BMCSS Engaging Digital Natives in the Study of Social Studies
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BMCSS Engaging Digital Natives in the Study of Social Studies

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Presented at the BuxMont Council for the Social Studies Annual Conference in March 2007.

Presented at the BuxMont Council for the Social Studies Annual Conference in March 2007.

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  • Eric Hoffer ( July 25 , 1902 – May 21 , 1983 ) was an American social writer . He produced ten books and was awarded the Presidential Medal of Freedom in February 1983 by President of the United States Ronald Reagan . His first book, The True Believer , published in 1951, was widely recognized as a classic, receiving critical acclaim from both scholars and laymen. [1] This book, which he considered his best, established his reputation. He remained a successful writer for most of his remaining years.

BMCSS Engaging Digital Natives in the Study of Social Studies BMCSS Engaging Digital Natives in the Study of Social Studies Presentation Transcript

  • In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer
  • Engaging Digital Natives Examining 21 st century literacies and their implications for teaching social studies in the digital age. Jennifer Carrier Dorman http://jdorman.wikispaces.com/Conferences
  • http://jdorman.wikispaces.com/Conferences
  • Agenda
    • The Case for 21 st Century Education
      • The implications of our flattening world
    • Digital Natives
      • Learning profile
    • Web 2.0
      • Confronting the new participatory culture
    • Applications of the new literacies
      • Viral video, simulation and play, blogs, podcasts, wikis, social learning
  • We are at a turning point in the tech industry and perhaps even in the history of the world Tim O’Reilly – Feb. 14, 2006
  • The Case for 21 st Century Education
    • Education is changing.
    • Competition is changing internationally.
    • The workplace, jobs, and skill demands are changing.
  •  
  • The World is Flat
    • Thomas L. Friedman
    • Describes the unplanned cascade of technological and social shifts that effectively leveled the economic world
    • Implications for educational systems
      • http://www.eschoolnews.com/eti/2005/05/000835.php
  • The Flatteners # 1-3
    • Fall of the Berlin Wall / rise of Windows OS
    • Netscape IPO / dotcom boom
    • Work flow software / design, display, manage, and collaborate
  • The Flatteners # 4-8
    • Open sourcing / self organizing collaborative communities
    • Outsourcing
    • Offshoring
    • Supply-chaining
    • In-forming (affinity networks)
  • The Flatteners # 10
    • The Steroids: Digital, Mobile, Personal, and Virtual
      • These are all the “new” gadgets, technologies, social norms, and etc. that are accelerating the other flatteners
  • Implications for the Workforce
    • Categories of “untouchables”
      • Special (celebrity-types; e.g. Prince William)
      • Specialized (skills that are always in high demand; e.g. doctors)
      • Anchored (jobs that must be conducted face-to-face in a specific location with a perpetual client base; e.g. plumber)
      • Really Adaptable (can constantly acquire new knowledge, skills, and expertise that enable the creation of value; e.g. the life-long learner)
  • The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler
  • Global Implications
    • These changes, among others, are ushering us toward a world where knowledge, power, and productive capability will be more dispersed than at any time in our history—a world where value creation will be fast, fluid, and persistently disruptive.
    • A world where only the connected will survive.
  • Global Implications
    • A power shift is underway, and a tough new business rule is emerging: Harness the new collaboration or perish.
    • Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value.
  • Get flat or be flattened
  • Implications for Schools
    • For smart schools [companies], the rising tide of mass collaboration offers vast opportunity…Schools [Companies] can reach beyond their walls to sow the seeds of innovation and harvest a bountiful crop.
      • (edits by Will Richardson, original words in brackets)
  • Implications for Schools
    • Indeed, educators [firms] that cultivate nimble, trust-based relationships with external collaborators are positioned to form vibrant classroom [business] ecosystems that enhance learning [create value] more effectively than hierarchically organized schools [businesses].
