The Tools for Successful Online Teaching Review

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(More customer reviews)i found this book to be an excellent research reference for online teaching. It provides solutions that the author has personally used and integrated into her teaching methodology.

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Online education continues to grow exponentially, and the majority of universities now offer online courses. However, the unprecedented explosion of online learning courses has resulted in increased demands for online teachers, and regular classroom teachers are often asked to teach in an online environment.Tools for Successful Online Teaching introduces teachers to the tools of the learning management system (LMS), or the online learning environment. These tools, including chat, threaded discussion, e-mail, surveys, exam builders, and more, are explored to show the strengths and weaknesses of each tool. Multiple examples of objectives and activities are provided to instill a deep understanding, and the reader will gain a long-term ability to create a unique curriculum.

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Classrooms Without Borders: Using Internet Projects to Teach Communication and Collaboration Review

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(More customer reviews)If you're looking for a book that will give you many ideas for "Internet Projects to Teach Communication and Collaboration" this is NOT the book for you. If you're looking for a book that will convince you that such projects are a good idea, this may be the book for you.
The book has a few chapters at the beginning about various web 2.0 tools that you can use in the classroom, but little depth about projects using such tools. Much of the book focuses on meta-cognition, thinking skills, and how collaborative projects are an effective way to teach kids. The last few chapters lay out 2 projects that involve collaborative work and the Internet, but the projects are extremely involved and would not be helpful to the teacher who is just getting started with such teaching strategies.
There were several times that I felt the book went off on an agenda or tangent; particularly the page and a half about child/youth violence. It was related to a project the authors were describing but went too far in my mind. I do not disagree with their point of view, but it just seemed odd in such a book. The organization (or lack thereof) of the book seemed disjointed at times.
I'd love to see the authors reduce the fluff/filler (tangents and agendas) and present 15-20 really good projects that use the Internet to teach communication and collaboration. Ideally these projects would cover the K-12 range and vary in the depth/involvement the project requires so that teachers of all comfort levels would find a project they could use/adapt.

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''In this remarkable book, the authors illustrate how the combination of collaboration and the Internet may change the way classes are delivered, how instruction takes place, and the nature of classroom and school life...It can truly be said that every teacher should read this book and make use of its contents.'' --From the Foreword by David W. Johnson and Roger T. Johnson, University of Minnesota This practical resource shows educators how to use the Internet to help students communicate electronically, reaching beyond the borders of traditional classroom walls. The authors--a lifelong professional developer and a dedicated facilitator of improved K-12 education through her work with graduate students in school leadership--provide the how-to for teaching essential foundation elements, including teamwork, Internet research, evaluation of information sources, cross-cultural communication, and thinking skills. Emphasizing practical tools and techniques, their model integrates the internet, common school software, and free online technology tools to create engaging projects that advance 21st-century skills.

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Global Education: Using Technology to Bring the World to Your Students Review

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(More customer reviews)I had to order this book for a summer course I needed to take July 2010. The book was shipped super fast and is a super quick read for our class which is great too!

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Eleventh grade students in Bangladesh exchange video interviews with 10th-grade students in Georgia. High schoolers in Illinois learn Japanese, Hebrew, Latin, Spanish, French, and German using online discussions with counterparts from many different countries. Students from around the world research endangered animal species from their areas and publish their findings to a shared website. Connecting globally through advances in Internet technology, including Web 2.0 tools, can now be a reality for any student in any classroom. As our local communities reflect more of the world's diversity, students need to be prepared to communicate with and relate to individuals from different countries and cultures. Integrating global education into standards-based lessons allows students to connect personally with their peers across geographical boundaries, expand their knowledge and awareness of the world, and increase their interest and curiosity in what they are learning. Global Education is a guide to get you started. It provides an introduction to global networks such as iEarn, Global Schoolhouse, and ePals; an overview of Web 2.0 tools that support global learning, such as wikis, blogs, and podcasts; and hundreds of Web resources. No matter the grade level or subject area, Global Education's numerous examples, case studies, and lesson plans will provide you with ideas and inspiration for bringing your students the world. Features:* A sampling of global education projects from around the world * A glossary and lists of hundreds of global education resources * Historical perspectives on global education The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more -National Educational Technology Standards (NETS) -Professional development for educators and administrators -Integrating technology into the classroom and curriculum -Safe practices for the Internet and technology -Educational technology for parents

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The New Digital Shoreline: How Web 2.0 and Millennials Are Revolutionizing Higher Education Review

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(More customer reviews)The New Digital Shoreline: How Web 2.0 and Millennials Are Revolutionizing Higher Education offers a fine survey of the complex effects of Web 2.0 on higher education, documenting forces that educators need to know about to modify interactions with students and peers. From understanding how the population of the new Web is different with different expectations to understanding the new mind-set of Web 2.0, this is packed with details supporting a reinvention of higher education to meet these new perspectives - a support which goes beyond just adding new technology to the learning mix. Higher education collections must have this new approach!

