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为了增强学生的学习兴趣，教师会不断地思考并改变陈旧的教学方式。追求教学形式的多样性，是激发学生学习热情，提高学习效率的重要措施。多媒体进入课堂，在一定程度上活跃了教室的气氛，整个教学过程变的有声有色。但随着多媒体教学方式的运用与发展，研究者发现大量的多媒体信息还是以填鸭式的方式灌输给学生。虽然转变了教学方式，但学生的互动性、参与性、自主学习与研究能力并没有得到很好的实现。Web2.0时代的Diigo工具可谓是促进多媒体教学发展的一座桥梁。基于传统的网络教学方式，利用Diigo的Highlight功能，教师将教学内容中的重点与难点标出，并在Sticky Note中添加详细的解释。 整个的网络课程不需要搭建特别的平台，仅基于教师的个人Blog就可以得以实现。课前预习、课上学习、课后复习都可以借助此课程达到一定的学习目的。关于某个有疑问的重点或难点，学生还可以添加回复，对此教师即可以单独进行辅导，也可以根据问题提出的频率，在课堂上进行专门的讲解。所以说，Diigo能有效地帮助教师改善教学内容，增强学生与教师之间的交流与互动。Webslides课程包、书签式网络课程也是丰富教学内容的很好方式。 （三）为师生提供便捷的交流平台 教师和学生在教学过程中都不可避免地会遇到很多令人困惑的问题。自主研究当然是不错的方式，但讨论交流才可以扩展思路，一个建议可能会带来新的思路。而且，与他人交流还可以学到许多新知识，新方法。关于教学或学习过程中的某一个问题，可以分享到众人的不同观点，整个过程就像一次头脑风暴，不断迸发出新的亮点。Diigo的群组功能，标注的回复功能为我们提供了不同的交流平台。教师可以针对某个学习内容建立一个组，以便学生更透彻的掌握科学知识。学生也可以针对某个难点建立一个组，让大家一起出谋划策，共同学习。并且，师生之间的沟通交流，加强了彼此间的了解，这将会使教学过程更加和谐顺畅。教师可以适当的对不同的讨论组进行管理，以促进整个教学过程更良性化的发展。 （四）提高学生独立思考、自主学习的能力 教育的目的不仅在于科学知识的传授，重点是培养学生的综合素质。例如学习能力、思考能力、创新能力等。Diigo恰好能在这些方面对学生进行锻炼。针对社会中的某些现象，学生利用Sticky Note发表自己的看法，并对他人的不同观点发表评论。在众多的言论中，辨别认同或反对的立场，从而锻炼学生辨别分析、独立判断的能力。表达不仅意味着与人分享，将阅读权限设置为私有，随时随地记下个人想法，促使自己积极、主动、独立的思考。而且学生可以定期梳理自己不同时期的想法，以发现观点的变化，思维的发展，并自我分析原因。利用Diigo，学生的学习兴趣被激发、学习的主动性相应增强，Web2.0时代的教育和学习理念也会适应性地变化和发展。 四、结束语 目前，Diigo正在发展之中，用户也不够广泛，Diigo在有些方面的功能还不是很完善。例如，添加好友的功能单一、部分功能的可配置项太少。但新的创意带来好的工具，好的工具一定会得到大众的认可。我们相信，在信息技术飞速发展的今天，像Diigo这样极具实用价值的Web2.0工具，随着用户的增多，Diigo在教育中运用将会逐步走向成熟，成为新时期教育工作者必备的网络工具之一。

Before class on Tuesday, I have never heard of the program Diigo.  When Professor Wolf mentioned that, it was a way to annotate online documents right on the web page.  He also explained how it is interactive, that you can read other annotations posted by others and others can read yours.  At first, I didn’t see myself ever using this after this class.  I find it easier to read documents once they are printed out rather than right off the screen.  I cannot concentrate when the documents are on the screen and I feel better writing notes in the margins with a pen and highlighting.   After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students.  I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons.  For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson.  The students would then go in and read the article and comment using Diigo.    I think students would benefit from this activity for several different reasons.  I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions.  I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation.  In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.  

The most helpful part of Classroom 2.0 Live in San Francisco this past weekend was the lightning rounds and the product demos.  The ones who did have an hour, including myself, probably would have been better off staying within fifteen minutes.  Here are some products in the order of my personal preference: 1.      Diigo (www.diigo.com) is perhaps the most useful site I’ve seen lately, of course elegant in its simplicity.  It promotes a better version of social bookmarking with features that enable clipping, quoting, and annotating among much else.