Annotated+Web+Research

__ Annotated Bibliography Web Research __

lower. However, this may be difficult on the wiki site. Do your best to incorporate this but if you are unable to do this you will not lose points.
 * Please write your first and last name under your posting.** You should post your research in __//**alphabetical order**//__ by author's last name (APA style) so that all of the postings from the course end up in the correct order. Normally, APA requires a hanging indent on the second line and

__Example of an annotation:__
Barthelemy, J., & Geyer, D. (2005). An empirical investigation of IT outsourcing versus outsourcing in France and Germany. Information & Management, 42, 533-542. doi:10.1016/j.im.2004.02.005

The authors present an investigation of IT outsourcing based on the combined results of a survey administered to IT firms as well as statistical measures from domestic and French or German firms. Their data covers a wide range of IT business unit types. However, the lack of longitudinal data weakens their conclusion that the slower pace of French and German IT outsourcing has had a positive effect on business in those countries long-term.


 * Example provided by Bethel Library.

Put your cursor below this line for your posting

Anastasiades, P. S., & Vitalaki, E. (2011). Promoting Internet Safety in Greek Primary Schools: the Teacher's Role. Journal Of Educational Technology & Society, 14(2), 71-80.

The article discusses how teachers can measure or evaluate potential dangers to students accessing the web and teach awareness to the students for handling potential dangerous scenarios. The article identified that teachers who use technology in home and professional settings were better equipped to advise students on potential pitfalls and dangers and offer preventive measures. It was identified that most teachers are ill equipped for handling or offering Internet awareness information to the students. The recommendation was made that all teachers receive Internet safety training, schools promote a standardized guideline for Internet usage and promote parent teacher partnerships as well.

Jason Chaney 3 of 3

Anderson, M. (2012). Google Literacy Lesson Plans: Way Beyond 'Just Google It'. Internet@Schools, 19(4), 20-22. This article takes a look at lesson plans designed by Google, Inc. to teach students how to search the internet effectively. The lessons focus on learning about the right terms to use when searching, evaluating the credibility of sites, and searching for evidence. The article discusses how it may be best to teaching students how to use the internet effectively versus not allowing it for certain uses because they are using it inappropriately. Beth Fait (1 of 3)

Ash, Katie (2012). "Picking and Choosing Digital Content; Technology is Changing the Way Schools Think About Crafting Curricula and Buying content. But are Publishers Ready for the Changes?" //Digital Directions// 8 Feb. 2012: 42.

This article discusses the diffculty publishers and educators are having determining the correct mix on printed material versus technological materials. Many edcuators are determining that they can best determine and individualize the curriculum to best meet their students' needs. Publishers are trying to stay on top of this trend and continue to provide material; however, there are many free technologies that the technologically savvy educator may implement in their classroom design. This paragraph probably best summarizes the article, "The old curriculum model was one-size fits-all. The new model is open, shared, and mobile across multipled devices. ... A single-platform focus may be tempting for curriculum, but ultimately that's a limiting mind-set."
 * (Ward, Sherri 1 of 3)**

Ash, K. (2012). Educators view ‘flipped’ model with a more critical eye. //Education// //Week, 32// (2), S6-7 This article presents the criticisms that have arisen since the popularity of the Khan Academy and the flipped classroom model. The author presents narratives from school districts that faced barriers of having access to technology for all students outside of school. Additionally, the author discusses the multi-faceted definition of a “flipped” lesson and how it varies from teacher to teacher.
 * (Bianchet: 1 of 3)**

Blau, Ina. (2011). Application use, online relationship types, self-disclosure, and Internet Abuse among children and youth: Implications for education and Internet safety programs. Journal of Educational Computing Research. 2011, Vol. 45 Issue 1, p95-116. 22p. 10 Charts, 1 Graph. doi: 10.2190/EC.45.1.e //The author examines the relationships between Internet Abuse (IA), self-disclosure, general Internet usage, the use of specific applications and relationship type among children and youth. The author conducted a study in the form of an online questionnaire posted on an Internet Safety Day website administered to 2,884 Israeli and youth children and youth. The author concludes that findings suggest there is a correlation between general use of the Internet and Internet abuse not with participant self-disclosure. The author also studied the affect of questionnaire participant use of specific online tools and found there was varying degrees of correlation between Internet Abuse and self-disclosure. The author concludes the relationship between Internet Abuse, self-disclosure and application use does have implications for education suggesting that certain application use in an educational environment such as Facebook or Instant Messaging//. (**Geneva Osondu: 1 of 3**)


