Reading literacy can no longer be how well students can decipher text on a page or screen. We have to begin to prepare them for this much more complex world” (p. 77).
o Student Weblogs can be collected through the RSS.
o Paperless classroom.
o Current event news feeds – an example: “Say you have a student who is doing a project or a paper on the avian flu. That student could actually create an RSS feed that would bring any news about the disease to his aggregator as soon as it was published – kind of like doing research 24/7, only the RSS feed does all the work” (p. 79).
Chapter 4 of Blogs, wikis and podcasts
Wikis – Easy Collaboration for all
• Wikipedia is described here as “the most important site on the Web these days” (p. 55)
• The word “wiki” comes from the Hawaiian wiki-wiki, which means “quick.”
• Why is Wikipedia so unique? “You have the power” (p. 55). In other words, Wikipedia is created and recreated by “people just like you,” which gives it its “transformative potential.”
• How does Wikipedia work?
o Every page in a wiki has a link, with a phrase such as “Edit Page.” When clicking on this link, you reach a code or a web editor, depending on your browser.
o Also, it has a page history, a link near the “Edit Page” link. This can allow an editor to undo damage.
o A “Discussion” tab also exists, allowing contributors to discuss content and attempt to “get it right.”
• Collaboration, just as in teaching, is key in Wikipedia. A page can be described as “a collaboratively written research report” (p. 60).
• Concerned about using Wikipedia? Why not use an alternative, such as one of a number of Web-based wiki sites that allow users to gain access only through passwords and logins. Thereby, you can restrict who can enter the site.
• How does this relate to the learning process?
o “Students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61).
o The teacher can use Wikipedia to create an online text for the curriculum.
o In terms of professional development, such a page can be a resource for other teachers, or a “showcase for best practices” (p. 61)
• Many classes create a class wiki that has a link to the class blog.
• You can easily add subpages, layers and links such as the above mentioned link to a blog to your site.
• Classroom suggestions:
o Wikispaces.com
o Wetpaint.com
o Docs.Google.com
So, have you tried Wikispaces? Or any of the other sites?
• Wikipedia is described here as “the most important site on the Web these days” (p. 55)
• The word “wiki” comes from the Hawaiian wiki-wiki, which means “quick.”
• Why is Wikipedia so unique? “You have the power” (p. 55). In other words, Wikipedia is created and recreated by “people just like you,” which gives it its “transformative potential.”
• How does Wikipedia work?
o Every page in a wiki has a link, with a phrase such as “Edit Page.” When clicking on this link, you reach a code or a web editor, depending on your browser.
o Also, it has a page history, a link near the “Edit Page” link. This can allow an editor to undo damage.
o A “Discussion” tab also exists, allowing contributors to discuss content and attempt to “get it right.”
• Collaboration, just as in teaching, is key in Wikipedia. A page can be described as “a collaboratively written research report” (p. 60).
• Concerned about using Wikipedia? Why not use an alternative, such as one of a number of Web-based wiki sites that allow users to gain access only through passwords and logins. Thereby, you can restrict who can enter the site.
• How does this relate to the learning process?
o “Students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61).
o The teacher can use Wikipedia to create an online text for the curriculum.
o In terms of professional development, such a page can be a resource for other teachers, or a “showcase for best practices” (p. 61)
• Many classes create a class wiki that has a link to the class blog.
• You can easily add subpages, layers and links such as the above mentioned link to a blog to your site.
• Classroom suggestions:
o Wikispaces.com
o Wetpaint.com
o Docs.Google.com
So, have you tried Wikispaces? Or any of the other sites?
Looking into Blogs, wikis, and podcasts
Latasha created this great summary of the first few chapters of W. Richardson's book (copyright 2010 -- current stuff!) Take a look:
“Tim Berners-Lee had a grand vision for the Internet when he began development of the World Wide Web in 1989 (Richardson 2010, p. 1)”. The first part of Berners-Lee dream came in fruition in 1993, with the development of Mosic Web”. (Richardson 2010, P. 1).
“As early as 2003, a Pew Internet & American Life Project found that more than 53 million American adults, or 44 percent of adult Internet users, had used the Internet to publish their thought, respond to others post pictures, share files, and otherwise contribute to the explosion of content available online”. (Richardson 2010, p. 2).