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Two seismic forces beyond our control - the advent of Web 2.0 and the inexorable influx of tech-savvy Millennials on campus - are shaping what Roger McHaney calls 'The New Digital Shoreline" of higher education. Failure to chart its contours, and adapt, poses a major threat to higher education as we know it.These forces demand that we as educators reconsider the learning theories, pedagogies, and practices on which we have depended, and modify our interactions with students and peers-all without sacrificing good teaching, or lowering standards, to improve student outcomes. Achieving these goals requires understanding how the indigenous population of this new shoreline is different. These students aren't necessarily smarter or technologically superior, but they do have different expectations. Their approaches to learning are shaped by social networking and other forms of convenient, computer-enabled and mobile communication devices; by instant access to an over-abundance of information; by technologies that have conferred the ability to personalize and customize their world to a degree never seen before; and by time-shifting and time-slicing.As well as understanding students' assumptions and expectations, we have no option but to familiarize ourselves with the characteristics and applications of Web 2.0-essentially a new mind set about how to use Internet technologies around the concepts of social computing, social media, content sharing, filtering, and user experience.Roger McHaney not only deftly analyzes how Web 2.0 is shaping the attitudes and motivations of today's students, but guides us through the topography of existing and emerging digital media, environments, applications, platforms and devices - not least the impact of e-readers and tablets on the future of the textbook - and the potential they have for disrupting teacher-student relationships; and, if appropriately used, for engaging students in their learning.This book argues for nothing less than a reinvention of higher education to meet these new realities. Just adding technology to our teaching practices will not suffice. McHaney calls for a complete rethinking of our practice of teaching to meet the needs of this emerging world and envisioning ourselves as connected, co-learners with our students.

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Empower English Language Learners With Tools From the Web Review

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(More customer reviews)Lori Langer de Ramirez's EMPOWER ENGLISH LANGUAGE LEARNERS WITH TOOLS FROM THE WEB shows how web 2.0 tools can help English language learning, and comes from a nationally known expert on ESL teaching and curriculum development. Classroom strategies explored here provide step-by-step guidelines for using a range of Web tools and activities and make for a powerful survey.


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Aligned with TESOL standards, this research-based guide shows how teachers can use today's Web tools to help their English language learners build language proficiency.

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The Technology Toolbelt for Teaching (Jossey-Bass Higher and Adult Education) Review

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(More customer reviews)Very practical. Starts with objectives (what are you trying to accomplish) rather than "here's a cool tool." Already found ideas to implement and have a good idea how to implement. Has something for novices and advanced users.

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Instructors are pressured to integrate technology into their traditional or online instruction. This book offers a hands-on resource that shows how to integrate technology into lessons and offers information about common technologies, categorizing by groups, and explains the purposes they serve pedagogically as well as how they can be most effectively used in online or face-to-face classrooms. In addition to examples, each chapter will feature a decision making matrix to help instructors decide on whether or not a tool is really needed based on curriculum objectives or a specific organizational or curricular problem.

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Differentiating Instruction with Technology in Middle School Classrooms Review

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(More customer reviews)Technology has a bigger impact on children's lives than ever before. "Differentiating Instruction with Technology in Middle School Classrooms" is a guide to teachers who want to embrace the information age and weave technology into their curriculum as a partner in teaching. Discussing how to do integrate this well into the school and treat technology as a partner in education rather than just a tool, it emphasizes internet use. Subject by subject, "Differentiating Instructions with Technology in Middle School Classrooms" is a must for any community or college library collection focusing on education.

