Final+Examination


 * Final Examination:** Web 2.0 resources in Will Richardson's textbook
 * discuss each resource
 * mention potential uses
 * include pros and cons
 * use examples
 * support answers with links, citations, and multimedia content

While reading the preface to the third edition of Will Richardson’s book, __Blogs, wikis, Podcasts and Other Powerful Web Tools for Classrooms,__ I had to stop and reflect upon reading this following quote: “…learning is changing because of the connections we can make on the Web.” When I first read the preface of his book eight weeks ago, I thought I had understood the full extent of this quote. However, now that I have had the opportunity to read and/or use some of the Web 2.0 resources he writes about in this book, I can say with confidence that I truly understand his message. Furthermore, I am also more aware of the “tectonic shift” he mentions and the reason behind our overall inability to recognize it. I am only now, both personally and professionally, beginning to experience this shift myself. I do believe that as a result of taking this course, I am on the right path. I also believe I am now able to apply in my practice some of what I have been learning through courses, interactions with others and as a result of learning from and working with the Web 2.0 resources. In the past eight weeks, I have had the opportunity to learn not only about the Web tools Richardson writes so passionately about in his book, but I have also become more comfortable learning with them. Although my classroom at work does not have Internet connection, I can still see potential uses in my employment for each of these tools. I will outline below some of the ways I intend to implement some of these learning and teaching tools in my practice in the near future.
 * Introduction **

I first learned about Wiki a year ago when I took my very first course in this CMU Program. I participated in a class Wiki for the first time in EDU590; afterwards, I implemented the idea with my adult learners of English as an additional language. As this was something I was implementing as a result of the course I was taking, I made the participation optional for my learners. I was pleased to see that 50% of the students joined our virtual classroom, as we referred to it, and they all contributed on a weekly basis. I must admit that this was extra work for me; however, I considered this experience as much a part of my professional development as it was a part of my learners’ language learning experience – application of reading and writing skills as well as digital skills.
 * Wiki **

I found the Wiki easy for me to create, add items to, update, delete and edit students’ entries. I also found it convenient for me (I was able to post new topics from home) and for the learners alike – they could login during the evening at their convenience.

Setting up my first Wiki and inviting members became a challenge as the students often gave me incorrect email addresses. Recognizing who had submitted what project was quite challenging as the email addresses the learners chose never gave me an indication of who the student was (codes used in their own languages and digits). Moreover, the students often neglected to write their names on their entries, and I was often unsure of whose name I should address my comments and reply to.

I can say that my overall experience and that of my learners in our first virtual classroom was very successful. However, some of the students did complain that others kept modifying their entry by mistake. And, of course, I had a learner delete the homepage in an attempt to post a comment for the first time. In order to address some of these issues, I simply deleted the first sample, created a new Wiki and used it with my new group of learners. Once again, I made it optional for the students to join and contribute; however, this time, I created pages for each student, so I would know who posted what and no have to once again run the risk of someone deleting someone else’s posting.

Following is the link to my second attempt as a Wiki with my learners. As I give each of my 20 students a number, each student has his/her own page according to his/her number. In addition, the Forum still allows for collaboration for those who prefer to visit our virtual classroom only sporadically. In the Open Forum, everyone can suggest a topic, and everyone can make changes and see the changes made. In addition, students can continue to contribute anywhere and anytime without the pressure of having to complete the task within a deadline.


 * URL ** : http://technology4aealclsrm.wikispaces.com/
 * Name ** : Technology4AEALclsrm - home

After reading about blogs and studying a few samples on various topics by other bloggers, I became aware of the fact that each blog should have a specific focus, so the audience can be engaged and feel at ease sharing their knowledge, participating and collaborating with a focus in mind. As mentioned in the Educause article __7 Things You Should Know about Blogs__, because blogs are specific, they engage others in debate and, therefore, “attract a dedicated readership.” My first experience as a blogger was in this EDU653 course; here, I learned about and with this Web tool. As I like to implement what I learn to ensure I am able to use it on my own later, I have created two other blogs – each to a specific audience – which I intend to use this fall. They are:
 * Blog **

__ For my adult learners of English as an additional language __
 * URL ** : []
 * Name ** : EnglishOnline4Everyone

__ For my student-teachers at an ESL/EAL language teacher certificate program __
 * URL ** : []
 * Name ** : Rita4ESLTCP

What I have liked so far about participating in the blogs of my colleagues is the freedom to read their comments on articles I may or may not already have read about, and to offer my opinion either agreeing or disagreeing with their comments about the article. I have also liked my experience as the creator of blogs. I find they are easy to create and are ready to be used instantaneously. In my roles as both a language instructor and a (future) facilitator of a student-teacher program, I intend to use this platform for a stronger sense of community among my learners, and to encourage collaboration, sharing and participation in the critique of each other’s work.

