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Tanya Ramsay

The Role of Delicious in Education - 4 views

www.scribd.com/...Role-of-Delicious-in-Education

delicious education web2.0 socialbookmarking network collaboration research

shared by Tanya Ramsay on 21 Nov 11 - Cached
  • Collaboration/Communication. A
  • Because tagging is a very personal procedure14, many users don’t know how to designate sites, which leads to different styles of bookmarking the Web15. Javier Cañadas (2006) suggests four styles of tagging for del.icio.us users:
  • The selfish style. We tag only according to our individual context. Our tags have personal meaning (only for our own benefit), are irrelevant to other users and difficult to place in the social context of the del.icio.us network of users (for example, Oliver, for Tiya, etc. are tags which indicate resources saved for my husband or for my daughter). In time, it is possible that this type of user will classify content under generally accepted, more theme-oriented tags. This doesn’t exclude selfishness, but attributes a certain social utility to tags. The social benefit of such a classification consists in the user’s maturity.
  • ...3 more annotations...
  • The friendly type. We tag for the people we know: friends, colleagues, project partners, etc. This style is typical both for large groups and for small ones. The social benefit is great and the motivation lies in belonging to a group, in the desire to share with others what you know, to contribute to online content.
  • The altruist type. We use tags as general as possible and as many as we can for a resource. We try, using key words, to describe as objectively/realistically as possible the resource that we post, so that it is of interest to the great majority of users of the most popular social bookmarking service. The social benefit is huge because it involves generosity.
  • The popular style. Popular tagging is used in order to get more views. There is absolutely no social benefit. Such tagging is considered spagging = spam+tagging16 (we find resources marked with top10, sex, interesting, etc.). This tagging procedure is considered artificial and is disapproved by the rest of the users because it reflects the tendency of some marketers to get a better position in the lists of results posted by search engines17.
Diane Bales

Social Network Sites: Definition, History, and Scholarship - 0 views

jcmc.indiana.edu/...boyd.ellison.html

socialnetworking research web2.0 article technology

shared by Diane Bales on 10 Feb 09 - Cached
  • they enable users to articulate and make visible their social networks
  • While SNSs have implemented a wide variety of technical features, their backbone consists of visible profiles that display an articulated list of Friends1 who are also users of the system.
  • Structural variations around visibility and access are one of the primary ways that SNSs differentiate themselves from each other.
  • ...11 more annotations...
  • SNSs vary greatly in their features and user base
  • the first recognizable social network site launched in 1997
  • Most took the form of profile-centric sites
  • Unlike previous SNSs, Facebook was designed to support distinct college networks only.
  • a shift in the organization of online communities
  • primarily organized around people, not interests
  • "Friends" on SNSs are not the same as "friends" in the everyday sense; instead, Friends provide context by offering users an imagined audience to guide behavioral norms.
  • there are passive members, inviters, and linkers "who fully participate in the social evolution of the network"
  • most SNSs primarily support pre-existing social relations.
  • she argues that SNSs are "networked publics" that support sociability, just as unmediated public spaces do.
  • Scholars are documenting the implications of SNS use with respect to schools, universities, and libraries.
Alisa Hilley

Dashboard | Diigo: Wetpaint - 0 views

www.diigo.com/ahilley

http:_wikisineducation.wetpaint.com

shared by Alisa Hilley on 02 Mar 09 - No Cached
  • Alisa Hilley on 02 Mar 09
     
    "A Wetpaint website is built on the power of collaborative thinking. Here, you can create websites that mix all the best features of wikis, blogs, forums and social networks into a rich, user-generated community based around the whatever-it-is that rocks your socks. A social website that's so easy to use, anyone can participate."\n About Us. (2009). retrieved February 28, 2009 , from WetPaint Web Site: http://www.wetpaint.com/page/about \n\n Technology has become such a great assessment and device to drive and promote learning in the classroom. I believe that it would behoove teachers to take advantages of these new tools and incorporate them in the classroom. Technology has open so many new ways to allow teachers and students to collaborate while learning, and WetPaint is the way to go. By using WetPaint, Teachers can create blogs for their classrooms; which may include, syllabus, information, assignment, etc. The students of the classroom can join the bog and post new information, ask questions, work on projects, etc. WetPaint can be used in classrooms of different ages. The teacher can disable ads and other information that children may not need to see. Parents can also read the blogs. This allows a chance for parents to know what their children are learning and promote these ideas at home. WetPaint is can become child-directed, if the teacher is will to make it that way. If teachers allow children a chance to learn about and experience this in the classroom, WetPaint can become a very child-directed technology. The possibilities are endless with using WetPaint.
Tanya Ramsay