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Middle school is a time of growth and change for students, with each student changing and growing in different ways and at different rates. These students, like the rest of us, have different interests, different backgrounds, and different goals for their lives. Educators have a responsibility to treat and teach them as individuals. Differentiated Instruction (DI) makes this possible, and technology makes DI easy, effective, and engaging.
Recognizing a need for change in middle school instruction, the authors wrote Differentiating Instruction with Technology in Middle School Classrooms to show educators the benefits of combining DI with technology, encouraging educators to re-engage students by bringing lessons out of the past and into the student-centered reality of digital-age learning. This book offers an overview of research on the uniqueness of middle school students and illustrates the importance of using technology to create differentiated lessons, especially with this age group. It lists the fundamental components of DI, student traits that guide DI, and Web 2.0 resources that can help make DI a reality in the middle school classroom. It also includes sample activities for incorporating DI in multiple subjects: math, science, social studies, and language arts. The strategies and lessons in this book will ensure that students receive a tailored education that also prepares them with the technology skills they need for a successful future.
Features:
* Lists of resources for Web 2.0 tools that support differentiated instruction * A chapter on using DI for student assessment * A survey of research on middle school students
Topics include:
-differentiating instruction-Web 2.0-technology integration-math-science-social studies-langauge arts-assessment
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.
Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more-National Educational Technology Standards (NETS) -Professional development for educators and administrators-Integrating technology into the classroom and curriculum-Safe practices for the Internet and technology-Educational technology for parents

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High-Tech Teaching Success A Step-by-Step Guide to Using Innovative Technology in Your Classroom Review

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(More customer reviews)High-Tech Teaching Success tells teachers how to bring technology into the classroom, offering keys to using Google Earth, blogs, digital diaries, Facebook and other popular online sites in the teaching process. From classroom web sites to digital teaching, this is an excellent review of how technological opportunities can integrate into any classroom teacher's objectives.


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An easy-to-use guide to implementing the most exciting technologies to energize any classroom, High-Tech Teaching Success!: A Step-by-Step Guide to Using Innovative Technology in Your Classroom gives classroom teachers exactly what they're looking for: advice from technology education experts on how the latest tools and software can be implemented into lesson plans to create differentiated, exciting curriculum for all learners.

Focused on implementing technology in the four core areas of learning—math, science, language arts, and social studies—this book covers topics like podcasting, blogging and digital diaries, building Web sites and Wikis, creating Web Quests, using Google Earth, using online programs like YouTube and social networking sites to connect to other classrooms, creating videos, and more.

Geared for teachers in grades 4–8, this essential book offers practical tools, tips for implementation, step-by-step instructions, and handy screen shots to give educators everything they need to create interesting, technology-based learning experiences in their classrooms.

Features lessons developed by top educators covering Google Earth, YouTube, wikis, WebQuests, and much more
Includes screen shots and easy-to-follow directions for using each technology tool
Suggests innovative ways of implementing tools like website design, podcasts, social networking, and blogging
Gives teachers an overview and advice on implementing the latest exciting technology tools

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Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies Review

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(More customer reviews)This book is aimed at educators (school administrators, teachers and support staff) who are situated at the entry or early adoption levels of Information and Communication Technology (ICT) use in their schools and classrooms. The central premise of the material presented is easily stated: there is a range of mobile technologies and Web-based tools that have yet to gain widespread acceptance in mainstream education. But this proposition is little appreciated and often misrepresented and/or misunderstood. Fortunately, there is a technology-based revolution in teaching and learning just waiting for chances to occur and the author, Brooks-Young, positions herself on the frontier between ignorance, prejudice and enlightenment to play a part in bringing it about. The description of emerging technologies provided is well structured. Each of the substantive chapters features introductory/contextualizing and background remarks to selected hardware and tools, outlines of common objections and concerns relating to usage, numerous practical suggestions and discussion points.
This is an approachable book and discussion starter. However, in my opinion, there are two broad aspects of the overall exposition that impact negatively on the practicality and acceptability of the ideas expounded. These points relate to: (i) a highly questionable assumption in the introduction, and (ii) an underspecified statement of pedagogy throughout.
First, a central productivity-based building block in Brooks-Young's argument relates to the effects of globalisation. I nearly didn't get beyond page one when I read: "Students who live in industrialized nations around the world are increasingly disenchanted with the education programs provided. They view educators who use traditional teaching methods as being out of touch. They rankle at completing the same projects and assignments their parents and even grandparents did when they attended school. They believe that the technology tools that are banned on campus are, in fact, the keys to success in their future." This is an astonishing and disturbing scenario that would be very difficult to substantiate empirically. Indeed, leaving aside the imprecision associated with the term "industrialized nations", I have heard tech-savvy high school students say they don't like having access to ICT in school because it distracts them from high-stakes academic work. Furthermore, they respect their teachers (just like their parents did, I suspect) and no doubt trust their methods and programmes. Who or what is mistaken here? A little later, Brooks-Young proposes: "It may be that what we really need to grapple with is the fact that our current system of education no longer helps all students flourish" (page 8). When did any educational system allow all students to flourish equally?
Second, Brooks-Young works from what she claims is a thinly populated base where there are few good examples (models) illustrating exemplary practice with emerging technologies. As is the case with mobile telephones and MP3 players, for example, all teachers can do is "set expectations" and "seize opportunities" but on what basis? The author's rationale for recruiting students' technologies into classroom work is not a question of proven effectiveness. Rather, it's founded on provision and relevance. She states, "... it is incumbent upon educators to create engaging learning environments that mirror the real world and to ensure that students acquire the skills needed to function in these settings ... So what we need to ask is whether our schools are serving students well by providing up-to-date, relevant tools for learning the skills they need to lead successful lives" (pages 2-3 and also compare with page 121). To my mind, policymakers and administrators often use the "keep-yourself-relevant" argument in the absence of strong theoretical and pedagogical support for their technocratic predilections. Further, what teachers and students really need is a pedagogical undergirding that allows them to make robust, informed choices based on theories of learning. Brooks-Young mentions project-based learning and constructivism in the chapter on Netbooks but does not elaborate. For anyone interested, Cummins, Brown and Sayers in their expansive "Literacy, technology and diversity: Teaching for success in changing times" (Pearson, 2007) do a far better job in showing how meaningful, theory-driven learning can and does occur with technology both inside and outside classrooms.
This is a book with a limited and limiting focus. It concentrates mostly on classroom uses of technology and homegrown matters. Overall, I think it fails to properly engage a serious issue in contemporary learning--educators' resistance to the shift of epistemic authority from formal to informal contexts mediated by access to ICT. This is a deep-seated cultural, social, historical and political dilemma that will truly require a revolution in *all* parts of the world. Brooks-Young's book is an entry point into a conversation that will have to be sustained by other thinking that goes beyond simple, unquestioned 21st-century folklore about what the *real* world is or could be idealistically.

