Connfronting the challenges of a participatory culture

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  • http://en.wikipedia.org/wiki/Blog on 12/17/2005
  • Homework For years there have been web-savvy teachers who posted their homework on a website for their students and parents. This can still be done with blogs, and with many services teachers can post assignments daily with no knowledge of html, css, rss, and other random combinations of letters Keep Parents in the Loop Of course parents often like to know more about what's going on in your class than just "Do #s 2-106 on page 42." A teacher's blog could become an online newsletter that discusses all kinds of notable events such as units, scans of student work, field trip information and permission slips, and more. Virtual Inservice Many teachers have decided to use their blogs as a forum for sharing their views on educational psychology, technology, and so on. Other teachers have the power to post comments in each others' blogs or even write larger responses in their own blogs. The result is a series of conversations where teachers share their knowledge and experiences with each other where everyone comes out better informed at the end. This week in class, we... Some teachers encourage students to work as a group on a single blog, resulting in a sort of online newspaper where different students work on different articles. Knowing that their audience is now not just the teacher but the entire world, students often end up going above and beyond what they would ever do if they just had to submit a report, two pages, double spaced, MLA format. Student Work Along the same lines, each student could have their own blog where they can post their assignments. The teacher and classmates could then comment on each student's work, providing concrete evidence of class participation.
  • http://blogging101.wikispaces.com/whywhynot
  • http://blogging101.wikispaces.com/bloggersbeware
  • Blogger - http://www.blogger.com/ This is a great service (owned by Google) that allows anyone to create and customize a blog. While it's designed so anyone can get started it also has enough versatility for the truly geeky to get almost everything out of it that they want. (audioblogger) Blogmeister - http://classblogmeister.com/ Many blogging services are turned down by schools or teachers because adults loose a certain level of control over the students. After all, bogging students have a global forum where they can say whatever they want. With Blogmeister (from the brilliant mind of David Warlick ), all student postings and comments do not go "live" to the internet unless a teacher approves them. NovemberLearning - http://nlcommunities.com/ Alan November's blogging service. Used to be free for educators, but will begin charging soon. Has support for photo albums built in to it. Designed for educators, but doesn't really have any significant features tailored to using it in an educational setting (like Blogmeister) Edublogs - http://edublogs.org/ James Farmer's Wordpress Multiuser offering to educators. Any teacher can get a free blog there. There are several themes to choose from. It is essentially a standard Wordpress installation, which is the blog engine of choice for many edubloggers because of it's powerful features and open source code. While the name is Edublogs, there are no features tailored specifically to using it in the educational environement. James also offers learnerblogs.org for students and uniblogs.org for university students and faculty.
  • Podcasts can also be used as formative or summative assessments.
  • Podcasting is a great tool in differentiating instruction.
  • http://jdorman.wikispaces.com/+Podcasting
  • "Wiki-wiki" means "hurry quick" in Hawaiian.
  • Import changes into an rss aggregator (bloglines)
  • Introducing wikis into the classroom provides a perfect vehicle for reinforcing or teaching students the importance of wide and reliable research, checking authors and sources, etc. Just as podcasting and blogging provides a vehicle for instructing students in copyright and fair use guidelines.
  • The Digital Divide Network is an online community of educators and policy makers who are seeking ways to narrow the gap between the Internet haves and have-nots.
  • Use wikis as formats for subject guides . “The great thing about that,” she says, “is that librarians would be creating the wiki themselves in concert with teachers.” Invite students and teachers to annotate your catalog on a wiki . “To students, the best advice comes from other students,” she says. “You could have kids write book reviews you could add to the catalog.” Make wikis meeting places for communities inside the school . For example, create a wiki as a kind of bulletin board, a repository for information that comes from the cafeteria, the principal’s office, students, teachers, and even parents. Link librarians in your district in a collaborative enterprise . When teaching in North Carolina, Rob Lucas set up a model for such a site. His Teachers Lounge is a wiki where first-year teachers can share lesson plans. Farkas’s libsuccess.org is another fine model.