 * BUTLER, K..(2010), Cybersafety in The Classroom.//District Administration// 46( 6), 53**

 The article discusses what school districts can do to ensure students' online safety. Some school use the curricula to teach lessons on internet safety and security measures. It is noted that teachers may need more training to feel confident to teach internet safety and a survey of teachers found that many felt their districts needed to do more to promote internet safety teaching. web 2.0 tools, it is noted, could be used to keep children safe. **Helmine Bonglack 1 of 3**

Butler, K. (2010). Cybersafety in the Classroom. //District Administration//, //46//(6), 53.

As our society continues to become digital, the responsibility of keeping our students safe while using the Internet is shared among teachers, administrators, and parents. This article discusses some safety tips that can be used by schools. Several free and paid resources are provided for further research. In my opinion, the article shares an important thought in that the responsibility of teaching Internet safety is a shared task and best addressed when embedded into the curriculum. Retrieved September 30, 2012 from

@https://akin.css.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ887156&site=eds-live

Trent Robertson (1 of 3)

Burrow-Sanchez, J. J., Call, M. E., Robert, Z., & Drew, C. J. (2011). How school counselors can help prevent online victimization. Journal Of Counseling & Development, 89(1), 3-10.

The authors of the article are discussing Internet safety amongst school age children and how school counselors can educate against Internet predators. According to the article counselors are in a unique position because they interact with students, parents and professional peers where they can share knowledge and best practices across a myriad of users. The article also discusses the challenges many parents face in trying to regulate Internet usage among their children which may be hampered by poor decision making through use of filtering or blocking software. The article summarized that improved interpersonal communication between parents and children is the best tool to prevent predatory solicitation and negative outcomes from using the Internet.

Jason Chaney 1 of 3

Butler, R. P., & Talab, R.S. (2007). Shared electronic spaces in the classroom: Copyright, privacy, and guidelines. //TechTrends: Linking Research & Practice to Improving Learning, 51,// 12-15. The article describes copyright and privacy policies on file sharing sites used in the classroom. Users are expected to read the copyright and use guidelines before downloading. The five rules for using downloaded material are to assume that all work is copyrighted, read the terms of use, link to files when possible, always provide attribution for downloaded files in the classroom, and do not download files with private information such as phone numbers and addresses. All online users must be aware of copyright basics to ensure no liabilities are imposed for using copyrighted material.

Kira Grant (1 of 3)

Cantwell, K. (2011). Social media and schools as professional learning communities. Curriculum Leadership. Retrieved September 28, 2012 from []

The author talked about ways in which social networking tools may be used to overcome some of the obstacles schools face when attempting to develop a professional learning culture. Some examples were given including how social media can provide lots of information to instructors from their colleagues if they have a question about something via contacting them through social media. Another example given talked about how collaboration between teachers can occur at any time given the asynchronous nature of social media. This is very helpful to teachers as it is nearly impossible to coordinate meeting times amongst themselves because of everyone’s busy schedule. The article also gives a quick overview of how impactful twitter can be to educators and how to use it. Other social media tools are also briefly mentioned including Linked In and Diigo. To conclude the article it states that social media will transform education through the 21st century and teachers and students must work together for this to be successful.

Bill Suoja (1 of 3)

** Quarterly Review of Distance Education. 12( 4),** **235-253,19.** The authors researched on how Web 2.0 technologies have potential for teaching and learning, but show a slow rate of adoption in education. The purpose of this study was to examine the factors that contribute to high school teachers' intention to use web 2.0 technologies for classroom instruction. Research questions examined were (a) To what extent are high school teachers using web 2.0 technologies for classroom instruction? (b) What opinions do high school teachers have regarding web 2.0 technologies for classroom instruction? (c) Which factors best predict the decision of high school teachers to adopt or not web 2.0 technologies for classroom instruction? The decomposed theory of planned behavior was used as theoretical framework. A survey design was employed adapting Ajjan and Hartshorne's (2008) questionnaire. Participants were high school teachers from a specific school region of Miami-Dade County Public Schools. Data from 137 participants were analyzed using descriptive and multiple regression methods. Findings showed that teachers do not **use ** these technologies: blogs 51.1%, wikis 36.5%, social networking 53.3%, social bookmarking 59.9%, and audio/video conferencing 41.6%. Many did not plan to use them at all. Regarding predictors of teachers' behavioral intention to use web 2.0 technologies: attitude, subjective norm, and perceived behavioral control were significant predictors, with attitude the strongest (β = .634); of the decomposed factors, perceived usefulness and compatibility were significant predictors. Teachers comments suggested that lack of equipment, lack of training, lack of funding, security issues, and firewalls were possible obstacles affecting perceived usefulness and compatibility.
 * Capo, B. H; Orellana, A.(2011), Technologies for Classroom Instruction:High School Teachers Perception and Adoption factors.**
 * Helmine Bonglack 2 of 3 **