      • (edits by Will Richardson, original words in brackets)
  • My Mission – 4C History
    • Create
    • Communicate
    • Collaborate
    • Contextualize
  • Digital Natives Who are the digital natives and what is their learning profile?
  • Digital Natives
    • It is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors.
      • Marc Prensky – “Digital Natives, Digital Immigrants” 2001
  • Digital Natives
    • “ Different kinds of experiences lead to different brain structures” - Dr. Bruce D. Berry of Baylor College of Medicine.
      • it is very likely that our students’ brains and thinking patterns have changed – and are different from ours – as a result of how they grew up
  • Who are the digital natives?
    • Our students today are all “native speakers” of the digital language of computers, video games, instantaneous communication, and the Internet.
    • Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants .
  • The Challenge
    • Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • The Nomadic Grazing Patterns of Digital Natives
    • Digital Natives are used to receiving information really fast.
    • They like to parallel process and multi-task.
    • They prefer their graphics before their text rather than the opposite.
  • The Nomadic Grazing Patterns of Digital Natives
    • They prefer random access (like hypertext).
    • They function best when networked.
    • They thrive on instant gratification and frequent rewards.
    • They prefer games to “serious” work.
  • Methodology
    • Today’s teachers have to learn to communicate in the language and style of their students.
      • This doesn’t mean changing the meaning of what is important, or of good thinking skills.
  • Web 2.0 The evolution of the semantic read/write web
  • Web 1.0  Web 2.0
  • What is Web 2.0?
    • Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users.
      • Tim O’Reilly
  • The New WWW
    • Whatever
    • Whenever
    • Wherever
      • Tom March, Web-based educator, author, and instructional designer
  • The New WWW
    • The New WWW—offering us whatever we want, whenever and wherever we want it—may seem like just an extension of our already-technology-enhanced contemporary life
    • To counteract the New WWW’s potentially harmful impact on youth, educators must use technology to create learning experiences that are real, rich, and relevant
  • Confronting the Challenges of a Participatory Culture Media Education for the 21 st Century Henry Jenkins, Director of the Comparative Media Studies Program at MIT
    • “ 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, [Creative] and economic life.”
    • — New London Group (2000)
  • Participatory Culture
    • According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced.
  • A Participatory Culture . . .
    • Relatively low barriers to artistic expression and civic engagement
    • Strong support for creating and sharing one’s creations with others
    • Some type of informal mentorship whereby what is known by the most experienced is passed along to novices
  • A Participatory Culture . . .
    • Members believe that their contributions matter
    • Members feel some degree of social connection with one another (at the least they care what other people think about what they have created)
  • 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, Second Life, or MySpace
    • Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups
  • 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).
  • Implications
    • A growing body of scholarship suggests potential benefits of these forms of participatory culture, including:
      • 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.
  • Implications
    • 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.
  • 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
  • The New Literacies
    • 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
    • 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
  • The New Literacies
    • 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.
  • The New Literacies Current Applications
  • Viral Video
    • The term viral video refers to video clip content which gains widespread popularity through the process of Internet sharing.
    • YouTube
    • Spymac
    • Revver
    • blip.tv
    • visuarios.com
    • Break.com
    • Dailymotion.com
    • GoFish
    • Albino Blacksheep
    • Google Video
    • Joost
    • Metacafe
    • MSN Soapbox
    • Stupid Videos
    • vMix
    • Youare.tv
  • The Ease of Video
    • Eyespot
      • http://www.eyespot.com/
    • Jumpcut
      • http://www.jumpcut.com/
    • Cuts
      • http://www.cuts.com/
    • Creative Commons
      • http://creativecommons.org/
  • The Power of Viral Video
  • John Edwards Announces His Candidacy on YouTube
  • Applications of Viral Video
  • Digital Citizenship
  • Digital Citizenship
  • First Social Networking Campaign http://my.barackobama.com/
  • Second Life http://secondlife.com/
  • Second Life
    • Second Life is a 3-D virtual world entirely built and owned by its residents.
