Handout for presentation given by Kay Gormley, School of Education, The Sage Colleges, and Peter McDermott, Pace University, during the 2011 THV Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
This presentation will highlight free Web 2.0 tools on the Internet, offering in-depth summaries and practical applications of these tools in libraries and other working environments. Coverage includes: creating a book review blog, social bookmarking a reference collection, creating subject specific RSS feeds, developing a policy driven wiki, recording a podcast, creating a tutorial using digital video, attracting fans on a Facebook page or providing regular tweets on upcoming events in the library.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
This presentation will highlight free Web 2.0 tools on the Internet, offering in-depth summaries and practical applications of these tools in libraries and other working environments. Coverage includes: creating a book review blog, social bookmarking a reference collection, creating subject specific RSS feeds, developing a policy driven wiki, recording a podcast, creating a tutorial using digital video, attracting fans on a Facebook page or providing regular tweets on upcoming events in the library.
A lot of talk about the future of the internet sounds almost hippie-spiritual or faux-philosophical. The Internet is not the same as the world-wide-web. But the Internet-of-Things and the Semantic Web - all parts of Web 3.0, are beginning to be very important to our learning environments. Here is a summary of key features, ranging from access, creativity, and information architecture.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
This presentation defines remixing, examples, and tools teachers and students can use to remix. It also speaks to copyright, attribution, and Creative Commons.
Library 2.0: Jump start your library with blogging and TwitterNathan Wright
We prepared this presentation for the staff at Drake University's Cowles Library. They recently launched a blog but wanted to see more engagement happening, as well as learn about Twitter as an outreach, sharing and communications tool.
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Presentation from the Online Educa Berlin 2012 pre-conference workshop: enhancing participatory culture: how to design international collaboration with social and mobile media?
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
This presentation was given by Nordica Holochuck, New York Sea Grant, and Susan Hoskins, Cornell Institute for Resource Information Sciences, during Teaching the Hudson Valley's 2009 Summer Insitute.
[PRESENTATION] Using Web 2.0 Tools to Enhance Learning and Engagement in Teac...Teaching the Hudson Valley
Presentation given by Kay Gormley, School of Education, The Sage Colleges, and Peter McDermott, Pace University, during the 2011 THV Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
This presentation defines remixing, examples, and tools teachers and students can use to remix. It also speaks to copyright, attribution, and Creative Commons.
Library 2.0: Jump start your library with blogging and TwitterNathan Wright
We prepared this presentation for the staff at Drake University's Cowles Library. They recently launched a blog but wanted to see more engagement happening, as well as learn about Twitter as an outreach, sharing and communications tool.
e-Health and the Social Web ("Web 2.0")/the 3-D Web: Looking to the future wi...Maged N. Kamel Boulos
The Social Web and the 3-D Web/virtual worlds and globes in Medicine and Health
e-Health and the Social Web/the 3-D Web: Looking to the future with sociable technologies and social software
Covers 3-D social networks and virtual worlds/the 3-D Web (including Second Life) and how they relate to Web 2.0 (M.N.K. Boulos - April 2007 - 32 slides)
Find out more at http://healthcybermap.org/sl.htm
Presentation from the Online Educa Berlin 2012 pre-conference workshop: enhancing participatory culture: how to design international collaboration with social and mobile media?
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
This presentation was given by Nordica Holochuck, New York Sea Grant, and Susan Hoskins, Cornell Institute for Resource Information Sciences, during Teaching the Hudson Valley's 2009 Summer Insitute.
[PRESENTATION] Using Web 2.0 Tools to Enhance Learning and Engagement in Teac...Teaching the Hudson Valley
Presentation given by Kay Gormley, School of Education, The Sage Colleges, and Peter McDermott, Pace University, during the 2011 THV Summer Institute, Place & The Digital Native: Using Technology & Social Media to Teach the Hudson Valley
Developed by Carri Manchester, education director, Olana State Historic Site, as part of an educator resource, "Treasures from Olana", available at www.TeachingtheHudsonValley.org.