  • http://ssad.bowdoin.edu:8668/space/snipsnap-index
  • http://www.wikispaces.com/site/for/teachers100K
  • http://jdorman.wikispaces.com/Social+Learning
  • http://jdorman.wikispaces.com/Social+Learning
  • http://del.icio.us/
  • http://stu.dicio.us/
  • http://stu.dicio.us/
  • http://www.furl.net/
  • http://www.blinklist.com/
  • http://www.blinklist.com/
  • http://www.stumbleupon.com/
  • http://www.digg.com/
  • http://www.diigo.com/
  • http://groups.diigo.com/groups/edn
  • http://www.gradefix.com/
  • http://www.mynoteit.com/
  • http://www.backpackit.com/
  • http://www.schoopy.com/
  • http://wizlite.com/
  • http://notemesh.com
  • http://www.pageflakes.com
  • http://www.43things.com/
  • http://www.flickr.com
  • http://www.flickr.com

Transcript

  • 1. Confronting the Challenges of a Participatory Culture Media Education for the 21 st Century Reported by: Arlene N. Baratang for Educational Anthropology
  • 2.
    • Educational Anthropology is a way of examining educational systems from a cultural anthropologist point of view.
      • George Spindler (Education and Cultural Process: Anthropological approaches, 2nd edition.1987 Waveland Press).
    What is educational anthropology?
  • 3. Formal Education vs. Informal Education
    • Formal education is focused about schools, in learning skills, and dispositions. A good education works about what is most important in a person’s life, whether it be religion, political ideology, artistic identity, and all that makes the particular character of a person’s outlook on life.
    • The informal education teaches the things that we do not explicitly teach in school. For example, consider the natural language of children who seem to achieve competence in the language of those around them (without formal instruction) but in the course of their lives they achieve competence in a second language or different dialects of their first language.
  • 4. How does cultural anthropology fits in with Information Age Education?
    • People learn well in informal, interactive, social environments. Consider this statement in terms of the one billion cell telephones using instant messaging, chat groups, the success of online computer games with millions of players, and the success of social networking systems.
    • Quoting Herve Varenne’s grandmother, who left school after the 6th grade, circa 1914, on the occasion of his PhD, “Remember, you may have more instruction than I have, but you are not more educated.”
  • 5.
    • “ If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life.”
    • — New London Group (2000, p. 9)
  • 6. Participatory Culture
    • Teens and Social Media
      • by Amanda Lenhart, Mary Madden, Aaron Smith, Alexandra Macgill
      • Dec 19, 2007
      • Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004.
      • Girls continue to dominate most elements of content creation. Some 35% of all teen girls blog, compared with 20% of online boys, and 54% of wired girls post photos online compared with 40% of online boys. Boys, however, do dominate one area - posting of video content online. Online teen boys are nearly twice as likely as online girls (19% vs. 10%) to have posted a video online somewhere where someone else could see it.
      • The survey found that content creation is not just about sharing creative output; it is also about participating in conversations fueled by that content. Nearly half (47%) of online teens have posted photos where others can see them, and 89% of those teens who post photos say that people comment on the images at least "some of the time."
      • However, many teen content creators do not simply plaster their creative endeavors on the Web for anyone to view; many teens limit access to content that they share.
      • There is a subset of teens who are super-communicators -- teens who have a host of technology options for dealing with family and friends, including traditional landline phones, cell phones, texting, social network sites, instant messaging, and email. They represent about 28% of the entire teen population and they are more likely to be older girls.
        • Report: Teens, Social Networking, Blogs, Video, Mobile, Web 2.0
  • 7. A Participatory Culture . . .
    • With relatively low barriers to artistic expression and civic engagement
    • With strong support for creating and sharing one’s creations with others
    • With some type of informal mentorship whereby what is known by the most experienced is passed along to novices
    • Where members believe that their contributions matter
    • Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created)
  • 8. Forms of Participatory Culture
    • Affiliations — memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace
    • Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan video gaming, fan fiction writing, zines, mash-ups
    • Digital Sampling - Converting analog signals into digital form
    • Skinning and modding - In computing, a skin is a custom graphical appearance achieved by the use of a graphical user interface (GUI) that can be applied to specific software and websites to suit the purpose, topic, or tastes of different users. A skin may be associated with themes .