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This resource helps educators integrate Web and mobile technologies and tools into classroom instruction and offers a model for selecting appropriate tools and technologies for K-12 settings.

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Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age Review

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(More customer reviews)Reinventing Project based learning by Susie Boss and Jane Krauss is a well organized compendium of journalism and communication on the leading edge of current technology trends. They have used the most current Web 2.0 trends of communication and collaboration on the web. The book is a great snapshot in time of the current web development state. It appears that the authors believe authentic learning happens when you examine your ideas from all sides and from other points of view. New tools like Blogs, flikr, skype, wikis, and del.icio.us that support reflection and collaboration, give learners the opportunity to shape and revise their work, and expose the work to the analytical feedback of other people. The main direction of the book seems to be to collaboratively create knowledge with others. The content is divided up as follows.
SECTION I Anticipation
*Chapter 1 Mapping the Journey--Seeing the Big Picture
*Assess your readiness to begin teaching with technology-rich, authentic projects.
*Technology Focus: Social Bookmarking
*Chapter 2 Creating a Professional Learning Community
*Engage with colleagues, near or far, to build collaboration into project design and enrich your teaching practices.
*Technology Focus: Online Communities
SECTION II Packing Up
*Chapter 3 Imagining the Possibilities
*Establish the conceptual framework for your project. Why do "big ideas" matter in project design?
*Technology Focus: Why Use a Wiki?
*Technology Focus: Essential Learning with of Digital Tools, the Internet, and Web 2.0
Chapter 4 Strategies for Discovery
*How do you begin designing a project? A guided design process helps, whether you build a project from scratch or adapt an existing project plan to meet your needs.
*Technology Focus: Track Assets Online
*Chapter 5 Project Management Strategies for Teachers and Learners
*Teachers and learners alike benefit from improving their project management skills.
*Technology Focus: Project Management with Technology
SECTION III Navigating the Learning Experience
*Chapter 6 Project Launch--Implementation Strategies
*Get your project off to the right start by generating curiosity and preparing students for the active learning ahead.
*Technology Focus: Screencasting
*Chapter 7 A Guiding Hand--Keeping a Project Moving
*Consider the critical roles of classroom discussions, technology use, and troubleshooting strategies in keeping the project moving forward.
*Technology Focus: Podcasting
SECTION IV Expanding Your Circle
*Chapter 8 Building Connections and Branching Out
*Successful projects may take off in directions you did not anticipate.
*Imagine the possibilities for extensions and connections.
*Technology Focus: Online Collaboration
*Chapter 9 Making Assessment Meaningful
*Near the end of the project, you put your formal assessment plan to use.
*With 21st-century projects, teachers are incorporating new approaches to make assessment more meaningful.
*Technology Focus: Online Grade Books
*Chapter 10 Celebrating and Reflecting
*Culminating activities remind learners of where they have been and what they have gained along the way.
*Technology Focus: Photo Sharing
SECTION V Unpacking
*Chapter 11 Bringing It Home
*Build time for reflection and sharing into the project life cycle to make the most of your investment in meaningful curriculum design.
Have I found the book useful? Probably not, as it is not as much about project-based learning as I had hoped. It is more about communication and collaboration and current learning trends than it is about project-based learning. It is however, a wonderful book and a must read for anyone trying to get up to speed in our web dependent world. Read this book now, as it will be out of style after a few years.