Casey, A. C. (2005). A Learning Center Solution for Using Technology in Elementary Music. Teaching Music, 12(4), 50. This music teacher writes about her experiences and successes of integrating technology into her general music classroom. The article covers issues of having limited computer access and developing centers in her room as well as how to teach the whole class about software such as Kid Pix, and PowerPoint and how to use the internet to research about composers and other music concepts. Music classrooms are known to be great at integrating adn the use of technology should be no different. Jenna Udenberg (1 of 3)

Casey, G. & Evans, T. (2011). Designing for Learning: Online Social Networks as a Classroom Environment. The International Review of Research in Open and Distance Learning. Retrieved September 28, 2012 from [] This article talks about how the authors studied the impacts of social media in a high school in Australia. One of the authors was a teacher in an Australian high school while working on her PhD and studied the student’s interaction while they were using social media in the classroom and observed how much teachers and students alike must work together in order for it to be successful. She observed that students liked receiving peer feedback when using social media and parents even were able to use it for parent teacher conferences and found it to be very useful. The author talks about how social media has come a long way in the classroom and will continue to have impacts on education throughout the world for quite possible a long time to come. Bill Suoja (2 of 3)

Cegarra-Navarro, Juan-Gabriel & Canovas Rodriquez, Francisco Javier (2012). Factors affecting the use of an e-learning portal at university. Journal of Educational Computing Research. Vol. 46(1) 85-103. doi: [] //Information communication technologies (ICT) is the role of unified communications(chat, video conferencing, etc.) with the integration of telecommunications, computers, middleware, storage and audio visual systems to allow users to access, store, transmit and manipulate information. The authors sought to investigate the function that might attribute to the integration of e-learning portals in universities. The author seeks to answer the following questions: 1) Does the availability of ICT imply the use of e-learning portals? 2) How is ICT being used by students? The author explores three types of ICT: Internet, Groupware and collective systems. The authors administered the study to 300 students enrolled in Business management studies a t a Spanish University. The students completed a simple structured questionnaire. The study’s findings suggest the existing ICT in relation to e-learning portals requires the extended teaching community to be connected to the right information at the right time. In regards to groupware (collaborative software such as Google docs) and collective systems (such as wikis) these applications must be effectively developed to facilitate the utilization of e-learning portals. The author concludes the effect of ICT on e-learning portals in the three dimensions studied, Internet, Groupware and Collective systems was successful when more emphasis is placed on Groupware (primarily) Collective systems (second). Less emphasis should be placed on Internet systems which were not found to provide any significant effectives of e-learning portals//. (**Geneva Osondu: 2 of 3**)

Chandler, T., & An, H. (2007). Using digital mapping programs to augment student learning in social studies". //Innovate,// //4// (1)//.// Retrieved from []

This article states the goal of social studies is "to create well-informed citizenry". They contend that to do this requires integration between classroom learning and experiential learning. Certain technologies, they continue, help students "visualize community issues, learn collaboratively, and discover their role as agents for positive change...". With this foundation, they offer digital mapping systems as an important type of technology to aid in this process of citizen-creation. The authors believe that digital mapping is an excellent choice of technology to aid in this endeavor because it has all the potential of actively engaging the students in the learning process, in the community, in awareness, and in experience. With digital mapping's ability to overlay cartographic images (maps), social and historical data, photos, videos, hyperlinks, and external experiences (field work), students cannot help but to get involved and excited. Various programs and activities are then mentioned in the article.