Guide shared by Ed Sharron, science communications specialist, Inventory and Monitoring, NE Temperate Network, NPS, during 2011 THV summer institute, Place & the Digital Native: Using Technology and Social Media to Teach the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
This presentation examines the management of a collaborative, four-week project within the virtual world Second Life. Seven instructional technology graduate students at Purdue University Calumet in Hammond, Indiana, were asked to design a multifunctional, virtual learning space for their program. As a team, students set goals and action plan, and learned how to manipulate objects within Second Life to create the space they had envisioned. A great deal was learned about virtual collaboration, as well as technical issues related to building projects in Second Life, and this presentation will share the best practices and caveats that emerged from this endeavor.
Mobile devices for learning: Seven things to remember (plus or minus two). John Cook
Pre-dinner talk at Successful deployment: networked handheld devices for learning and teaching. A good practice workshop for schools, colleges, universities, work-based learning and community education. ALT/Becta.
New tools have often got bad press in the past. In the present we are seeing fragmentation of literacy abilities. BUT informal and formal learning better understood. This may hold a solution for on-site and off-campus learning integration. Back to the future: Augmented Contexts for Development. The future “is necessarily less predictable than the past”!
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
Methodological Implications of Using Google Applications (Google Sites and Go...cafuchs
In computer-mediated discourse analysis (CMDA), disrupted turn adjacency has been cited as highly problematic because messages get posted in the order received by the system, regardless of what they are responding to. Multiple posts can respond to one initiating message, and single messages can respond to more than one initiating message (Herring, 1999). Hybrid web tools (e.g., wikis) for social interaction have posed additional challenges to CMDA because authors can go back and manipulate previous content or messages at any point.
This paper identifies problems encountered in analyzing two case studies using Google Sites (a wiki) and Google Wave (a synchronous communication/collaboration tool) in language teacher education. In the first study (2009), four cross-institutional groups of student teachers in the U.S. and Luxembourg, communicated via Google Sites to design ESL/EFL tasks. In the second study (2010), participants at the same US institution used Google Wave to collaborate with students in Taiwan. The goal for both collaborations was for participants to share perspectives about technology implementation in teaching and learning while using technology to work across institutions (model learning, see Hubbard & Levy, 2006; Willis, 2001). Data triangulation involved CMC transcripts, journals, needs analyses, and post-course questionnaires.
Findings show that using wikis as a collaborative, asynchronous writing tool, posed difficulties for all groups. They used the wiki to post meta-level comments about their editing process within the actual project page, while others used the wiki as a discussion forum or blog. Not only does this have implications for learner training in the functional uses of technology tools, the findings also raise important issues for interaction management (Herring, 1999). Google Wave poses further challenges for researchers due to the lack of control over what gets edited when and by whom - especially in the absence of a proper history of revision function.
References
Herring, S. C. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication 4(4). Retrieved February 20, 2008, from http://jcmc.indiana.edu/vol4/issue4/herring.html
Hubbard, P. & Levy, M. (Eds.). (2006). Teacher education in CALL. Philadelphia, PA: John Benjamins Publishing Company.
Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, 1(3), 305-320.
Wildlife atlas maps available online provide opportunities to reinforce geography skills while learning about New York wildlife. Steve Stanne (NYS DEC's Hudson River Estuary Program) shares bird, reptile, and amphibian maps to show where different species live and how their distributions changed over time. Grades 4-8.
Guided notes for PowerPoint presentation of the same name. Created by Kate Brill, Scenic Hudson, and presented at Teaching the Hudson Valley's 2015 summer institute.
Guided notes for PowerPoint presentation of the same name. Presented by Kate Brill, Scenic Hudson, at Teaching the Hudson Valley's 2015 summer institute.
Kristin Marcell, special projects coordinator, NYS DEC Hudson River Estuary Program and Cornell University discusses how communities are adapting to changing conditions such as flooding. She highlights New York's new program, Climate Smart Communities, designed to help municipalities reduce emissions, save money, and reduce their vulnerability to extreme weather.