As I am learning along the way, my blog postings may sometimes have information that may not be totally adequate (or accurate!) – both in formatting, content and mechanics. In addition, I may run a risk of some of my learners including content without proper attribution. As these two blogs mentioned above will not be institutionalized, the onus is on me to police the comments, maintain the postings and properly manage content.

Richardson writes in his book (p.45): ‘good blogging starts with good reading” – this is something all of us have certainly experienced in this course. By reading articles in the various RSS feeds to which we subscribed, we have had something in common to write about. As I deal with language learners, I would recommend that my students subscribe to a few pre-selected feeds and I would encourage them to skim and scan certain articles and post comments in their blogs; as a result, they would be practicing both their reading and writing skills on a daily basis. Some of the articles could be used for discussion in class, and we could even create and publish a podcast on the topic. As a result, the learners would be learning from this technology while improving the four language skills. As for my other class with student-teachers, the blog postings would be based on RSS feeds targeted to the adult EAL industry, and I would leave the choice of feeds at the discretion of the students. I would, however, highly recommend the Edutopia feed as I have found all articles extremely helpful to me as an educator.

I have had a presence in Facebook for a few years now, but, I must admit that I hardly ever use the site to post a comment. As I receive email notification of postings on my wall, I only sign in to send an acknowledgment to the individuals who contact me. I do, however, see the benefits of this social interaction among my learners – additional practice of reading and writing for the real world albeit in a virtual one.
 * Facebook **

I keep abreast of the changes Facebook has implemented, and I have enjoyed reading and seeing its growth from a social networking site into this portal that provides a window to someone’s life – with as much or as little information displayed as the user intends to share. At first, I viewed Facebook as being used mainly for chatting/sharing information/announcing events among friends and families. However, over the years, my overall impression has somewhat changed as I see users include relationships based not just on social interests, but also on professional and political ones. This is something the business and political world have been learning to capitalize on.

In terms of education, one example I shall cite is outlined in a link by a colleague in EDU653: Published [|Feb. 27, 2012] by [|Don Power] – posted in the Class Wiki by Simon Nortman
 * URL ** : @http://sproutsocial.com/insights/2012/02/facebook-education/
 * Name ** : [|3 Creative Ways Educators Use Facebook] / SproutInsights

In the article __Grow Your Business Through Social Media__ in SproutInsights one can read about how Facebook is successfully being used for educational purposes in England. The British Council has established its own Facebook Page called TeachingEnglish, and its purpose is to “act as an interactive repository of information and resources providing “everything busy teachers need” to teach English at home or abroad.” This platform serves as a virtual community where novice/veteran/retired teachers meet to share ideas and strategies about teaching English to a global audience. As an example of how to incorporate Facebook in my class with the student-teachers, we could use this Facebook page as an example of what we, as a class, could use socialmedia for in our own practice. We could create our Fall2012 Facebook page and post our professional profiles, ‘become friends’ with likeminded professionals worldwide and connect with adult English language learners in other communities. The possibilities are endless; however, I would start with one project at a time – see the pros and cons for the planning, development and implementation of each – and improve on the idea or discard it altogether.

I must point out that up to now, I have declined all requests by current and former students to be friends on Facebook. I recently changed my mind after reading an article posted by a colleague in the EDU653 Group Wiki, as follows:


 * URL ** : []
 * Name ** : The Why and How of Using Facebook For Educators: No Need to be Friends at All / Edublogger – Published June 1, 2011 by Ronnie Burt – posted by Frances Palmateer

As this article in Edublogger – Tips and Tricks for Educators – points out, there are benefits to allowing Facebook in one’s classroom without the need to “friend” a student in the process. Among the benefits is the fact that teachers are able to see their learners in a different light as students feel comfortable sharing their likes, hobbies, and details about who they are outside in the real/virtual world. Consequently, overall, this is a win-win experience for everyone – students end up with a better experience in the classroom, and the teacher is better able reach out to all his/her students.