Robert Krajewski (1 of 3)

Clariana, R. (2009). Ubiquitous wireless laptops in upper elementary mathematics. Journal of Computers in Mathematics and Science Teaching, 28(1), 5-21. Retrieved from []. Each student in one of the study groups was provided a wireless laptop for online instruction through Compass Learning. The students in this group worked at their own pace to learn state-appointed standards. The teacher was able to work one-on-one with students to provide more direct, differentiated instruction. In the control group, students accessed the program using desktop computers. This instruction was supplemented by traditional classroom instruction. Laptop students significantly outscored desktop students on quarterly exams but not on annual statewide assessments. This study lends support to both online learning and differentiated instruction. Through this methodology, however, it is difficult to determine which variable allowed for achievement gains. Amy Fox (1 of 3)

//Cyberbullying and the law fact sheet.// (2012). Retrieved from [] This article by Media Smarts helps teachers recognize cyber bullying and its effect on students. It also addresses the civil and criminal responses based on the type of violation. It is a useful resource for code of ethics involving online bullying by teachers and schools.

Kris Gaetz (1 of 3)

Dalbon, M., Tarant, G., Gaetano, J. (2011). Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades. Retrieved September 28, 2012 from [] The authors talk about how social networking has made its way into the classrooms of middle schoolers. They explain that as the world becomes more and more connected through advances in information and communication the technologies that students often use outside of school are becoming a part of classroom learning. This promotes digital literacies by having face to face interaction along with the use of technology. The use of wikis and blogs are a few of the social media being used in classrooms around the country. The article delves into what is being done in regards to social media in classrooms around the country particularly in the subject of language arts. One teacher assigns readings in class and after students read them they have discussion on a wiki about them. This provides for good online debates in class and allows everyone to participate. With the success of social media in the language arts classroom an initiative has been started to have social media be used in other classes such as science. It is thought that this will do well in the classroom and make learning fun for students. Bill Suoja (3 of 3)

Davidson, H. (2002). The Educators' Guide to Copyright and Fair Use. //Technology & Learning//, //23//(3), 26-33.

Copyright and fair use continue to be a never ending discussion. The author does a great job of explaining and providing examples of copyright and fair use. He also provides quiz relating to copyright and fair use for educators. The answers provide further meaning to copyright and fair use. Educators are free to share the guide by sending a quick note to __techlearning_editors@cmp.com__. Retrieved September 30, 2012 from @https://akin.css.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507787130&site=eds-live.

Trent Robertson (2 of 3)

DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., Fiore, A. (2012). Serious social media: On the use of social media for improving students’ adjustment to college. Internet & Higher Education, 15, 15-23. The authors present how adjusting to a new college, new way of life, and how students will adjust with the use of social media as a support tool. The students’ knowledge and perception were opened while they learn to socialize with social media while adjusting to a new way of life in college. Stephanie Arndt (1 of 3)

Defranco, J.F. (2011) Teaching Internet Security, Safety in Our Classrooms. Techniques : Connecting Education and Careers. v86 n 5. p. 52-55. May 2011. The author presents the importance of Internet safety within the classroom to protect our students. Many kids lack emotional maturity to handle the freedoms and vulnerability when online. Education tools such as E-portfolios, Google docs, and the Internet require more time online for students. The technology that is available to students and educators can be a very effective way to enhance curriculum and instruction, however, this author contends that educators need to take a part in the responsibility of teaching students how to use the

technology safely.
Kelly Belleville (1 of 3)

Eighmy, M.A., Hall, T., LeNoue, M. (2011). Adult education and the social media revolution. //Adult// //Learning, 22,// 4-12. The article discusses how Web 2.0 has technologically advanced the online classroom for adult learners. Social software allows adult students and educators to interact within an online environment and benefit from available resources on the web. Online learning offers two core ideals of adult education online: lifelong transformation and competence development. The use of social media and Web 2.0 can deliver digital design to adult learners.

Kira Grant ( 2 of 3)

Electronic Education Report. (2010) Districts Look for Facebook-Like Learning. (2010). // Electronic Education Report, 17 // (21), 1-6.

Student privacy and security issues are concerns that must not be ignored when looking at Web 2.0 tools. In this article, Katy, a Texas School District, looks at [|__Edmodo__]. Edmodo is a free, secure social media network. Edmodo will assist some teachers in Katy to communicate and collaborate with their students in a secure social media network. Retrieved September 30, 2012 from @https://akin.css.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=keh&AN=59760989&site=eds-live.