“ Blogs are the first widely adopted easy publishing tool of the Read/Write Web, which people use to create personal journals of their lives, build resource sites with colleagues, or filter the news of the audiences large and small with no need to know how to code pages or transfer files (Richardson 2010, p. 2). We have entered the world of online communication. Our thoughts are shared online and others can post comments. “ In the context of those connections, we can form groups around our various passions and interests, a capability that fundamentally changes almost everything (Richardson 2010 p. 3)”. For example “My Space, Face Book and Twitter enable people to network and group forming abilities are established”. (Richardson 2010, p. 3).
“In 2007, USA Today was among the first to make it possible for readers to comment on any story-adding opinions, asking further questions, or even correcting what was written-and most other online newspapers have since followed suit”. (Richardson 2010, p. 5). By including people in the process, this new web creates all sorts of opportunities for participatory journalism, which, of course, creates all sorts of new definitions and descriptions of what journalism is”. (Richardson 2010, p. 5).
“Traditional media outlets such as the “Washington Post, the BBC, and others, are scrambling to respond to this trend, creating interactive spaces for readers, buying on-the-spot news photos from people with camera phones, and running amateur video of news events”. (Richardson 2010, p. 5). “Communicating and collaborating with peers using instant or text messaging, twitter or they’re my space accounts allows them to be “always on” and always connected”. (Richardson 2010, p. 5).
• Weblogs are updateable websites that allows the author to publish instantly to the Internet from any Internet connection. They can be interactive; teachers and students can begin conversations or add to published information.
• Wikis are a collaborative Web space: anyone can add or edit content that has already been published. In schools, teachers and students have begun using a password-protected wikis to create their own textbooks & resource sites.
• Really Simple Syndication (RSS) technology that allows educators to subscribe to “feeds” of the content that is created on the Internet, whether it’s written in a weblog or in a more traditional space such as a newspaper or magazine.
• Aggregators is an aggregator who collects and organizes the content generated via the RSS feed.
• Social Bookmarking are bookmarking sites that allow users to do more than just save the Web address of interesting content. They allow readers to save and archive entire pages, thus producing a form of a searchable, “personal Internet.” In addition, social bookmarking sites like Digo.com and Delicious.com allow teachers and students to build subject-specific resource lists that they can easily share when using RSS. This in turn creates a community of information gathers who extend the reach of any one person.
• Online Photo Galleries: Publishing digital photos to the Web not only means sharing pictures with family and friends, it means becoming a part of a community of photographers sharing experiences.
• Audio/Visual Casting: New technologies make it easy to not only produce digital voice and video files, they also make it easy to publish and distribute them to wide Internet audiences. Students can now easily “write” in many different media, a fact that opens up all sorts of possibilities for the classroom. They can also begin to create live streaming TV online.
• Twitter: While Twitter has become all the rage for movie stars and millions of ordinary folks, it has also quietly become on of the most powerful tolls for connecting and sharing the great content and professional development opportunities that are available to educators today.
• Social Networking Sites: Out-of-the-box social networking sites like Ning.com and Facebook . (1-6 Richardson 2010, p. 10 ) (7-9 Richardson 2010, p. 11).
This is a list of the social networks, which has transformed technology. People are no longer communicating solely by the telephone or writing letters. This new technology has transformed our lives in many ways.
Now, what do you think??
“Tim Berners-Lee had a grand vision for the Internet when he began development of the World Wide Web in 1989 (Richardson 2010, p. 1)”. The first part of Berners-Lee dream came in fruition in 1993, with the development of Mosic Web”. (Richardson 2010, P. 1).
“As early as 2003, a Pew Internet & American Life Project found that more than 53 million American adults, or 44 percent of adult Internet users, had used the Internet to publish their thought, respond to others post pictures, share files, and otherwise contribute to the explosion of content available online”. (Richardson 2010, p. 2).
“ Blogs are the first widely adopted easy publishing tool of the Read/Write Web, which people use to create personal journals of their lives, build resource sites with colleagues, or filter the news of the audiences large and small with no need to know how to code pages or transfer files (Richardson 2010, p. 2). We have entered the world of online communication. Our thoughts are shared online and others can post comments. “ In the context of those connections, we can form groups around our various passions and interests, a capability that fundamentally changes almost everything (Richardson 2010 p. 3)”. For example “My Space, Face Book and Twitter enable people to network and group forming abilities are established”. (Richardson 2010, p. 3).