Having never used Flikr personally or professionally, I am only speculating on the possibilities of how I would use this tool in my classroom. Because this and other photo-sharing sites offer a collection of photos easily accessible by specific themes and topics, a language instructor like myself would certainly be able to capitalize on the images for educational purposes. As an example, I will use an assignment I completed for this course where I searched a photo in Flickr under the birthday theme, embedded it in our class Wiki and then created an intermediate writing lesson plan around it. I also communicated with the author of the photo, and, as per his request, shared the lesson plan with him.
 * Flickr **

Below is the communication between the author of the photo mentioned above and me:

4 weeks ago ** You said **: Re: Pali papa 60I chose this photo for a school assignment I am currently completing. I will now plan a lesson around your photo. Thanks for sharing this under the Attribution Non-Commercial Share Alike Creative Commons license! 4 weeks ago [|zsoltika] said: Could you please share it with me? (Just curiosity, so if not it's still OK.) 4 weeks ago ** You said **: This is how I would use your photo in a lesson in my classroom. Zolt Botykai, "Pali papa 60" June 30, 2012 via Flickr, Creative Commons Attribution Subject matter: -English as an additional language Academic Task: -Paragraph writing Real World Task: -Preparing a birthday party Audience: -Learners of English as an additional language Level: -Canadian Language Benchmarks (CLB) level [|...]... (click for complete communication) 2 weeks ago [|zsoltika] said: Feel free to use it, and best luck for your exams!

As demonstrate in the above real-world example, my language learners would be able to use Flickr not only to complete writing assignments based on the photos themselves, but they could also communicate with the authors of the photos. In addition, they can use this platform to share some of the many class photos they take throughout the year. We can use our own photos or someone else’s collection to practice parts of speech (adjectives based on the photos, for example), question formation (who, where why, etc. based on the events portrayed) and grammatical structures. In our speaking class, we can display a photo and have a student describe it while practising verb tenses and sentence structure. There are many possibilities for the use of images in a language class.

I like the fact that Flickr allow for easy contribution. Although many of the photos posted may not find an immediate audience, eventually someone will find some of them and perhaps use them in meaningful ways like I did with the photo of a birthday balloon as you can see below.

Credit: Botykai, "Pali papa 60" June 30, 2012 via Flickr, Creative Commons Attribution
 * URL ** : []
 * Name ** : "Pali papa 60" June 30, 2012

media type="custom" key="20510174"

It is no surprise that the use of Flickr is still limited in academic settings; this is partially due to questions regarding reliability and usefulness for learning and teaching. As Flickr depends on the community to monitor and manage content, it is likely that photos may end up with misspelled tags, which may lead to difficulty in a search – for example: birday instead of birthday. Professionally, I see a place for Flickr photos with my language learners and also with the student-teachers I will be working with in the near future. An image (“better than a thousand words”) may just motivate my learners to write masterpieces on a topic of their choice based on the visual they search for and choose from using some of the many Flickr collections.

As I continue to read more about Ning, I gain a much better appreciation for this versatile online platform that enables one to create personalized social websites and social networks on a specific topic. As Dianne P. Krause outlines in her Prezi presentation in the __Discovery Education Pennsylvania__ article -- __Using Ning as a School Social Network__ – the positive aspects of being a Ning user far outweigh some of the difficulties a user may encounter. She explains her reasons for being such an advocate for this tool, and I will mention a few, such as: it is private, it is personalized, it is a one-stop-shop (forum, slideshow, facebook integration, etc.), and it has a variety of features. She does give us a word of caution when creating groups – private or public – as settings, once saved, cannot be undone. She also highlights the importance of carefully selecting the items to be placed in “the right column” as these will follow throughout the pages.
 * Ning **

Published Feb 22nd, 2010 by R.J.Stangherlin – posted in the Class Wiki by LaToya Claiborne
 * URL ** : []
 * Name ** : Using Ning as a School Social Network: Dianne Krause – DEN Blog Network

I was going to create my own Ning after following the how-to directions in Dianne’s Prezi presentation; however, as I only have 30 days on the free trial and my classes do not start for a few days, I chose to wait until I meet my students before deciding on the theme for my first Ning Classroom.