Trent Robertson (3 of 3)

Electronic Education Report. (2011). Flipped classroom offers new learning path. //Electronic Education Report, 18// (23), 1-3 This article presents information on the flipped classroom model, the frequency of use by teachers, and the challenges that teachers must overcome when requiring students to partake in the flipped classroom model. The article also explains some of the benefits of the flipped classroom model including discussion on how the flipped classroom model makes students more self-directed learners.
 * (Bianchet: 2 of 3)**

Frantino, E.P., Jerome, J., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. //Journal of Applied Behavior Analysis,// 40(1),185-189. Retrieved from [] In this study three adults with autism and mental retardation were instructed to access specific Internet sites using backward chaining and most-to-least intrusive prompting. The task analysis included thirteen steps with various rewards. The results were positive and the study recommended further research. Maria Keith (3 of 3)

Friesen, N. & Lowe, S (2012). The Questionable Promise of Social Media for Education: Connective Learning and the Commercial Imperative. Journal of Computer Assisted Learning. v28 n3 p. 183-194. June 2012. The authors discuss social media taking the place of books in the classroom. Educators have been integrating Facebook, Ning, and other social networks into the classroom. The article discusses using these networks as social norms within the classroom and based on the "Connectivist" learning theory. Kelly Belleville (2 of 3)

Greenhow, Christine & Burton, Lisa (2011) Help from my “friends”:Social capital in the social network sites of low-income students. Journal of Educational Computing Research. Vol. 45(2) 223-245.doi: 10.2190/EC.45.2.f //The authors sought to examine the relationship between online social network site (SNS) use and students’ social capital (the benefits and preferential treatment and cooperation between individual and group) among students of low-income families. The authors gathered quantitative and qualitative data from 607 students representing 13 urban high schools in the upper Midwest whose incomes were at or below the county median of $25,000 and were participating in an after school program, Admission Possible. The authors found that 76.9% of the students surveyed had a SNS profile suggesting an increased intensity of use among students and this can be seen as a significant predictor of both forms of social capital, bonding (cementing homogenous groups) and bridging (connectedness across diverse social groups). The authors found that the student’s perception of the value of SNS lessened the perceived detrimental outcomes on building relationships and provided students with a source to advance their education. The study findings were limited by the lack of random sampling and the lack of an attempt to link social capital among this particular group to measures of educational attainment, outcomes and psychosocial factors. Therefore the authors contend that the study should not be applied generally but instead be seen as providing an exploratory view between the intense use of SNS and low –income high school students//. (**Geneva Osondu: 3 of 3**)

Griffiths, Jane. (2010). It's All About the Learners. //Adult Learning//. February 2010, 31.

This article discusses the use of RARPA (Recognizing and Recording Progress and achievement) in Gloucestershire Adult Education. Following through with the RARPA process, encouraged educators to become involved in reporting what they were doing. It also strengthened educators abilities to work with various technologies. The final result was that teachers became more engaged and produced a more learner-centered environment.
 * (Ward, Sherri 2 of 3)**

Harrysson, B., Johansson, G.I., & Svensk, A. (2004). How people with developmental disabilities navigate the internet. // British Journal of Special Education //, 31(3), 138-142. Retrieved from [] The study included seven people with mild to moderate developmental disabilities. They were observed navigating between different web pages using the general tools of Microsoft Internet Explorer Web Browser. The authors described some of the strategies that were used. The article made a series of recommendations that would facilitate ease of access and independence in the use of the Internet for people with developmental disabilities. Maria Keith (2 of 3)

Howard, George. (2011) Beyond Social Media. Berklee College of Music Music Business Journal. Retrieved from [] A brief history of social media is given in light of quick successes and many failures. The internet was created to increase communication and creativity and not to be a marketplace. Eight recommendations are shared to bring the internet and social media back to its rightful purposes. Jenna Udenberg (2 of 3)

====**Kelm, O. R.(2011), Social Media: It's What Students Do.//Business Quarterly//,74 (4), 505-520. doi: 10.1177/1080569911423960 **==== In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories for learning.
 * Helmine Bonglack 3 of 3 **

Kukulska-Hulme, A. (2012) How Should the Higher Education Workforce Adapt to Advancements in Technology for Teaching and Learning. The Internet and Higher Education. v15 n4. p. 247-254. October 2012 The author discusses those in higher education adapting and moving with the changing technology K-12 already have. Faculty commit to lifelong learning and changes when joining the world of education. Kelly Belleville (3 of 3)