    • Since opening to the public in 2003, it has grown explosively and today is inhabited by a total of 4,247,607 people from around the globe.
  • Is Second Life for “Real”?
    • In October 2006, Reuters opened a news bureau in Second Life
  • Just How Real is Second Life?
  • Campaign ’08 on Second Life?
    • Feb. 14, 2007 – John Edwards was the first presidential candidate to set up shop in Second Life
    • Jerimee Richir (a.k.a. Jose Rote) is the SL volunteer campaign manager
    • “… think of this as a scouting mission… it is unofficial in that the campaign is not spending money, and I am not paid, however the campaign is aware that we are organizing in Second Life, and cooperating as much as they can. I keep them updated on what I have learned, and they let me know things that will be helpful.”
  • Education in Second Life
    • Over 70 colleges have created virtual networks with Second Life
    • Harvard Law - CyberOne: Law in the Court of Public Opinion
    • Ball State, Central Missouri State, Pepperdine, University of Tennessee, Bradley University
  • Educational Applications
    • Exploring new tools and techniques for information and scientific visualization
    • Presenting, promoting, and selling content to a broad online audience
    • Collaborating and communicating in real time between multiple participants
    • Researching new concepts/products
    • Training and educating in virtual classrooms
    http://secondlife.com/businesseducation/
  • CIC eLECTIONS http://www.ciconline.org/elections
  • CIC eLECTIONS
    • eLECTIONS Supports Meaningful, Memorable Learning Because it is...
    • Accessible:
      • You are on the receiving end of resources and expertise brought together from different parts of the globe just to teach YOU, on your desktop, anywhere, anytime. Available for free wherever there is a high-speed Internet connection.
    • Multisensory :
      • You can see, read, hear and interact with multimedia content --interactivity, video clips, music, text, and excellent graphics.
    http://www.ciconline.org/elections
  • CIC eLECTIONS
    • eLECTIONS Supports Meaningful, Memorable Learning Because it is...
    • Content-rich :
      • You can learn for yourself how a presidential campaign works with video footage from CNN news and The History Channel documentaries.
    • Self-directed :
      • In eLECTIONS, the 3-D game platform allows you to make decisions that influence the outcome of the game. You continue to learn and explore fundamental election concepts with the "Digging Deeper" content – all at your own pace.
    http://www.ciconline.org/elections
  • Blogs Students as Creators
  • 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".
  • Why the sudden popularity of blogs?
    • RSS - Really Simple Syndication
  • Bloglines http://www.bloglines.com/
  • Google Reader Labs https://www.google.com/reader/view/
  • The Power of RSS
    • RSS + Feed Reader/Aggregator = personalized learning/affinity network
      • The new WWW in action
    • RSS is not limited to blogs
      • News feeds
      • Podcasts
      • Wiki edits and discussions
      • Social bookmarking
    • Multiple users
  • 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
  • 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
  • Why Students Should Blog
    • People will read it.
    • They might like it.
    • They might share what they've learned with others.
    • They might participate in a collaborative learning project.
    • They might become inspired to learn.
    • They might inspire others to learn.
    • They might get other students to start blogging.
    • If they don't talk in class, they might on a blog.
    http://blogging101.wikispaces.com/whywhynot
  • Blogs in School
    • Teacher Blogs
    • Homework
    • Keep Parents in the Loop
    • Virtual In-service
    • Professional collaboration
    • Student Blogs
    • This week in class, we...
    • Student Work
    • Online portfolio
    • Peer/teacher feedback
    • Book blogs
    • Connect with an expert
  • Successful Tips for “Book” Blogs
    • Get comfortable with blogging
    • Choose a relevant book [article, topic, etc.]