Quoting Steve Hargadon creator of Classroom 2.0 ([|http://classroom20.com])“Ning's impact on education has been profound, showing the potential educational networking has to transform professional learning.” In his Ning Classroom 2.0, he demonstrates how a forum can provide the “podium to explore, share and discuss,” how a photo gallery can “bring educational projects to life,” how YouTube integration can “provide a seamless, rich media experience” to the users and how the social sign-in allows for ease of sign-in for members with Yahoo, Twitter, Google and Facebook accounts. As my audience of learners is comprised of many who have never used computers before, I believe the students would probably find a Ning platform a little less overwhelming as their introduction to the 21st Century world of information literacy. I will know for sure once I, myself, have journeyed through this “tectonic shift,” as outlined by Will Richardson in his book. Our Ning classroom would have the blog, forum, photo gallery all in one place to allow the learners the ease of visiting one site and having all the platforms in one location. Once again, I need to become a more experienced user before I can attempt to offer assistance to my learners as Ning users.

As outlined in the Educause article __7 Things You Should Know About Podcasting,__ podcasts cannot take the place of a classroom, but they can certainly make it possible for educators to reach out to their learners in a new way. As implementation of podcasts is simple and affordable, many predict podcasts will soon become a mainstream application – according to the above mentioned article.
 * Podcasting **

I have had the opportunity to work with this technology for a couple of years now – as a user. Our local radio station, Canada Broadcast Corporation (CBC) Radio, in partnership with the Adult Language Training (ALT) Branch has launched a series of podcasts for the English as an Additional Language (EAL) audience, and EAL instructors often include them in their lesson planning.


 * URL: ** []
 * Name ** : Using the format of the CBC podcasts and lessons at CBC Manitoba | EAL

The most recent podcast/lesson plan was published on June 5, 2012, and there are currently 79 lessons in total – each about a different topic. The CBC for EAL podcasts are all encompassing – complete lesson plans for the teachers and relevant worksheets for the students. The topics are meaningful, interesting and based on real-world newscast stories – current and relevant.

I had the opportunity to create my very first podcast – about podcasting – for this course, and I must say that I sounded very much like the amateur that I am – my voice was either too strong (in the beginning) or too soft (in the end), and, as I did not have anyone beside me at the time, I had to play both roles – the interviewer and the interviewee. Therefore, before I can make a second attempt at podcasting for my learners, I will invest in a few hours of training/practise to ensure the audio file is a little more professional. In addition, as podcasts are not an interactive tool, I must first design a lesson around my podcasts similar to what is being done by CBC Online for EAL.

Being a blogger, who subscribes to and participates in the blogs of my colleagues, gives me easy access to the articles my colleagues may have read and/or have interest in. As a point of commonality, everyone in this class has an interest in the field of education; consequently, many of the links tagged and saved in our blogs are of interest to at least some of us. This way, we have our research work already done for us via the wonderful services provided by Really Simple Syndication (RSS) which saves us time on searches to allow us to easily and conveniently read the articles already saved by our colleagues. Being a member of the class Wiki and a RSS subscriber, enabled me to view in one screen all the feeds including all the resources in each category as outlined by the Professor in the EDU653 Wiki. I was able to read the title/summary of the resources previously selected and posted in the class Wiki – this made it easier for me to use the information on some of the resources on this final paper. This is an example of how I used this tool for my own learning:
 * RSS **


 * URL ** []
 * Name ** : Wikispaces : wlfm54 - items matching description

In addition, I subscribed to ReadWrite Web and Edutopia along with a few other feeds of interest to me personally and professionally. As a result, I have had the opportunity to read articles conveniently selected and forwarded to me on a regular basis. I must say that I like the fact that this vast amount of information is forwarded to my account having already been filtered and organized. This service alone saves me time. I also find it very convenient as I can pick and choose -- among the summaries of all the articles -- the ones that really interest me. In addition, since becoming a GoogleReader RSS feed account participant, I have been able to “unsubscribe” from many of the email newsletters I used to get – these cluttered my inbox and often contained bits of interesting information I did not know where to store once I finished reading them.

As a RSS user, I can tag the articles of interest to me, save them in my Del.icio.us account and/or write a blog posting about them. I also continue to broaden my reading choices both via what my colleagues have posted and via industry-specific sites. As I am an avid newspaper/magazine reader and a “news junkie,” I often come across current issues from other sources that may be of interest to me in my practice; thus, ensuring I do not “ cut myself off from resources that might prove valuable,” as mentioned in the Educause article __7 Things You Should Know About RSS__. Despite all the conveniences mentioned thus far, I have to say that the time saved on searches (as mentioned above) is often consumed as I try to actually view/choose the articles because I have a very old system, and it takes quite a long time for me to be able to scroll down, open a new page, read, etc. Despite this inconvenience, I am pleased with this technology and intend to share it with my colleagues and my learners in the fall.