Education Related Blogs & Blogging Resources | Emerging Education Technology - 1 views

www.emergingedtech.com/...lated-blogs-blogging-resources

education blogs resources children learning technology social media networking computers

shared by Tanya Ramsay on 18 Nov 11 - Cached
  • Subscribing to Blogs For those not already familiar with this … there are two common ways to do this – some blogs allow users to subscribe by simply entering their email address (and then confirming the validating email sent to them). The more common technique for subscribing to a blog is to subscribe to an RSS Feed. An RSS Feed directs the blog, or a summary and link to it, to a special place where you can go and view it (as opposed to having it go to your crowded email In Box).
  • Some suggested sites where you can create your Education-specific Blog There are many websites on the Internet where educators can write their own blogs. One way to do this is to become part of an organization that provides its members a place to blog, such as Educause, or Classroom 2.0. The other way to write your own blog is to set yourself up on one of the many sites that are designed to allow you to create your own domain or subdomain, where the content is entirely yours. While this may sound a little daunting to newbies, it really isn’t too hard to get started. Below I have listed two such sites, both of which are free, and are very widely used.
  • Tanya Ramsay on 18 Nov 11
     
    PLA Cited in sample in Social Media Class
anonymous

delicious - 1 views

delicious.com

social bookmarking social networking web2.0 tools techeducators

shared by anonymous on 23 May 09 - Cached
  • anonymous on 23 May 09
     
    Delicious is a social bookmarking service that allows users to tag, save, manage and share web pages from a centralized source. With emphasis on the power of the community, Delicious greatly improves how people discover, remember and share on the Internet
  • Diane Bales on 05 Oct 09
     
    One nice thing I've discovered about Diigo is that you can set it up to automatically save your bookmarks to delicious when you save them to Diigo.
anonymous

Facebook - 0 views

www.facebook.com

web2.0 socialnetworking tools community network

shared by anonymous on 23 May 09 - Cached
  • anonymous on 23 May 09
     
    An online directory that connects people through social networks.
  • Anna Berrier on 04 Nov 09
     
    This was one of my tools that I used for the tech project. As a teaching tool in an increasingly computerized world, I think it is important to use what people know and are comfortable. As one of the most used social networking sites worldwide, facebook is a great tool for this use. I know I've used it in education settings (setting up meetings, chatting with classmates, making a schedule and sending messages, and having a group dedicated to a class or group project). In using facebook in the classroom, you use a powerful tool that students will use whether it has educational content or not. The educational information might as well be embedded in this site that would be more commonly checked and utilized than just about any other technology tool (with the exception of email).
Warren Buckleitner

HINTS Lab: Projects - 0 views

depts.washington.edu/...projects.shtml

techchildren

shared by Warren Buckleitner on 02 Apr 09 - Cached
  • Robotic Pets & Preschoolers [pdf]  [top] This study examined preschool children’s reasoning about and behavioral interactions with one of the most advanced robotic pets currently on the retail market, Sony’s robotic dog AIBO. Eighty children, equally divided between two age groups, 34–50 months and 58–74 months, participated in individual sessions with two artifacts: AIBO and a stuffed dog. Evaluation and justification results showed similarities in children’s reasoning across artifacts. In contrast, children engaged more often in apprehensive behavior and attempts at reciprocity with AIBO, and more often mistreated the stuffed dog and endowed it with animation. Discussion focuses on how robotic pets, as representative of an emerging technological genre, may be (a) blurring foundational ontological categories, and (b) impacting children’s social and moral development.
    • Warren Buckleitner
      Warren Buckleitner on 02 Apr 09
       
      You can't fool a kid. They know the difference between a real dog and a fake one. Or do they? It makes sense that children pick this up at 24 months, when they start reprentational thought. I'd like to read the full study...
  • Warren Buckleitner on 02 Apr 09
     
    dustormagic
  • Warren Buckleitner on 02 Apr 09
     
    Robotic Pets & Preschoolers [pdf] [top] This study examined preschool children's reasoning about and behavioral interactions with one of the most advanced robotic pets currently on the retail market, Sony's robotic dog AIBO. Eighty children, equally divided between two age groups, 34-50 months and 58-74 months, participated in individual sessions with two artifacts: AIBO and a stuffed dog. Evaluation and justification results showed similarities in children's reasoning across artifacts. In contrast, children engaged more often in apprehensive behavior and attempts at reciprocity with AIBO, and more often mistreated the stuffed dog and endowed it with animation. Discussion focuses on how robotic pets, as representative of an emerging technological genre, may be (a) blurring foundational ontological categories, and (b) impacting children's social and moral development.
Bonnie Blagojevic