    • Devise interesting questions
    • Solicit the author’s involvement
    • Welcome bloggers [experts] from outside the classroom
    Erik Langhorst – “The Dixie Clicks” 12/1/2006 http://www.schoollibraryjournal.com/article/CA6395089.html
  • Daily Scribe
  • Extending Class Discussion
  • Student Work Showcase
  • Student-Initiated Content
  • Student Sharing
  • Tips for Blogging http://blogging101.wikispaces.com/bloggersbeware
  • Blog Hosting for Schools
    • Blogmeister - http://classblogmeister.com/
    • Edublogs - http://edublogs.org/
  • Podcasts Students as Producers
  • 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.
  • 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.
  • Why use podcasts?
    • Podcasting is yet another way for them [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
  • 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 .
  • 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.
  • Ideas for Podcasts
    • Daily practice lessons recorded by the teacher or students
    • Narratives
    • Conversations
    • Oral histories
    • Vocabulary and/or concept practice
    • Oral tests
  • Ideas for Podcasts
    • Pod-tours
    • Unit or topic podcasts as overview/review of unit
    • Oral reports
    • Supplement instructional materials with existing podcasts created by others
    • Information for parents
  • My Class Unit Podcast Segments Select one event or decision and hypothesize about what would have happened if the result had been different Rewind the Mind Discuss the economic impacts of one event, trend, law, etc. Business Report Explain the motivation for and effects of one new cultural trend Cultural Commentary Define and explain the impact of one invention or innovation Innovation Station Explain and use two vocabulary words Vocab Vibes Overview one governmental/political trend Political Policy
  • My Class Unit Podcast Segments Responsible for sewing together all the podcasts segments – creating intro and outro segments, adding transitions and music, and crediting contributors Intro/Outro Explain the motivation for and effects of one law or court case Legal Learning Select one event, law, trend, individual, etc. and provide your personal opinion Editorial Edition Review one Internet site – giving specific details about the contents of the site Web Wowzers Explain what it was like to grow up in this era Kids' Korner Interview one character Living History
  • 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.
  • 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
  • Searching for Podcasts - iTunes
  • Subscribing to Podcasts
  • Social Studies Podcasts
    • History On Air
    • Matt's Today in History
    • Speaking of History
    • Monticello Podcasts
    • Colonial Williamsburg History Podcasts
    • Lewis and Clark Trail Podcasts
    • Discovery Channel Podcasts
    • NPR Podcasts
    • PRI Radio Podcasts
    • BBC Radio Podcasts
    • ABC News Podcasts and Vodcasts
    • Smithsonian Podcasts
    • Podictionary
    http://jdorman.wikispaces.com/+Podcasting
  • 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 )
    http://jdorman.wikispaces.com/+Podcasting
  • Audacity – Audio Editing Software
    • http://audacity.sourceforge.net/
  • Publishing Your Podcasts - GCast
  • Pedagogy for Podcasting
    • Education Podcast Network
    • University of Wisconsin-Madison Podcasting
    • Pod Pedagogy
  • Online Podcasting Resources http://jdorman.wikispaces.com/+Podcasting
  • Wikis How Mass Collaboration Changes Everything
  • Wikinomics
    • In the last few years, traditional collaboration—in a meeting room, a conference call, even a convention center—has been superceded by collaborations on an astronomical scale.
    • Today, encyclopedias, jetliners, operating systems, mutual funds, and many other items are being created by teams numbering in the thousands or even millions.
    • While some leaders fear the heaving growth of these massive online communities, Wikinomics explains how to prosper in a world where new communications technologies are democratizing the creation of value.
    http://www.wikinomics.com/
  • 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.
  • 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.
  • 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.
  • 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.
  • Tracking Changes
  • Tracking Changes
  • 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.
    • A More Reliable Wikipedia?
      • http://discoveryeducation.typepad.com/pennsylvania/2007/02/a_more_reliable.html
  • 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
  • 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
  • Ways to Use Wikis
    • Use wikis as formats for subject guides and supplemental resources.
    • Invite students and teachers to annotate and augment your course content on a wiki.
    • Make wikis meeting places for learning communities inside and outside the school.