Below is the link to the image I have captured using Jing -- a snapshot of GoogleReader with most of my current RSS feeds as of July 30, 2012 at 11:15 a.m.


 * URL ** : []
 * Name: ** RZP GoogleReader subscriptions

Why would I use RSS in my classroom? I solidified my answer to this question after reading pages 77/78 of Richardson’s book. He mentions the importance of placing emphasis on filtering/selecting/choosing/scanning skills in our classrooms. He also writes about how “reading literacies” are now defined under a different light. In my field, as part of our industry standards, our language learners must learn about the nine Essential Skills* (document use, reading, numeracy, writing, oral communication, team work, critical thinking, lifelong learning, and digital technology (previously called “computer use”). As part of industry standards for educators, I find it of utmost importance that we, “Digital Immigrants” (Prensky, 2001) educators, learn to speak the digital language; therefore, getting “bitten by the RSS bug” (p.76) is a great place to start.


 * URL ** : []
 * Name ** : The 9 Essential Skills - Essential Skills - Workplace Education Manitoba*

Will Richardson refers to screencasting as “a step up from podcasting.” Screencasting is defined by many as a video recording of the images captured from a computer desktop usually accompanied by narration. As such, I could use this tool to demonstrate to students “how to” do something – from learning to connect sentences using conjunctions to properly formatting a paragraph. I could also make use of screencasts to record key points of a lesson for students who either missed it or need to review specific information before a summative assessment.
 * Screencasting **

After I I viewed __ Screencasting for Beginners __ by Phil Ackroyd of City College Norwich, I became aware of another useful way to use a screencast – to mark students’ papers and then share with them the specific points they did well and/or need to improve on. I posted this link under screencasting resources in the class Wiki, and I am posting it below as well.

Posted in the Class Wiki by RZP
 * URL: ** []
 * Name: ** Screencasting for Beginners by Phil Ackroyd/City College Norwich – UK

There are quite a few advantages to using this tool, such as: tailoring of a lesson and re-sequencing of its elements to make it easier for the learner to understand. I like the fact that when viewing the screencast outside the classroom, the learner still feels a sense of connection with the instructor as a result of the narration. Another great point to mention is the convenience of having a “private tutorial with the instructor” anywhere and anytime the student finds convenient.

As a novice user of screencasting and podcasting, I must keep in mind that “more is not necessarily better,” and I must carefully plan what to include/exclude from my resource in order to achieve the desired goals in each of the lessons planned using this tool. I must also be cognizant of possible inefficiencies on my lesson planning regarding relevance of information and appropriateness of the lesson as some lessons are not meant to be taught via screencast. Moreover, one must carefully plan what to include in each lesson to make sure it is aligned with the standards. It is also imperative that one plan what order to include each specific point in the screencast to ensure the information is broken down into smaller chunks, so the desired goals can be achieved with each screencast. Because screencasts and podcasts are not interactive, I can always add an interactive PowerPoint on the topic to give the learner additional practice.

The social aspect in socialbookmarking, as per Richardson (p.89), refers to the connection of all entries tagged the same way with those who posted such links originally. This is reciprocal social interaction and collaboration in its greatest sense as one finds and learns from one another as a result. Del.icio.us is an example of a socialbookmarking site with the ability to link someone with others who have bookmarked a specific site. Now, why would this be relevant to me as a learner in this course? I can learn from others who have the same interests as I have and the knowledge of what I am researching. In addition, this socialbookmarking site enables me to get similar resources with a simple click on one or more tags within a topic.
 * Socialbookmarking **

I have found my experience tagging and saving links in stacks in my Del-icio.us account fascinating. I have enjoyed reflecting on how I, personally, choose tags for my links and how I later either add more tags to the same link and/or delete some of them altogether. As an “amateur without training,” I am adapting well to this new “folksonomy” in the social media world. Although I am usually very well organized, I found myself in a bit of a chaotic situation in the beginning as I was not quite sure of how to name the stacks or how to tag certain links I had chosen for my collection. I believe my journey is now underway as a learner and novice user of a socialbookmarking site such as Del.icio.us.