  • 9. Forms of participatory culture…
    • Modding - Refers to the act of modifying a piece of hardware or software or anything else for that matter, to perform a function not originally conceived or intended by the designer. The term modding is often used within the computer game community, particularly in regard to creating new or altered content and sharing that via the web
    • Fan video gaming - A fan translation , in video gaming, refers to an unofficial translation of a computer game or video game.
  • 10. Fan Translation
  • 11. Forms of participatory culture…
    • Fan fiction writing - Fan fiction (alternately referred to as fan fiction , fanfic , FF , or fic ) is a broadly-defined term for fan labor regarding stories about characters (or simply fictional characters) or settings written by fans of the original work, rather than by the original creator. (e.g. the Epic Cycle supplementing the works of Homer and the various re-tellings of King Arthur's tale which spread around Europe from the 8th century AD onward)
    • A zine (an abbreviation of the word fanzine, or magazine; pronounced zeen ) is most commonly a small circulation publication of original or appropriated texts and images. Zines are written in a variety of formats, from computer-printed text to comics to handwritten text. Notable among these are Giant Robot , Dazed & Confused , Bust , Bitch (magazine) and Maximum RocknRoll .
  • 12. Forms of participatory culture…
    • Mash-ups - a mashup is a Web page or application that uses and combines data, presentation or functionality from two or more sources to create new services. The term implies easy, fast integration, frequently using open APIs and data sources to produce enriched results that were not necessarily the original reason for producing the raw source data.
  • 13. Forms of participatory culture…
    • Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia , alternative reality gaming, spoiling).
    • Circulations — Shaping the flow of media (such as podcasting, blogging).
  • 14. Implications
    • Opportunities for peer-to-peer learning,
    • A changed attitude toward intellectual property,
    • The diversification of cultural expression,
    • The development of skills valued in the modern workplace, and a more empowered conception of citizenship.
  • 15. Implications to Literacy
    • Participatory culture shifts the focus of literacy from one of individual expression to community involvement.
    • The new literacies almost all involve social skills developed through collaboration and networking.
    • These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
  • 16. The New Literacies
    • Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    • Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
    • Simulation — the ability to interpret and construct dynamic models of real-world processes
    • Appropriation — the ability to meaningfully sample and remix media content
    • Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
    • Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
  • 17. The New Literacies
    • Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
    • Judgment — the ability to evaluate the reliability and credibility of different information sources
    • Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
    • Networking — the ability to search for, synthesize, and disseminate information
    • Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
  • 18. Blogs
  • 19. Blogs
    • A blog is a website for which an individual or a group frequently generates text, photographs, video or audio files, and/or links, typically (but not always) on a daily basis.
      • The term is a shortened form of weblog.
      • Authoring a blog, maintaining a blog or adding an article to an existing blog is called "blogging".
      • Individual articles on a blog are called "blog posts," "posts," or "entries".
      • The person who posts these entries is called a "blogger".
  • 20. Blogs in School?
    • Blogs are tools, and like any tools they can be used or misused.
      • Misuse occurs more often when there's a lack of instruction. (MySpace, Xanga, Facebook)
    • Interactivity, publishing, collective intelligence
  • 21. Blogs in School
    • Teacher Blogs
    • Homework
    • Keep Parents in the Loop
    • Virtual Inservice
    • Professional collaboration
    • Student Blogs
    • This week in class, we...
    • Student Work
    • Online portfolio
    • Peer/teacher feedback
  • 22. Why Students Shouldn’t Blog
    • People will read it.
    • People might not like it.
    • They might share test answers with others.
    • They might be found by a child predator online
    • They might write something inappropriate.
    • They might find something inappropriate.
    • They might get other students to start blogging.
    http://blogging101.wikispaces.com/whywhynot
  • 23. Daily Scribe
  • 24. Classroom Extensions
  • 25. Tips for Blogging http://blogging101.wikispaces.com/bloggersbeware
  • 26. Blog Hosting for Schools
    • Blogmeister - http://classblogmeister.com/
    • Edublogs - http://edublogs.org/
  • 27. Podcasts
  • 28. Podcasts
    • iPod + Broadcast = Podcast
      • Amateur radio
      • Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet using either the RSS or Atom syndication formats, for playback on mobile devices and personal computers.