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Reinventing Project-Based Learning offers educators an accessible guide for maximizing the benefits of project-based learning in today's technology-rich learning environment. This reader-friendly book speaks directly to educators, administrators, and professional development specialists who want to transform learning into a more active, student-driven experience, using technology tools for inquiry, collaboration, and connection to the world beyond the classroom. Examples from educators in many different countries showcase this new vision of instructional design.
The book itself follows the arc of a project, providing you with guided opportunities to direct and reflect on your own learning. Starting with an assessment of your readiness to embrace technology-rich, authentic projects, the book then provides strategies to engage with colleagues and build collaboration in project design. The authors then discuss project management, implementation, and troubleshooting. Final chapters focus on assessment, reflection, and sharing. With proven strategies, rich illustrations, classroom examples, and teacher interviews from around the world, Reinventing Project-Based Learning shows how to design authentic projects that make the most of available and emerging tools and technologies.
Topics include:
-technology literacy-technology integration-teacher training-curriculum design-projects
Also available:
RSS for Educators: Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom - ISBN 1564842398 Tablet PCs in K-12 Education - ISBN 156484241X
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.
Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more-National Educational Technology Standards (NETS) -Professional development for educators and administrators-Integrating technology into the classroom and curriculum-Safe practices for the Internet and technology-Educational technology for parents

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Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement Review

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(More customer reviews)I read this book for as required reading for an Instructional Technology Leadership graduate class that I am enrolled in. As a future elementary special education teacher, this is not a book that I would typically seek out. However, I think this book is possibly more useful for an individual like myself, than someone who is already a technology leader or the educator with a technologically oriented mindset. The book is well organized and easily accessable even for someone like myself with limited tehcnological expertise.
The book is divided into three sections. The first section is dedicated to presenting information on why it is so important to move towards a more technologically focused education system. The second section concentrates on what can and should be included in this new vision of education. This section strongly emphasises the great potential that the Web 2.0 tools has for educators and students. The final section presents topics relating to the practical considerations involved in being a leader int the 21st Century school.
The book makes a strong case for the importance of changing the focus of the traditional school to include 21st Century skills and technologies. More importantly, the book includes tools, and several real examples to assist the educators who want to play a part in leading their schools in this direction. I often felt mildly inspired and strongly motivated by the examples that the authors presented. I found my mind racing to find ways to implement the tools and strategies in a special education setting. I look forward to using this information in my education career.

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Aligned to the ISTE NETS standards for administrators, this guide provides an actionable plan for integrating new technology into teaching and learning and realizing measurable improvement.

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Making the Most of the Web in Your Classroom: A Teacher's Guide to Blogs, Podcasts, Wikis, Pages, and Sites Review

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(More customer reviews)As a novice technology using teacher, this book was just what I needed. It has given me a solid overview to help me start building my knowledge and skill. I appreciated the various examples on how to use the Web in my classroom. I have recommended this book to others I work with who are trying to ramp up their skills for using the web in their teaching.

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The authors show how to use Web tools to enhance learning, and discuss student safety, appropriate 'netiquette", legal considerations, and ISTE NETS technology and content standards.

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iWrite: Using Blogs, Wikis, and Digital Stories in the English Classroom Review

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(More customer reviews)I recommend this book to teachers who are "afraid" of technology and its ever-changing facets. Our students come to school and sit in classrooms where teachers who do not know a lot about RSS, blogs, wikis, and online social networking outside the realm of Facebook or MySpace. We teach the same old ways and balk at new methods while our students yawn or secretly text at their desks.
This particular book helps teachers explore the parts of computer and Internet technology that can enrich the lives of their students by presenting content in a context/format that their charges understand. This book can help teachers step up to the challenges of using technology to teach, helping students who do not have a lot of online opportunities, and meeting students halfway in the learning continuum by using the platforms they know so well. There are many ways to get derailed when teachers have very limited time to evaluate the world wide web, but this book is like an Internet Road Atlas. If you know how to check your email, attach a document to a message and send it to somebody--and you have an open mind to explore possibilities, try this book. After you explore on your own, go to school with a list of safe sites you could use in your classroom and start a conversation with your IT coordinators so that your students can discover the positive, thought-provoking facets of the Internet.