Elizabeth Murphy, climate outreach specialist, NYS DEC Hudson River Estuary Program and Cornell University explains the basics of climate science and climate projections for New York State. She also introduces mitigation and adaptation techniques.
The Hudson during & after extreme weather events. What do they tell us about ...Teaching the Hudson Valley
Dan Miller, habitat restoration coordinator, NYS DEC, Hudson River Estuary Program Climate models predict that our region will experience increased precipitation in more episodic and intense events. Irene, Lee, and Sandy have given us a taste of what that might mean for the Hudson. Dan describes the impacts of these storms on the estuary and describes efforts to improve the Hudson’s resiliency in the face of big storms.
Helping Youth Eat Real: Classroom Lessons to Transform Youth & their CommunitiesTeaching the Hudson Valley
Pam Koch, co-author of this program from the Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University, was a keynote presenter at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org.
"Helping Youth Eat Real: Classroom Lessons to Transform Youth & their Communities" inlcudes materials for printing and projecting. An 88-page curriculum book can be downloaded from THV's website.
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Recycling and Composting at Your School or Site." Recycling is now mandatory throughout New York State; composting food scraps is on the radar for the not-too-distant future. Get the scoop on how to convince colleagues to set a good example and learn how "walking-the-talk" can help prepare students for a future in which natural resource conservation will be increasingly critical. Terry Laibach, New York State Dept. of Environmental Conservation, and Anne Jaffe-Holmes, Greenburgh Nature Center
Nutrition Education DESIGN Procedure: Pam Koch, Tisch Center for Food, Educa...Teaching the Hudson Valley
From a workshop at "Farms & Food: Teaching the Hudson Valley from the Ground Up," July 2014, Hyde Park, NY, for more information, www.TeachingtheHudsonValley.org
"Empowered Eaters: Making Connections through Food & Nutrition Education." Let’s think broadly about food and nutrition education for the next generation. Explore ways to inspire youth to care about how choices influence their health, that of the planet, and the lives of everyone working with food from farm to plate. We’ll also review how to empower students to create practical action plans to successfully make real changes in their day-to-day food choices. Pam Koch, professor of nutrition education and executive director, Laurie M. Tisch Center for Food, Education & Policy, Teachers College, Columbia University
Conventional vs organic agriculture: Cornelia Harris, Cary Institute of Ecosy...Teaching the Hudson Valley
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
Part of THV's July 2014 institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." From a full-day field experience, "Our Ecosystem, Our Health: Exploring the Benefits of School & Community Gardens," in Poughkeepsie, NY. Particpiants visited gardens at Krieger ES, Poughkeepsie HS, and the Poughkeepsie Farm Project with Cornelia Harris, Cary Institute of Ecosystem Studies, and Jamie Levato, education coordinator for the Poughkeepsie Farm Project.
From a panel discussion, "Growing Curriculum: Creating School Gardens," held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Cathy Law has been teaching since 1995. Passionate about her work she teaches a wide range of science classes at New Paltz HS. She started the Courtyard Gardens in 2008 to create an outdoor learning center dedicated to understanding and improving the environment and enable learning that is problem based and interdisciplinary.
The gardens now feature 200+ species of perennials and grasses chosen for hardiness, adaptability, seasonal variation, and attractiveness to birds, bees, and butterflies. Protected by the school’s inner courtyard, the 15 gardens are a sanctuary for wildlife, serve as an outdoor lab for students, and feature themes including Zen, culinary, medicinal, scented, native, silver, and a stone garden featuring specimen boulders.
From a workshop held as part of the 2014 THV institute, "Farms & Food: Teaching the Hudson Valley from the Ground Up." More information at www.TeachingtheHudsonValley.