  • 29. Why use podcasts?
    • Podcasts enable students to share their knowledge and expertise with others through a creative outlet.
    • Podcasts tap into a mode of media input that is commonplace for digital natives.
    • Podcasts empower students to form relationships with the content and each other in relevant ways .
  • 30. Why use podcasts?
    • Podcasting is yet another way for students to be creating and contributing ideas to a larger conversation, and it’s a way of archiving that contribution for future audiences to use.
      • Will Richardson, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms
  • 31. How can podcasts be used?
    • In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest.
    • Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new.
    • Podcasts can also be used to edutain others through creative narratives .
  • 32. How can podcasts be used?
    • Podcasts engage students in thinking critically about their speaking fluency and communication skills.
    • The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating.
  • 33. Other Enduring Benefits
    • Along with the use of technology there are certain responsibilities that educators and students need to follow.
      • Educators need to instruct students on safe and acceptable use of technology in and outside of the classroom.
      • Not only do students need to learn how to appropriately research, but also how to safely and properly share information online.
      • Podcasts allow students to learn first hand about copyright laws and fair use issues.
  • 34. Jumping in with both feet . . .
    • Listen to a few podcasts online
      • iTunes > Source List > Podcasts > Education
      • http://www.podcastalley.com/
      • http://www.ipodder.org/
      • http://epnweb.org/
      • http://www.jakeludington.com/archives/000405.html (“Podcasting with Windows Media Player)
    • Get a feel for the genre
      • Podcasts are not “polished” – production value is secondary to the content
  • 35. Searching for Podcasts - iTunes
  • 36. Subscribing to Podcasts
  • 37. Creating a Podcast
    • Write your script.
    • Practice.
    • Record your audio file. (Audacity)
    • Edit your audio (Effect > Normalize)
    • Add and credit legally useable music ( optional )
    • File > Save Project.
    • File > Export as MP3 > Edit ID3 Tags
    • Upload the MP3 file to a web server. (GCast and Audioblogger)
  • 38. Audacity – Audio Editing Software
    • http://audacity.sourceforge.net/
  • 39. Publishing Your Podcasts - GCast
  • 40. Pedagogy for Podcasting
    • Education Podcast Network
    • University of Wisconsin-Madison Podcasting
    • Pod Pedagogy
  • 41. Online Podcasting Resources http://jdorman.wikispaces.com/+Podcasting
  • 42. Wikis
  • 43. What is a Wiki?
    • A wiki is a type of website that allows users easily to add, remove, or otherwise edit and change most available content.
  • 44. How is a Wiki Constructed?
    • A single page in a wiki is referred to as a "wiki page", while the entire body of pages, which are usually highly interconnected via hyperlinks, is "the wiki“
      • in effect, a wiki is actually a very simple, easy-to-use user-maintained database for searching and creating information.
  • 45. Are Wikis Safe?
    • Wikis are generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them.
  • 46. Are Wikis Safe?
    • Thus while wikis are very open, they provide a means to verify the validity of recent additions to the body of pages.
      • The most prominent, on almost every wiki, is the "Recent Changes" page—a specific list numbering recent edits, or a list of all the edits made within a given timeframe.
  • 47. Tracking Changes
  • 48. Tracking Changes
  • 49. Using Wikis as a Source
    • Wikipedia is as reliable as other external sources we rely on.
    • Properly written articles cite the sources, and a reader should rely on the Wikipedia article as much, but no more, than the sources the article relies on.
    • If an article doesn't cite a source, it may or may not be reliable.
    • Students should never use information in a wiki until they have checked those external sources.
  • 50. What the Experts are Saying
    • Wikis are helping young people develop “writing skills and social skills by learning about group consensus and compromise—all the virtues you need to be a reasonable and productive member of society.”
      • Jimmy Wales, founder of Wikipedia
  • 51. What the Experts are Saying
    • “ The media is controlled by people who have the resources to control it,” he says. “Wikis show that all of us have an equal opportunity to contribute to knowledge.”
      • Andy Garvin, head of the Digital Divide Network
  • 52. Ways to Use Wikis
    • Use wikis as formats for subject guides.
    • Invite students and teachers to annotate your catalog on a wiki.