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"It's not that our students aren't reading and writing, but that where and what they are reading and writing is off the school radar. We can build a bridge between the literate lives of our students outside of school and the literacies we want to teach them." --Dana J. Wilber The power of Dana Wilber's insight is in its simplicity. Students are texting, networking, and blogging- i.e., writing and reading- all the time, everywhere, just maybe in places we aren't necessarily paying attention to. Build on their authentic interest and motivation using the technologies they are already committed to and you've won half the battle. You won't believe how engaged they are; they won't believe they're learning for school. In iWrite, Dana shows you how to guide students through the complexity of new literacies, including: how to discern between media how to account for audience and voice how to choose appropriate genre and how to harness what they already know to be more successful in school. Dana deftly elucidates the lives of Millennials, those students growing up around the turn of the 21st century, and the technologies embedded into their everyday reading and writing. She shows us how three accessible tools-wikis, blogs, and digital storytelling -can be used to scaffold learning for our students. And she demonstrates how they can help us address 10 key issues in the literacies of today's students:

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Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms Review

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(More customer reviews)Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms is a good book on how to use web 2.0 tools in a educational setting. Richardson gives a good introduction to the book by talking about how technology has changed in the recent years and how it is continuing to grow. The idea that the gap in the understanding and knowledge of technology between teachers and students is an obstacle still to be overcome is a good point. Richardson describes the more experienced teachers as "digital immigrants" and the current students as "Digital natives" to describe the gap. This description gives the reader a good idea of how technology has exponentially grown in recent times.
Richardson does a great job in his book to describe and how the web 2.0 tools can be implemented in the current classroom. Richardson divides each chapter by a different web 2.0 tool. He takes the time to give a good description of the tool and how it can be utilized in the classroom. After he has given the reader the information needed about the web 2.0 tool and how to use it in the classroom, he then gives good resources to find these tools. Richardson gives his opinion on these different sites and positives and negatives of each site. This is one of the most useful parts of the book, once I read about the tool I immediately had examples to go look at as I was reading. Many of the sites that Richardson suggests are what he says they are and are very helpful in learning the new tool.
I recommend this book for teachers and higher education students who want to get a good introduction of these tools. Richardsons's book is a easy to read book with very helpful and useful sources. The sources compliment the book nicely and are very useful in beginning to use the web 2.0 tools described in the book.


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With updated research and links, the second edition shows educators at all levels and disciplines how to use digital tools to create relevant, interactive learning experiences.

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RSS for Educators: Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom Review

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(More customer reviews)Whatever happened to Web 1.0? Readers of John Hendron's (2008) book, RSS for Educators, will quickly realize the speed at which web technology has evolved. From its humble Web 1.0 beginnings of one-way, read-only applications on the information highway, we now have two-way, read-write RSS (Really Simple Syndication) apps and tools in a new revolutionary freeway of innovations of computer commuters networked by information using blogs, podcasts, newsfeeds, and wikis. This can be about everything, be from anywhere, happen everywhere, and on all kinds of devices (Wesch, 2008)
For someone who has an older one-way computer background, John Hendron's book is an eye-opener not only for techies, but also especially for educators who must merge into the new-era of Web 2.0 information travels. The new features of this highway are succinctly defined with helpful diagrams picturing Client/Server/Local User paradigms to help us understand where we are located in this interactive information highway called the Internet. For someone who had little background on Web 2.0, this book was very readable with new technologies clearly explained. Much of the author's discussion of blogs, wikis, etc. seamlessly interact with his classroom experience as a teacher and liaison to district administrators and parents, in bringing them together to experience and benefit from the slew of technologies available to help them communicate and better education.
The strength of the book is in its balance of presenting Web 2.0 technologies in a readable but also very technical fashion. Teachers can quickly make progress by using the recommended websites to start blog accounts, wikis, etc. A brief range of the most popular and powerful technologies are presented for the consumer to choose from depending on his/her situation. Whether it is blogs, wikis, podcasts, VoIP, or newsfeeds, the author usually surveys the most effective tools, always giving attention to both platforms, whether it is PC or Macintosh. His only weakness is his unhidden bias for Macs. However, the detail of his interaction with the technology is fair. His treatment of these is up-to-date and current.
In relation to Wikis, John gives helpful examples of using wikis for department meetings, notes, minutes, and even curriculum development. Here is where the "Ah Haa" moments echo where he provides specific uses of wikis from his own educational experience. The technology of Web 2.0 is not confined to the classroom, but transcended by things like videoconferencing, and also usable in teacher business as well as district business. The two-way roads of technology are expanding to the many facets of education.
When it comes to blogging, the author adequately surveys the popular blog resources available to begin web 2.0 applications. Again, both PC and Macintosh platforms are represented. The section does seem overly technical for educators, but as an educator with computer background, I found it very helpful. What I appreciate about Hendron's treatment is the balance of adequate technical help with the creativity of the Web 2.0 applications. Especially eye-opening were the classroom lesson plans using blogging technology to accomplish educational objectives. What administrator would not drop his/her jaw to see this kind of technology used in the classroom to engage and bring much needed collaboration to the classroom using technology? The lessons were replete with collaborative ideas using engaging technology. The only criticism is that the lesson plans did not include a single math lesson. This reviewer is a secondary math teacher.
In the final analysis, the esoteric technical title of the book is actually a rich and readable ride into the revolutionary Web 2.0 technology of not the future, but the present. It's explained clearly across both platforms and surveyed across the most popular tools. This is an excellent primer on information travel for Web 2.0.