Marovich, B. (2012). More Than MOOC's. Chronicle of Higher Education, 59(2), 5. <span style="color: #333333; font-family: Arial,sans-serif;">In this article the author takes a look at Massive Open Online Courses (MOOC) and the criticism that online education doesn’t work. The author explores her experiences with students in classroom as well as online courses where she has made what she felt were notable connections were made. She noted that she feels that teaching can learn in both the classroom and online if the teachers passionate and thoughtful. Teaching a MOOC and a small online class can be very different. <span style="color: #333333; font-family: Arial,sans-serif;">Beth Fait (2 of 3)

Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. //Contemporary Issues in Technology and Teacher Education,// //1// (1). Retrieved from []

The main point of the article is a challenge to pre-service teachers (and all teachers) to learn how to use technology and how to use it for the advancement of teaching the social sciences. They contend that it is not enough to be familiar w/ technology, but that how to apply technology to instruction must be understood [p109 and // passim // ]. The authors state that a teacher must be current, access information, and engage students at different (and better) levels. They also seem to be state that, without the inclusion of technology, a teacher is not teaching students as well as one could, especially in the realm of content, civic engagement, and preparation for their futures.

Robert Krajewski (2 of 3)

McGrail, J., & McGrail, E. (2009). What's wrong with copyright: educator strategies for dealing with analog copyright law in a digital world. //Innovate: Journal Of Online Education//, //5//(3). Retrieved from [] The authors argue that copyright law unnecessarily limits the use of digital materials for educational purposes. The article focuses on the need for reform following the advent and increased popularity of digital media. Solutions and guidelines are presented for educators as well as proposed changes to the existing copyright law. This article provides a thorough, thought-provoking analysis of current copyright law and its failure to adapt to the new definition and means of copying. The strategies for educators are very helpful in learning proper methods for distributing and employing digital media. Amy Fox (2 of 3)

Moisey, S., & van de Keere, R. (2007). Inclusion and the internet: teaching adults with developmental disabilities to use information and communication technology. //Developmental Disabilities Bulletin,// 35(1,2), 72-102. Retrieved from [] The study looked at adults with developmental disabilities who are often excluded from participating in a variety of online activities. Barriers for adults with developmental disabilities include a lack of basic computer and Internet skills. The 11 adults with developmental disabilities were provided with individualized training and assistive technology in order to learn how to use e-mail and access web-based informational resources. The outcomes revealed that the subjects gained basic information and communication technology (ICT) skills while engaging in recreational online activities. Appropriate assistive technologies (voice e-mail and text-to-speech software) compensated for low literacy skills. The study contributes to the limited literature on online inclusion, offers protocols for teaching e-mail and Internet searching, and advocates for the further inclusion of adults with developmental disabilities into the ”global community”. Maria Keith (1 of 3)

Ozkan, H. (2010). Cooperative Learning Technique through Internet-Based Education: A Model Proposal. //Education, 130//(3), 499-508. The author discusses the many different ways to communicate using Internet-based education. Those elements include email, Telnet, File Transfer Protocol, servers, blogs, online conferences, chat programs, and video conference. Cooperative Learning, its techniques and advantages, are also highlighted. Sandy Davis (1 of 3)

National Council for the Social Studies: Technology Select Subcommittee. (2006). Technology position statement and guidelines:A position statement of National Council for the Social Studies. Retrieved from [|__http://www.socialstudies.org/positions/technology__]

After giving a statement about the current 'state' of technology and the role of social studies in developing students into active citizens, the paper states that technology should //certainly// be used in achieving this goal. In fact, it emphasizes that proper student preparation cannot be achieved without the integration of technology; this comes from the current state of technology in our global society. As such, the subcommittee suggests guidelines that conform to the National Educational Technology Standards pertaining to social studies. The subcommittee also emphasizes, though it is only implied in these guidelines, that content MUST come before technology. In other words, the use of technological tools is only to augment, expand upon, or give application to the essential social studies content.