“In 2007, USA Today was among the first to make it possible for readers to comment on any story-adding opinions, asking further questions, or even correcting what was written-and most other online newspapers have since followed suit”. (Richardson 2010, p. 5). By including people in the process, this new web creates all sorts of opportunities for participatory journalism, which, of course, creates all sorts of new definitions and descriptions of what journalism is”. (Richardson 2010, p. 5).
“Traditional media outlets such as the “Washington Post, the BBC, and others, are scrambling to respond to this trend, creating interactive spaces for readers, buying on-the-spot news photos from people with camera phones, and running amateur video of news events”. (Richardson 2010, p. 5). “Communicating and collaborating with peers using instant or text messaging, twitter or they’re my space accounts allows them to be “always on” and always connected”. (Richardson 2010, p. 5).
• Weblogs are updateable websites that allows the author to publish instantly to the Internet from any Internet connection. They can be interactive; teachers and students can begin conversations or add to published information.
• Wikis are a collaborative Web space: anyone can add or edit content that has already been published. In schools, teachers and students have begun using a password-protected wikis to create their own textbooks & resource sites.
• Really Simple Syndication (RSS) technology that allows educators to subscribe to “feeds” of the content that is created on the Internet, whether it’s written in a weblog or in a more traditional space such as a newspaper or magazine.
• Aggregators is an aggregator who collects and organizes the content generated via the RSS feed.
• Social Bookmarking are bookmarking sites that allow users to do more than just save the Web address of interesting content. They allow readers to save and archive entire pages, thus producing a form of a searchable, “personal Internet.” In addition, social bookmarking sites like Digo.com and Delicious.com allow teachers and students to build subject-specific resource lists that they can easily share when using RSS. This in turn creates a community of information gathers who extend the reach of any one person.
• Online Photo Galleries: Publishing digital photos to the Web not only means sharing pictures with family and friends, it means becoming a part of a community of photographers sharing experiences.
• Audio/Visual Casting: New technologies make it easy to not only produce digital voice and video files, they also make it easy to publish and distribute them to wide Internet audiences. Students can now easily “write” in many different media, a fact that opens up all sorts of possibilities for the classroom. They can also begin to create live streaming TV online.
• Twitter: While Twitter has become all the rage for movie stars and millions of ordinary folks, it has also quietly become on of the most powerful tolls for connecting and sharing the great content and professional development opportunities that are available to educators today.
• Social Networking Sites: Out-of-the-box social networking sites like Ning.com and Facebook . (1-6 Richardson 2010, p. 10 ) (7-9 Richardson 2010, p. 11).
This is a list of the social networks, which has transformed technology. People are no longer communicating solely by the telephone or writing letters. This new technology has transformed our lives in many ways.
Now, what do you think??
Welcome!
Welcome readers to Building Bloggers, a new blog by students in the DePaul University T&L 419 course. First, let me introduce who we are: Latasha Martin, Joyce Ruth and Kate Dougherty. We are not experienced bloggers, but guess what? Blogging is easy as pie with the technology available today. This blog was created through Google. But anyway, moving right along ...
The book we are reading for our Technology Group Presentation is called Blogs, Wikis, Podcasts, and Other Powerful Web Tools for the Classrooms by W. Richardson. What better way to put his suggestions into place and tell you about them at the same time than to create an easy-to-use blog for the class to subscribe to (if you want to get really advanced, you can add it to your RSS feed! More on that to come).
Thanks for reading, and please, share your thoughts and comments. We'd love to hear from you.
Signed,
The New Bloggers
The book we are reading for our Technology Group Presentation is called Blogs, Wikis, Podcasts, and Other Powerful Web Tools for the Classrooms by W. Richardson. What better way to put his suggestions into place and tell you about them at the same time than to create an easy-to-use blog for the class to subscribe to (if you want to get really advanced, you can add it to your RSS feed! More on that to come).
Thanks for reading, and please, share your thoughts and comments. We'd love to hear from you.
Signed,
The New Bloggers
Subscribe to:
Posts (Atom)