    • Make wikis meeting places for communities inside the school.
    • Link librarians and teachers in your district in a collaborative enterprise.
  • 53. Class Wikis
  • 54. Class Wikis – Online Content
  • 55. Class Wikis - Webquests
  • 56. Class Wikis - Webquests
  • 57. Class Wikis – Student Collaboration
  • 58. Class Wikis – Student Collaboration
  • 59. Class Wikis – Student Collaboration
  • 60. Class Wikis – Student Collaboration
  • 61. Professional Learning Communities
  • 62. PLC – Professional Research
  • 63. PLC – Virtual Training
  • 64. PLC – Curricular Collaboration
  • 65. PLC – Supporting Teachers
  • 66. Links to Getting Started
    • Wiki Walk-Through http://www.teachersfirst.com/content/wiki/
      • What’s a wiki?
      • Who uses wikis?
      • Wikis or blogs?
      • How to use wikis with students.
      • Ideas for activities, projects, collaborations, etc.
    • Using wikis in Education (blog) http://ikiw.org/
    • Classroom use of wikis http://www.teachinghacks.com/wiki/index.php?title=Wikis
  • 67. Wikispaces
    • Wikispaces is offering K-12 organizations their premium membership for free
      • No advertisements
      • Greater storage capacity
      • Enhanced privacy settings
    http://www.wikispaces.com/site/for/teachers100K
  • 68. NYT Magazine – December 3, 2006
    • “ Open Source Spying ” Clive Thompson
      • The U.S.A. and other Western countries have embraced 21 st century technologies such as blogs and wikis.
      • “ Once the intelligence community has a robust and mature wiki and blog knowledge-sharing Web space . . . the nature of intelligence will change forever.”
  • 69. Social Learning http://jdorman.wikispaces.com/Social+Learning
  • 70. Social Learning – Web 2.0 http://jdorman.wikispaces.com/Social+Learning
  • 71. Del.icio.us http://del.icio.us/
  • 72. Stu.dicio.us http://stu.dicio.us/
  • 73. Stu.dicio.us Features
    • Note-taking
      • Note commenting
      • Note sharing
    • Keyword link to Google and Wikipedia
    • To-Do Lists
    • Schedule
    • Document storage/tracking
    • Grade organizer
    • Privacy Features
    • RSS Feeds
    • Integration with Facebook
    • Social Networking
    http://stu.dicio.us/
  • 74. Furl http://www.furl.net/
  • 75. BlinkList http://www.blinklist.com/
  • 76. BlinkList http://www.blinklist.com/static/classroom.php
  • 77. StumbleUpon http://www.stumbleupon.com/
  • 78. Digg
    • Find an article, video, or podcast online and submit it to Digg.com. Your submission will immediately appear in “Upcoming Stories,” where other members can find it and, if they like it, Digg it.
    • Subscribe to RSS feeds of particular topics, popular/upcoming sections, individual users, and the search terms of your choice
    • Digg. Participate in the collaborative editorial process by Digging the stuff that you like best.
    • Build a friend list; then your friends can track what you’re Digging. They can also subscribe to an RSS feed of your submissions and/or your Diggs.
    http://www.digg.com/
  • 79. Diigo http://www.diigo.com/
  • 80. Diigo http://groups.diigo.com/groups/edn
  • 81. Gradefix http://www.gradefix.com/
  • 82. Gradefix
  • 83. mynoteIT http://www.mynoteit.com/
  • 84. Backpack http://www.backpackit.com/
  • 85. Schoopy http://www.schoopy.com/
  • 86. Wizlite
    • Wizlite is a tool allowing users to collaboratively highlight important passages on pages on the Internet.
    • Users can organize in groups and attach notes to their selections.
    • Wizlite is activated by a bookmarklet or Firefox toolbar extension.
    • Wizlite is great for many applications, such as topic discovery (e.g. for talks) or reviewing.
    http://wizlite.com/
  • 87. NoteMesh
    • NoteMesh is a free service that allows college students in the same classes to share notes with each other.
    • It works by creating a wiki for individual classes that users can edit.
    • Users are free to post their own lecture notes or contribute to existing lecture notes.
