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Christy Tucker's Library tagged → View Popular, Search in Google
Tools for creating bibliographies, organizing research, and planning
Presentation on teaching online with VoiceThread & Ning, including survey results with learner perspectives on how these tools helped create a sense of community
Case study examining what types of interactions (student-teacher, student-student, student-content) students found most valuable in an instructor-led self-paced online course.
A collection of videos related to technology and media literacy, sorted in categories like "Conversation Starters," "Influence of Media on Society," and "Social Networks & Identity."
Young people write more than they used to, and they don't just write when it's required. The study also found that spelling errors aren't as much of a problem as they were 20 years ago, now that spell check software is easily accessible.
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Today's kids don't just write for grades anymore. They write to shake the world. Moreover, they are writing more than any previous generation, ever, in history. They navigate in a bewildering new arena where writers and their audiences have merged.
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For these students, "Good writing changes something. It doesn't just sit on the page. It gets up, walks off the page and changes something," whether it's a website or a poster for a walkathon.
Sheryl Nussbaum-Beach's wiki with workshop and web 2.0 resources.
Mind map of online collaboration tools
Tech companies can provide snacks for their employees without worrying that people will spend all day gorging themselves at the snack bar. So why don't companies and schools trust that if they give people access to social media that they won't spend all day on Facebook? I like the analogy here.
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This issue is all about trust. Schools don’t trust students or teachers to do the right thing. Companies don’t trust employees. but the problem lies not with the technology, but with with setting expectations and ensuring those expectations are met. When a company blocks access to social media, it is blocking access to its own future growth and when a school blocks access to social media it is blocking access to a student’s future growth.
If a student doing research searches related tags on delicious, is that cheating? That's the question discussed here, and many teachers would argue that it's dishonest to use those bookmarks. But if you look at the bibliography for a print source as a place to find more research, would that be cheating? You still have to read and understand the content, but the process for finding it is changing.
Educator, researcher, and midwife Sarah Stewart's dynamic online portfolio
If you are already posting your work online, use a social bookmarking tool like del.icio.us to collect everything in one place. As you create more work, just bookmark it and tag it to update your portfolio.
Helen Barrett calls Google Apps the "best free Web 2.0 tool for maintaining an online personal learning environment" that can be used for eportfolios and assessment.
Helen Barrett recreated her portfolio in over 30 online tools. This page includes samples and instructions for some of the more successful tools.
Sources for Creative Commons and public domain images, audio, and video for use in digital storytelling
Connects levels on Bloom's taxonomy different types of actions with technology. For example, this categorizes tagging as an analysis skill, reflective blogging as an evaluation skill, and podcasting or animating as a creation skill.
Lots of types of charts: pie, bar, line, radar, timeline, maps. Licensed CC-By so OK for pretty much any use.
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