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A powerful technology, but a simple concept, RSS ('Really Simple Syndication') makes it possible to easily access frequently updated content on the Internet. RSS allows you to 'subscribe' to content and have updates automatically delivered to your computer. Many Web 2.0 tools, including blogs, podcasts, and wikis, have been made even more useful with the advent of RSS technology.
Let expert John Hendron show you how to use a news aggregator to harness the power of RSS for a variety of purposes, including classroom projects, professional development, and keeping students and parents informed.
* Learn how to use free and inexpensive software such as Garage Band and Audacity to manipulate audio files and create podcasts.
* Explore the pros and cons of various blogging platforms.
* Have your students blog, and use RSS to deliver their assignments to you automatically.
With RSS and the Read/Write Web, the possibilities are endless.
A glossary and an extensive list of online resources round out this essential guide to the power of Web syndication.
Topics include:
-Web 2.0-technology integration-curriculum design-curriculum design-blogs-wikis-newsfeeds-podcasts-professional development
Also available:
Web 2.0: New Tools, New Schools - ISBN 1564842347 Toys to Tools: Connecting Student Cell Phones to Education - ISBN 1564842479
The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.
Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more-National Educational Technology Standards (NETS) -Professional development for educators and administrators-Integrating technology into the classroom and curriculum-Safe practices for the Internet and technology-Educational technology for parents

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Wikipatterns Review

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(More customer reviews)Wikis are one of those "Web 2.0" applications that seem to be right on the edge of jumping into mainstream adoption. If your workplace is anything like mine, you've been spending more time lately answering the "what's a wiki" question than you have in the past. If you're starting to approach the point where you're ready to try one out in your organization, here's a good place to start your planning... WikiPatterns - A Practical Guide To Improving Productivity and Collaboration In Your Organization by Stewart Mader. Rather than a "do this, this, and this" instruction manual, Mader gets into the whys and whats of wiki adoption in the workplace, complete with case studies and real-life examples.
Table of Contents:
1. Grassroots is Best
Case Study: LeapFrog
2. Your Wiki Isn't (Necessarily) Wikipedia
Case Study: Johns Hopkins University
3. What's Five Minutes Really Worth?
Case Study: Sun Microsystems
4. 11 Steps to a Successful Wiki Pilot
Case Study: Red Ant
Case Study: A Conversation with a WikiChampion: Jude Higdon
5. Drive Large-Scale Adoption
Case Study: JavaPolis
Case Study: A Conversation with a WikiChampion: Jeff Calado
6. Prevent (or Minimize) Obstacles
Case Study: Kerrydale Street
7. Inspirational Bull****
Case Study: Constitution Day
Case Study: Peter Higgs: Using a Wiki in Research
Appendix - Questions and Answers
Index
Stewart Mader is the Wiki Evangelist for Atlassian Software, who also happens to be the creator of Confluence, an enterprise Wiki software package. But don't let that little bit of disclosure put you off. He is a well-known personality in the wiki community, and he's done the evangelism gig with many a company and organization prior to joining Atlassian. As such, the material is pretty vendor-neutral in terms of what you should and shouldn't be doing. You don't have to worry about sitting through a long sales pitch.
The book is designed to be used in conjunction with the website [...]. That site lists and explores a number of "patterns" and "anti-patterns" that come into play when launching and running a wiki site. Furthermore, it's split up into people and adoption issues. So as you're reading through the book, you'll see references (especially in the case studies) to patterns and anti-patterns that influenced the successes and difficulties of many of the projects. As the wikipatterns concepts are still evolving, the case studies didn't necessarily set out to follow and implement a certain set of behaviors. Quite often, the patterns are seen only in hindsight. But you have the benefit of being able to observe the patterns at work before you get started on your own project. This should help increase your odds of success at the start, or at least give you a clue as to what might be going wrong before it gets too messy to correct.
I personally am at the point where this information is *exactly* what I need at work. We've got a number of people who are ready to start a wiki pilot project, and the only reason I've put it off is due to some other higher-priority projects. But armed with Mader's wisdom, I think I'll have a much better chance of pulling off a successful pilot. I also saw some great ideas for taking the DominoWiki OpenNTF project and extending it (like with page templates) to make the software even more useful and easy to implement.
If you simply want to roll out a wiki for your own use, you'll probably see most of this information as overkill. But if you want to help lead the way to wiki adoption at your company, you could consider this the "teacher's guide" edition of the textbook. Not only will it ground you in the cultural aspects of wiki adoption, but it will establish you as the "go-to" person when it comes to this particular branch of the collaboration software tree.