    • The idea is that users in the same class can collaboratively create a definitive source for lecture notes.
    http://notemesh.com
  • 88. PageFlakes http://www.pageflakes.com
  • 89. Social Networking – 43 Things http://www.43things.com/
  • 90. Flickr
    • What you can do with your photos:
      • Upload
      • Tag
      • Geotag (mapping)
      • Blog
      • Comment
      • Organize
      • Organize into online photo albums with annotation
      • Form/join groups
    http://www.flickr.com
  • 91. Applications for Flickr
    • Virtual field trip
    • Categorize, analyze, evaluate images
    • Geography practice
    • Picture books-documentaries
    • Display original artwork
    • Online scavenger hunts
    • Process live field trips
    • Upload exported (jpeg) Inspiration graphic organizers
  • 92. Photo Editing Tools Phixr http://www.phixr.com/ Pxn8 http://pxn8.com/ Picasa http://picasa.google.com/ GIMP http://www.gimp.org/windows/ Free Serif PhotoPlus http://www.freeserifsoftware.com/ Paint.Net http://www.eecs.wsu.edu/paint.net/ Pixia http://park18.wakwak.com/~pixia/ PhotoFiltre http://photofiltre.free.fr/frames_en.htm Ultimate Paint http://www.ultimatepaint.com/ VCW VicMan’s Photo Editor http://www.vicman.net/vcwphoto/index.htm ImageForge http://www.cursorarts.com/ca_imffw.html Picnik http://www.picnik.com/
  • 93. Online Bibliography Helpers
    • Easybib - http://www.easybib.com/
    • KnightCite http://webapps.calvin.edu/knightcite/
    • Landmarks Citation Machine http://citationmachine.net/
    • NoodleTools http://www.noodletools.com/
    • Ottobib http://ottobib.com/
  • 94. Video Editing Tools Eye Spot Online Video Mixing http://eyespot.com/ Jump Cut Online Video Editor http://jumpcut.com/ Windows Movie Maker http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx Avid Free DV http://www.avid.com/freedv/ Storyboard Pro http://www.atomiclearning.com/storyboardpro Microsoft PhotoStory http://www.microsoft.com/windowsxp/using/ digitalphotography/photostory/default.mspx
  • 95. Classroom Resources
    • NoteStar enhanced research tools http://notestar.4teachers.org/
    • RubiStar rubric creation tools http://rubistar.4teachers.org/index.php
    • QuizStar online quiz creation tools http://quizstar.4teachers.org/
    • TrackStar online hotlist and Internet activity creation tools http://trackstar.4teachers.org/
    • Web Worksheet Wizard http://wizard.4teachers.org/
    • Project Poster online project-based activity creation tools http://poster.4teachers.org/
    • Discovery School Puzzle Maker http://www.puzzlemaker.com/
    • National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html
  • 96. WebQuests
    • A WebQuest for K-12 Teachers utilizing the WebGuide Template - Internet4Classrooms version - http://www.internet4classrooms.com/lesson_plan_quest.htm
    • WebQuest Template - http://www.internet4classrooms.com/lesson-template.htm
    • San Diego State University Educational Technology Department WebQuests Page - http://webquest.sdsu.edu/
    • Best WebQuests - http://bestwebquests.com/
    • WebQuest Templates SDSU - http://webquest.sdsu.edu/LessonTemplate.html
    • Teachnology WebQuest Generator - http://teachers.teach-nology.com/web_tools/web_quest/
    • Differentiated Instruction WebQuests - http://www.lakelandschools.org/EDTECH/Differentiation/nine.htm
    • Using the Understanding By Design Model to create WebQuests - http://www.bclacts.org/Using%20Ubd%20to%20design%20a%20webquest.pdf
  • 97. CONCLUSION
    • The best role for the teacher:
    • “ I shall only ask him, not to teach him, and
    • he shall share the enquiry with me.”
    • - Socrates
    • “ I know I cannot teach anything,
    • I can only provide an environment in which someone can learn.”
    • – Carl Rogers
    • “ The technology is a very poor tool for teaching; its strength lies in supporting learning.”
    • – Dr. David Hay, the pedagogy of e-learning, 2007 conference.
  • 98. Thank you!