Emily Wagner's List: EDIM510

• data released in the spring of 2011 as part of the ongoing Speak Up research by Project Tomorrow found that restrictive Internet filtering was the top student complaint about Web use in 2010.
• That study found that most of the schools that have integrated laptops and other digital tools into learning are not maximizing the use of those devices in ways that best make use of their potential.
• like ePals and eChalk, are more restrictive, often allowing teachers and school officials to limit not only who can join, but who students can talk to and interact with.  Some educators also say students seem to take these sites more seriously and treat them with a more academic focus and tone than they would a site they routinely use for socialization with their peers. These sites also often provide safety features that can detect foul language or bullying phrases and alert a teacher (Education Week, June 15, 2011)
• Many educators say the academic benefits of social networking are real. They allow students to work cooperatively on projects in an online environment that feels familiar to students. Teachers often report that a student who does not speak up in class will be more engaged on a social networking site and that these sites allow instructors to extend the school day.
• Web 2.0 and other technology tools are making it quicker and easier than ever to create digital portfolios of student work—a method of showcasing student progress that experts say increases student engagement; promotes a continuing conversation about learning between teachers, parents, and students; and extends academic lessons beyond school walls (Education Week, March 17, 2011).

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