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This book provides practical, proven advice for encouraging adoption of your wiki project and growing it into a useful collaboration tool or vibrant online community
Gives wiki users a toolbox of thriving wiki patterns, which enable newcomers to avoid making common mistakes or fumbling around for the solutions to the same problems as their predecessors
Explains the major stages of wiki adoption and explores patterns that apply to each stage
Presents concrete, proven examples of techniques that have helped people grow vibrant collaborative communities and change the way they work for the better
Reviews the overall process, including setting up initial content, encouraging people to contribute, dealing with disruptive elements, fixing typos and broken links, making sure pages are in their correct categories, and more

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Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms Review

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(More customer reviews)If you are looking to add technology into your classroom, Will Richardson's book, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, is a good place to start. The book takes the reader through a journey of possibilities to using web 2.0 tools in education. Each chapter was dedicated to a web 2.0 tool, from Weblogs to Social Networks (and many in-between)! Each chapter describes the web 2.0 tool and then gives examples of how others have used the tool in their classroom. On top of that Richardson also has examples you can actually go to on the Internet! I found that the real life examples reinforced the idea that teachers all over the world are incorporating technology into their classrooms. And it was nice to see how others were doing that.
I like how Richardson wrote the book for educators and he understands that not everyone is an expert at using technology. He constantly is mentioning that before jumping into using this in the classroom, you must first become involved yourself in the technology. Which is so true; you must first understand how to use technology and what this all means in the education world before expecting your students to. He provides guidelines and steps of how to incorporate web 2.0 tools into your classroom.
From this book I have built upon what I already know about web 2.0 tools and learned some new things. In fact while reading this book, a colleague of mine should be how to use Jing and Screencast to record and share a video from my computer. When I went home to read the next chapter of Will's book I learned even more about Jing and Screencast and how other teachers were using it. There was however one chapter that was completely new to me which was chapter five RSS. Like the other chapters in this book, Will starts off by explaining what RSS is and then gives suggestions of how to get involved with RSS. I have not had a chance to try setting up an RSS feed for myself, however it is something that I will be doing in the near future.
I do not consider myself an expert on technology, however I do feel comfortable using it, and believe one hundred percent that my students need to be taught how to use the technology we have available to their advantage. As Richardson points out in his book, we need to prepare our students for their future, they need to learn to read, write, and collaborate using the web. The web is a place that Richardson defines as a Read/Reflect/Write/Participate Web. Another point Richardson makes is that students are using these tools at home and they may not be using them properly. If taught in the classroom how to read, write, and collaborate with others properly, students are going to be successful in the future. Teachers do not need to become experts but they should have a general idea of the tools out there and how to use them in the classroom to benefit students.
This book is a great resource to build upon what you are already doing in the classroom or for teachers who are just starting to incorporate technology. I hope that you read this book and find at least one web 2.0 tool that you find so incredible that you want to try and then you will bring to your classroom and use with your students.

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For educators of all disciplines, this third edition of a bestseller provides K-12 examples of how Web tools such as blogs, wikis, Facebook, and Twitter allow students to learn more, create more, and communicate better.

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