The inconsistencies, as mentioned above, are probably one of the areas many would have difficulty with as they make it harder to locate certain links. As in Flickr, spelling is also an issue. If a tag is improperly spelled, it will make it that much harder for others to link with that article and/or photo.

A very positive aspect for me as an educator is, and I quote Richardon (p.91), “our need to redefine the processes we currently use in isolation.” We must work as a community albeit a not very organized one at times, so we can “move toward a more socially negotiated categorization of content.”

Once I have introduced my learners to blogs, and I am confident they are learning from/with one another as they post a comment and comment on a post, the introduction of RSS feeds and socialbookmarking are the next step of the process. What is crucial for me here is to ensure I not only recognize the “tectonic shift” in its fullest, but I also continue experiencing this shift, so I can fully understand the “redefined” community of adult language learners in my class. I have begun my journey, but it is far from complete.

As mentioned above regarding my experience with Facebook, I have also had a presence, albeit miniscule, in the Twitterverse for a couple of years now. Once again, I hardly ever use the service to post or read tweets, and I only follow a handful of news sites. As I receive email notification of a new follower, I only sign in to view the tweets which are less than a handful. I do, however, see some of the benefits of this social interaction between an instructor and his/her learners – additional practice of reading and writing for the real world albeit in a virtual one and in text message style.
 * Twitter **

Besides interacting with technology, learners would benefit from tweets – either sending or receiving them– in the usual ways a language learner would benefit from any other resource – reading, writing, speaking about it and listening to others talk about it. In addition, as Twitterverse adds an element of newness into the learning arena, students may feel more motivated to use the English language more often to communicate with their circle of classmates (most of whom do not speak their mother tongue) and even with the instructor. Although there is a fair amount of trivial language being used in the Twitterverse, I feel my learners would embrace this triviality as this is the real-world/everyday language they are working very hard toward learning to use.

I would only introduce this form of microblogging to my learners once I feel they have become confident bloggers. A possible task we could work on would be some type of a project where they would use twitter to ask a few questions to a small group of people about a topic from one of their RSS feeds. Another task would be to send a tweet to a designated group of people and ask what they did/will do over the weekend (using proper verb tenses) and then create a spreadsheet based on the results and save it in GoogleDocs (type of a survey result). In either case, writing and speaking components would follow the twitter task to encompass all language skills. Another longer-term possible task would be to follow someone over the semester and write journal entries about this person’s activities. As this is a language class, grammar and proper mechanics would be taken into account. I believe there any many possibilities for an instructor to use twitter as a teaching tool; however, before I attempt to do so, I must become a more frequent user myself.

On a personal and professional level, I see the Web Tools described above as a way to keep my information organized and readily available when and where I need it. In this age of collaboration, sharing and participation, I can make use of the knowledge I gain to teach others, customize/add to someone else’s work to tailor it to my audience and even create my own resources based on information gathered from feeds, items tagged by others and bookmarked links. I have embraced this shift, and am on now well into my journey
 * Conclusion **

Since starting this program, I have published a couple of resources which have already benefitted some learners – most of whom I have yet to meet. However, in my field as in other areas, online learning may not be readily embraced by everyone. Learning and teaching online require one to be driven, focused, determined and committed. As articulated in the Edutopia article by David Markus: __The Brave New Breakthrough of Online Learning,__ “guiding students through collaborative projects requires considerable focus on innovative solutions.” In my industry, at least locally, technology is still not viewed as an essential component in the classroom. In addition, as David Markus describes “…meaningful collaboration between teachers is still an unmet goal for most online educators.” In the age of Read/Write Web, we must not only learn from/with these tools, but also be able to teach our learners to recognize the "shift," so they can hold the educators accountable for making their classroom 21st Century compliant.


 * References **

“Educause Learning Initiative” www.educause.edu/eli/ 7 Things you should know about Blogs 7 Things you should know about Twitter 7 Things you should know about Screencasting 7 Things you should know about Flickr 7 Things you should know about Wikis 7 Things you should know about Facebook 7 Thins you should know about Ning 7 Things you should know about Social Bookmarking 7 Things you should know about Podcasting 7 Things you should know about RSS

[] Edutopia article by David Markus: “The Brave New Breakthrough of Online Learning

Richardson, W. (2010). //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms// California: Corwin