Hudson Valley farms have long been a rich source of inspiration for artists. Bold relief prints, with a great capacity for visual storytelling, have been a medium of choice for artists portraying land and food issues worldwide. Explore selected prints and share worldwide stories as they relate to our farms, land, and food. Gina Palmer, high school art teacher and professional illustrator.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
[HANDOUT] Using Web 2.0 Tools to Enhance Learning and Engagement in Teaching Place
1. Gormley & McDermott (THV, 7‐27‐11)
Using Web 2.0 Tools to Enhance
Learning and Engagement in
Teaching the Hudson Valley
Kathleen A. Gormley, PhD Peter McDermott, PhD
The Sage Colleges Pace University
gormlk@sage.edu pmcdermott@pace.edu
Web 2.0 Tools Discussed in Presentation
FREE, unless otherwise noted with $
Cloud Storage
Dropbox: https://www.dropbox.com/ (2 gb free)
Collaboration
VoiceThread: https://voicethread.com ($‐‐worth the price!)
[Teacher/student(s) can display images, video, text and comment in
variety of ways.]
Digital Image Tools
Fotoflexer: http://fotoflexer.com/ Fotoflexer has lots of potential—
one way we suggest using it is to obscure student faces.
Flickriver:http://www.flickriver.com/about/ With flickriver, don’t
have to upload series of pictures, so it’s efficient.
Picnik: http://www.picnik.com Picnic allows lots of free effects
including speech bubbles, coloration and so forth. Easy photo editor.
Pizap: http://www.pizap.com/ Another digital imaging tool that
allows uploading of images and adding of speech bubbles—easy photo
editor.
1
2. Gormley & McDermott (THV, 7‐27‐11)
Digital Boards
Glogster: www.glogster.com Glogster is an online FREE interactive
poster tool. Ability to add video, insert digital images and voice
(mp3)‐‐lots of ways to personalize. Great potential (e.g., introduce self
in course, individual book reports, group projects, unit summaries).
EASY to use.
Glog Examples:
Henry Hudson Glog: http://kfortseven.glogster.com/glog/
FDR Glog: http://rorage.glogster.com/glog‐703/ (note: no attribution
included)
Industrial Revolution: http://dp0149.glogster.com/american‐
insdusterial‐revolution/
Wallwisher: http://www.wallwisher.com/ (can add comments,
images, video, mp3)
Wallwisher ExampleTHV URL:
http://www.wallwisher.com/wall/HudsonRiver
Presentation Tools
Google Docs—Presentation:
https://www.google.com/accounts/ServiceLogin?service=writely&pa
ssive=1209600&continue=http://docs.google.com/&followup=http:/
/docs.google.com/<mpl=homepage
Prezi ($): http://prezi.com/
Slideshare: http://www.slideshare.net/
Sliderocket ($): http://www.sliderocket.com/
Screencasting
Animoto: http://animoto.com/ [Free for 1/2 minute. Recommend
paid version $] (note: also under slidehow tools)
Jing: Up to 5 minutes of screencapture
Screenflow: [$‐‐recommend the paid version due to ease of editing]
Screencastomatic: Up to 15 minutes of screencapture.
2
3. Gormley & McDermott (THV, 7‐27‐11)
Slideshow Tools
Animoto: http://animoto.com/ (note: also under screencasting)
Flickriver: http://www.flickriver.com/about/ With flickriver, don’t
have to upload series of pictures, so it’s efficient.
Kizoa: http://www.kizoa.com/ [special effects, transitions, subtitles
and more]
Photo Peach: http://photopeach.com/
Picassa: http://picasaweb.google.com
Slidestaxx: http://www.slidestaxx.com/
Social Bookmarking
Diigo: http://www.diigo.com Diigo is a social bookmarking system
(many more options that del‐i‐cious) that allows tags, highlighting,
question posing, searching and more. Can create groups (e.g., units of
study, content colleagues, study groups) and easily email bookmarks.
Able to follow people with similar interests. Please join us at NYSRA
2010 to receive (and add) ongoing resources on digital literacy.
