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  • EBSCOhost: Evolution to Revolution to Chaos?

    • The emphasis has moved from understanding and learning the technology to understanding end-user behaviors in context. Policies have moved from serving library management needs and library workers' preferences to where end-user needs trump librarian insights and personal search preferences.
    • The unintended consequence of public OPACs, however, has been to teach us that end users have different needs and processes for discovery and navigation than library workers -- especially in the virtual digital world.
    • 10 more annotations...

  • Joyce Valenza's Neverending Search

    • OPACs, links to the OPACs of other libraries, and links to reference sources are present in all sites in the smaller sample. Site search engines, new to Clyde’s 2002 list, are present in six of the 10 sample sites.

  • PBS Teachers | learning.now . Should Schools Teach SMS Text Messaging? | PBS

    • putting together their own glossaries of texting abbreviations.
    • They also compare the language and syntax of text messaging with that of formal, written English.
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  • Product Pipeline - 7/15/2007 - netConnect

    • Because no IM technology standard has been approved by all the major players, IM has long been problematic for libraries—which IM clients to use—but newer IM products can help resolve these dilemmas.
    • For librarians: Many librarians not only use Meebo themselves to manage reference questions over multiple IM networks, but they also recommend it to their patrons, thus circumventing patrons' need to download special IM clients to library computers. Many librarians and IT professionals are concerned about potential IM security issues, and Meebo's web interface allows patrons and library staff to use the same IM networks without most of the security concerns.
    • 7 more annotations...

  • skype in class

    • Meanwhile Joe Dale, head of languages at Nodehill Middle School, Newport, Isle of Wight, believes Skype would be ideal for language lessons, as a way of getting native speakers into schools

    • A seven-year-old girl sits expectantly in front of a computer, excited at the prospect of meeting her e-pal for the first time. She is a pupil at Cefn Fforest Primary, Cefn Fforest, near Blackwood, Wales. Her new cyber friend is in New Zealand at Appleby School in Nelson, on the South Island.

      At 7.15pm on a dark December evening 20 pupils from Cefn Fforest were gathering in their classroom just as the first New Zealand pupils arrived at school.

  • Collaboration in Today's Classrooms-Kelly Driscoll

    • To accomplish these different types of communication, teachers and students today are becoming less dependent on big enterprise-labeled communication systems that became popular in the '90s, such as course management and learning management systems. Instead, they are seeking out simple, inexpensive, easy-to-use tools that accomplish specific communication tasks. Despite all the buzz surrounding technology, there is not one technology that can do it all. Many teachers are finding it is best to mix and match. The freedom to mix and match technology is possible today because of two factors:



      * Easy accessibility of computers and high-speed Internet



      * A new breed of Web-based technologies often referred to as Web 2.0 (including blogs, wikis, learning communities, podcasts, audio and video conferencing, and online office applications)

    • The teacher can now focus on the important question, "Why do I want to use this technology?" instead of "How do I use this technology?" Teachers are free to spend their time investigating technology-supported learning experiences and how to integrate technology into their curricula instead of sitting in tedious training sessions.
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  • Beyond Wikipedia-Doug Achterman

    • Richardson (2006) claimed that "early implementations of wikis in educational settings have shown that the more autonomy teachers give to students in terms of negotiating the scope and quality of the content they are creating, the better" (p. 65). Heather James (2004) described her "brilliant wild failure," in part, the result of assuming too much control. "To really use a wilk," James said, "the participants need to be in control of the content--you have to give it over fully." And Brian Lamb (2004) asserted that wilks are most effective when "students can assert meaningful autonomy over the process. It is not that authority cannot be imposed on a wili, but doing so undermines the effectiveness of the tool" (p. 45).
    • "Wilds lead to dispersion," the authors stated. "It is easy to click around and wander off into paths that feel tangential or idiosyncratic. To a point, such an environment can feel liberating. ... But disorientation is quickly frustrating, especially in a pedagogical setting."
    • 1 more annotations...
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