Robert Krajewski (3 of 3)

Parslow, GR. (2012). The Khan academy and the day-night flipped classroom. //Biochemistry and Molecular Biology Education, 40// (5) 337-8. The author is a college science professor that provides a narrative of his experience with his use of the Khan Academy videos in the flipped-classroom model. Stemming from low attendance rate for lectures, Parslow utilizes Salman Khan's videos as a resource for his students to find clarity and make sense of their learning. This turns instruction into “t eaching by night and reflecting on a subject by day.” The article also provides some viewpoints of criticisms on Khan's mathematics instruction detailing that the instruction focuses on basic skills and has “no pedagogical underpinnings.”
 * (Bianchet: 3 of 3)**

<span style="font-family: 'Times New Roman',Times,serif;">//Podcasting with your students.// (2012). Retrieved from [] <span style="font-family: 'Times New Roman',Times,serif;">This article by Smithsonian Education introduces the concept of podcasting and how it has progressed through education. It goes on to describe how podcasting started, how it builds 21st century learners, how it connects students to the global environment, and academic application.

<span style="font-family: 'Times New Roman',Times,serif;">Kris Gaetz (2 of 3)

Poellhuber, B., Anderson, T. (2011). Distance students’ readiness for social media and collaboration. International Review of Research in Open and Distance Learning, 12, 102-125. The authors present how prevalent that social media is on the front end of learning. The tools that are used for social media are not only for socializing, but can be used for ongoing learning and skills that will help students of all ages succeed. The article mentions that most online learners are older than the students that are physically on campus. There is not enough research done to show that the older students are using the social media tools for learning or socializing. The article also mentions a study that was done explaining that students are learning from taking online classes and the study shows that students have very different education and backgrounds. Stephanie Arndt (2 of 3)

Ratliff, Amy F. (2011). Are they listening? Social media on campuses of higher education. Journal of the Australian & New Zealand Student Services Association, 38, 65-69. The author presents how social media is drastically changing our world, both the environment and technology alone are important, and how this can be intimidating. The article continues to say how more administrators and faculty are adjusting and learning too. Of course some people in general can ease into technology, but others need a little more time to adjust and accumulate themselves with the new. The new technology and the new way we learn are new for everyone, but is definitely is becoming the norm. Stephanie Arndt (3 of 3)

<span style="color: #333333; font-family: Arial,sans-serif;">Rose, R. (2012). What It Takes to Teach Online. The Journal, 39(5), 28-30. <span style="color: #333333; font-family: Arial,sans-serif;">This author looks at many misconceptions about online teaching and discusses why they may be inaccurate. He looks at the challenges and rewards one may encounter. The strategies that support success with online teaching are also discussed. <span style="color: #333333; font-family: Arial,sans-serif;">Beth Fait (3 of 3)

Schaffhauser, D. (2009). Boundless Opportunity. //t h e Journal, 36//(9), 13. The author highlights an encounter between two high schools, one in Israel and one in Washington D.C., using the online network called ePals. The students watched the dance skills of each other and spent time learning about their cultures. The author’s story showcases the fact that when students cannot venture out into the world, the world can be brought to them using ePals. Sandy Davis (2 of 3)

Schnellert, G., & Keengwe, J. (2012) Digital technology integration in American public schools. International Journal of Information and Communication Technology Education, 8.3, 36. The authors present an investigation into 1:1 laptop initiatives in America’s schools, and how the seek to closing the achievement gap between white and minority students. Additionally, they present circumstances where lower income districts are achieving higher and getting the sought out rewards from technology, while higher income schools do not invest proper time and preparation to gain from their technology implementation. The authors correlate district resources and teacher integration to state and national testing scores from a variety of cities and demographics. Scott Kondraschow (1 of 3)

Sharples, M. M., Graber, R. R., Harrison, C. C., & Logan, K. K. (2009). E-safety and web 2.0 for children aged 11–16. Journal Of Computer Assisted Learning, 25(1), 70-84. doi: 10.1111/j.1365-2729.2008.00304.x

The authors of the article are discussing Internet safety and web 2.0 for children specifically aged 11-16, and the role that parents play in trying to protect their children while teachers and educators are seeking to allow their students to explore the Internet and express their natural curiosity and resourcefulness. Inappropriate content is discussed, in regards to using Web 2.0 tools, like social networking sites, like abusing children, cheating online, cyber bullying. In summary the article discussed the real issue of schools trying to develop Internet users who are responsible and practice safety while on the Internet, all while fostering their creative sides and allowing for development of skills needed to communicate and further learning in the 21st century. The authors also discussed the value about educating children how to use the Internet and social networking (SN) responsibly rather then just blocking or speaking ill of SN tools as a blanket statement. One very interesting aspect captured in the article is the tension between schools, administration, parents, students and other oversight bodies as they are all conflicting with each others policies and guidelines in regards to Internet usage.