    • Link librarians and teachers in your district in a collaborative enterprise.
    • Create interactive learning activities (WebQuests, collaborative research, etc.)
  • Class Wikis
  • Class Wikis – Online Content
  • Class Wikis - Webquests
  • Class Wikis - Webquests
  • Class Wikis – Student Collaboration
  • Class Wikis – Student Collaboration
  • Class Wikis – Student Collaboration
  • Class Wikis – Student Collaboration
  • Professional Learning Communities
  • PLC – Professional Research
  • PLC – Virtual Training
  • PLC – Curricular Collaboration
  • PLC – Supporting Teachers
  • 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
  • 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
  • Social Learning http://jdorman.wikispaces.com/Social+Learning
  • Social Learning – Web 2.0 http://jdorman.wikispaces.com/Social+Learning
  • PageFlakes http://www.pageflakes.com
  • Diigo http://www.diigo.com/
  • Diigo http://groups.diigo.com/groups/edn
  • Gradefix http://www.gradefix.com/
  • Gradefix
  • mynoteIT http://www.mynoteit.com/
  • Del.icio.us http://del.icio.us/
  • Stu.dicio.us http://stu.dicio.us/
  • 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/
  • Furl http://www.furl.net/
  • BlinkList http://www.blinklist.com/
  • BlinkList http://www.blinklist.com/static/classroom.php
  • 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/
  • Backpack http://www.backpackit.com/
  • Schoopy http://www.schoopy.com/
  • 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/
  • 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
  • Affinity Networks with 43 Things http://www.43things.com/
  • 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
  • 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
  • Photo Editing Tools http://www.picnik.com/ Picnik http://www.cursorarts.com/ca_imffw.html ImageForge http://www.vicman.net/vcwphoto/index.htm VCW VicMan’s Photo Editor http://www.ultimatepaint.com/ Ultimate Paint http://photofiltre.free.fr/frames_en.htm PhotoFiltre http://park18.wakwak.com/~pixia/ Pixia http://www.eecs.wsu.edu/paint.net/ Paint.Net http://www.freeserifsoftware.com/ Free Serif PhotoPlus http://www.gimp.org/windows/ GIMP http://picasa.google.com/ Picasa http://pxn8.com/ Pxn8 http://www.phixr.com/ Phixr
  • 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/
  • Video Editing Tools Implementation Ideas - http://jdorman.wikispaces.com/digitalstorytelling http:// www.cuts.com / Cuts http://www.avid.com/freedv/ Avid Free DV http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx Windows Movie Maker http://jumpcut.com/ Jumpcut http://eyespot.com/ Eyespot
  • Video on Your iPod
    • Visit the blog of Discovery Education’s Hall Davidson to learn how to transfer videos to your iPod
      • http://discoveryeducation.typepad.com/discovery_educator_networ/2006/07/the_megavcr_han.html
    • Share your iPod compatible video files on:
      • Internet Archive
        • http://www.archive.org/index.php
      • Public box.net folder
        • http:// box.net /
  • Online 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
  • 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
  • Questions to Consider
    • Who are your teachers?
    • How are you building your own learning networks?
    • How are you modeling your learning for your students?
    Will Richardson - http://www.weblogg-ed.com/
  • Learn More, Get Involved
    • Jen Dorman’s “Digital Tools for Digital Natives” wiki
      • http://jdorman.wikispaces.com
    • Jen Dorman’s blog
      • http://cliotech.blogspot.com/
    • Jen’s Class Web Page
      • http://www.cbsd.org/holicong/jendorman/
    • Discovery Educator Network PA blog
      • http://discoveryeducation.typepad.com/pennsylvania/
  • Discovery Educator Network
    • Join the Discovery Educator Network to connect to over 20,000 educators worldwide who collaborate to support the integration of 21 st century technologies in education.
    • Learn more at
      • http://jdorman.wikispaces.com/DiscoveryEducatorNetwork