Virtual Field Trips and other Websites
A Day in the Life of the Hudson River (updated yearly):
http://www.ldeo.columbia.edu/edu/k12/snapshotday/index.html
National Register of Historic Places First Lady of the World:
Eleanor Roosevelt at ValKill:
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/26roosevelt/26ro
osevelt.htm (readings, maps, resources, lesson plans)
Hudson Valley Institute:
http://www.hudsonrivervalley.org/learning/fieldtrips.html#Historic
%20Sites%20&%20Field%20Trips
NYS Department of Environmental Conservation (Hudson River
Estuary Program): http://www.dec.ny.gov/lands/4920.html
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4. Gormley & McDermott (THV, 7‐27‐11)
YouTube Hudson River:
http://www.youtube.com/watch?v=TB37xwQh5tE
Simple K12:
http://www.simplek12.com/virtualfieldtripshttp://www.galviniz
ed.com/ellis/index.html
Multimedia display boxes
http://museumbox.e2bn.org/
References
Andes, L., & Claggett, E. (2011). Wiki writers: Students and teachers making
connections across communities. The Reading Teacher, 64(5), 345‐
350.
Anderson, R., & Balajthy, E. (2009). Stories about struggling readers and
technology. The Reading Teacher, 62(6), 540‐542.
Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media
technologies. The Reading Teacher, 62(4), 292‐302.
Burke, J. (2010). How big questions engage and motive students who have
grown up digitally. (podcast approximately 5 minutes)
http://www.heinemann.com/podcastDetail.aspx?id=18
Coiro, J., Knoble, M., Lankshear, C., Leu, D. J. (2008) Handbook of research on
new literacies. Lawrence Erlbaum, Mahwaw, NJ.
Gibbs, M. G., Dosen, A., & Guerror, R. (2009). Bridging the digital divide:
Changing the technological landscape of inner‐city Catholic schools.
Urban Education, 44(1), 11‐29.
Handsfield, L. J., Dean, T. R., & Cielocha, K. M. (2009). Becoming critical
consumers and producers of text: teaching literacy with Web 1.0 and Web
2.0. The Reading Teacher, 63(1), 40-50.
Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.
http://digitalyouth.ischool.berkeley.edu/report.
International Reading Association. New literacies and 21st-Century technologies
position paper. Retrieved on July 19, 2011 from
http://www.reading.org/General/AboutIRA/PositionStatements/21stCentur
yLiteracies.aspx
Kajder, S. B. (2010). Adolescents and digital literacies: Learning along side our
students. Urbana, IL: NCTE.
4
5. Gormley & McDermott (THV, 7‐27‐11)
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers
in online learning communities. The Reading Teacher, 62(8), 638-648.
Leu, D., McVerry, G., O’Bryrne, I., Zawiliski, L., Castek, J. & Hartman, D.
(2009). The new literacies of online reading comprehension and the irony of
No Child Left Behind: Students who require our assistance the most,
actually receive it the least. In M. Morrow, R. Rueda, & D. Lapp (Eds.)
Handbook of research on literacy instruction: Issues of diversity, policy,
and equity (pp.173-195). New York: Guilford.
Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett‐Cocapardo, H.
(2009). Expanding the new literacies conversation. Educational
Researcher, 38, 264‐269.
Leu, D. J., Jr., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., et al.
(2007). What is new about the new literacies of online reading
comprehension? In L.S. Rush, A.J. Eakle, & A. Berger (Eds.), Secondary
school literacy: What research reveals for classroom practice (pp. 37–68).
Urbana, IL: National Council of Teachers of English.
McEneaney, J.E. (2011). Web 3.0, litbots, and TPWSGWTAU. Journal of
Adolescent & Adult Literacy, 54(5), 376–378.
Prensky, M. (2010). Teaching digital natives: Partnering for real learning.
Thousand Oaks, CA: Corwin.
Prensky, M. various articles http://www.marcprensky.com/default.asp
Wilbur, D. J. (2010). iWrite: Using blogs, wikis, and digital stories in the English
classroom. Portsmouth, NH: Heinemann.
5