Jason Chaney 2 of 3

Smith, Kenneth. (2011) Using Audacity and One Classroom Computer to Experiment With Timbre. General Music Today Vol. 24 Issue 3, p23-27, 5p The author presents information on using one computer and large screen with one free computer software to teach many lessons on timbre to middle school general music classrooms. Several studies are cited and shared as well as three useable lesson plans. Audacity is a free web based music software which one can record with and use to show frequency, pitch, and amplification. Jenna Udenberg (3 of 3)

Suzuki, C., Watanabe, Y., Yoshihara, S., Jung, K., & Chang, K. (2009) Sustaining Internet-based collaborative learning in process-oriented writing classes: feasibility of an action research approach. International Journal of Pedagogies & Learning, 5.2, 20. The authors investigate action research results based on a collegiate and high school program for students from Japan and Korea practicing English as a foreign language in a Web 2.0 based format. Students were given a variety of discussion topics to converse back and forth that cover Japanese and Korean culture, military service, addiction, and technology. Students were given process writing instruction throughout and improvements in vocabulary, response length, and scaffolding were monitored as basis for the study. The authors deemed that students were more adept to learning process writing when cause for writing was authentic, and teachers found teaching process writing is most effective when pinpointing common faulty errors, as opposed to a pre-determined curriculum. Teachers agreed with authors that ICT format of authentic writing drastically aided to improved writing craft. Scott Kondraschow (2 of 3)

Ward, A., & Prosser, B. (2011) Reflections on cyberspace as the new “Wired World of Education”. Educational Technology & Society, 14.1, 169. The authors present an investigation of technology integration in the educational platform, through the viewpoints of Emmanuel Levinas and Aristotle. Utilizing essential quotes and questions of these philosophers, points are made in argument that Internet-based education should supplement, but not replace face-to-face education. Some key points to this over-arching argument look at motivational push in an Internet-based education, the instructor-to-peer relationship for feedback and support, and the authenticity of human relations. Scott Kondraschow (3 of 3)

Webley, K. (2010.) Reboot the school. //Time, 180//(2), 36-41. Salman Khan, of the Khan Academy (an online site that houses over 3000 free digital lectures), wants to change the role of the educator in schools, and redefine homework. Backed by Bill Gates and other investors, Khan’s unique style of teaching encourages students to think along with him as he works through problems out loud, and engages the students by solving problems with them instead of for them. Sandy Davis (3 of 3)

<span style="font-family: 'Times New Roman',Times,serif;">//Welcoming the internet into your classroom//. (2012). Retrieved from [] <span style="font-family: 'Times New Roman',Times,serif;">This article discusses the use of internet in the classroom as a tool for effective teaching. It is all encompassing in that it describes important elements of making it work well in classroom instruction. It serves as a resource for developing safe internet integrated lesson plans which motivate learners and increase student achievement.

<span style="font-family: 'Times New Roman',Times,serif;">Kris Gaetz (3 of 3)

Wishart, J. (2004). Internet safety in emerging educational contexts. Computers And Education, 43(1-2), 193-204. Retrieved from [] This study sought to determine whether effective internet safety was being employed by schools in England. Researchers surveyed students and found that most internet safety teaching was completed solely in technology courses. Class discussion was the most prominent teaching strategy in primary grades while review of school internet use policy served as the main teaching tool for secondary grades. The most important concern of educators was accidental access of inappropriate material. Most educators viewed increased use of email as the primary concern for future internet use. The author provided a thorough examination of current practices and also provided some good suggestions for improved internet safety instruction regarding future classroom internet use. Amy Fox (3 of 3)

Witte, S. (2007). That's online writing, not boring school writing: Writing with blogs and the Talkback Project. //Journal of Adolescent & Adult Literacy, 51//, 92-96. doi: 10.1598/JAAL.51.2.1 The article discussed how she created a Talkback Project based on weblogs used in K-12 education. The Talkback Project consisted of middle school students and pre-service teachers. Students and teachers were required to read novels and share what they learned via web blog interaction. After both the students and teachers read the assigned novel, teachers developed questions that allowed the middle school students to make text-to-text, text-to-world, and text-to-self connections. Students also had the opportunity to make student-made videos on a novel they read. According to Witte, the Talkback Project gave students and teachers the opportunity to expand literacy and technological skills.

Kira Grant (3 of 3)