14 Ways K-12 Librarians Can Teach Social Media by Joyce Valenza - 4 views

www.techlearning.com/...23558

techeducators librarians socialmedia

shared by Bonnie Blagojevic on 29 Sep 09 - Cached
  • Bonnie Blagojevic on 29 Sep 09
     
    Reading and following the links in this article will lead to a wealth of useful information on topics ranging from intellectual property, copyright, fair use to Internet searching, social networking tools such as wikis, blogs, twitter, voicethread, ning and more.
anonymous

Teacher Professional Development Sourcebook: The World's Largest English Department - 1 views

www.teachersourcebook.org/...01ning.h03.html

shared by anonymous on 29 Sep 09 - Cached
  • anonymous on 29 Sep 09
     
    A Ning group for English teachers reveals the potential of online social networking to break the culture of professional isolation.
Bonnie Blagojevic

Technology Integration | Edutopia - 0 views

www.edutopia.org/tech-integration

techeducators techintegration

shared by Bonnie Blagojevic on 02 Nov 08 - Cached
  • Bonnie Blagojevic on 02 Nov 08
     
    Thousands of articles, videos, slide shows, expert interviews, blog entries, and other resources highlight success stories in K-12 education. Core concepts include integrated studies, project learning, technology integration, teacher development, social and emotional learning, and assessment.
Bonnie Blagojevic

YouTube - Social Bookmarking: Making the Web Work for You - 0 views

www.youtube.com/watch

diigo techeducators social bookmarking

shared by Bonnie Blagojevic on 16 Sep 09 - Cached
  • Bonnie Blagojevic on 16 Sep 09
     
    Overview/introduction to Diigo, and some of the features available.
anonymous

Core Rules of Netiquette - 0 views

www.albion.com/...corerules.html

online elearning eteaching internet

shared by anonymous on 23 May 09 - Cached
  • anonymous on 23 May 09
     
    What is Netiquette? Simply stated, it's network etiquette -- that is, the etiquette of cyberspace. And "etiquette" means "the forms required by good breeding or prescribed by authority to be required in social or official life." In other words, Netiquette
Tanya Ramsay

Edmodo | Secure Social Learning Network for Teachers and Students - 2 views

www.edmodo.com

web2.0 socialmedia education techeducators techintegrationexamples

shared by Tanya Ramsay on 28 Oct 09 - Cached
  • Macy Stewart on 03 Nov 09
     
    This is a social platform site that allows teachers to share files and other information with their students and parents. This site is similar to Twitter, but more focused on catering to teachers and its use in the classroom.
Billie Taylor

Apps for people with special needs | ConnectABILITY - 2 views

connectability.ca/...-for-people-with-special-needs

ipad_apps ASD autism assistive_technology early_language_and_literacy;

shared by Billie Taylor on 22 Jun 11 - No Cached
  • Billie Taylor on 22 Jun 11
     
    This page offers two lists of apps, "Apps for ASD ipod Touch Project" and "Special Needs Apps" - the first list is broken down into categories like communication, sensory, social skills - lists the apps, a brief description, & the price. It's focused on individuals with Autism Spectrum Disorders, but of course could be useful to many. The second lists the apps & descriptions, but not the cost.
Emily Kmetz

Using Technology in the Early Childhood Classroom - 12 views

teacher.scholastic.com/...using_technology.htm

techeducators

shared by Emily Kmetz on 24 Oct 11 - Cached
  • Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information.
  • grams
  • The developing child requires the right combination of these experiences at the right times during development in order to develop
  • ...12 more annotations...
  • On the other hand there are many positive qualities to modern technologies. The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
  • Computers allow interaction. Children can control the pace and activity and make things happen on computers. They can also repeat an activity again and again if they choose.
  • Yet external symbolic representation such as the written word, visual images on television, and complex three-dimensional videography are all sensed, processed, stored, and acted on by the human brain. Because the brain literally changes in response to experiences, these "new" (from a historical perspective) experiences (the written word or television) cause changes in brain development, brain organization, and brain function that were never expressed hundreds of generations ago.
  • So to tape a conversation and replay it for an adult means something entirely different than when a three-year-old hears their voice on a tape. These experiences can be very positive and mind-expanding for a child — as long as they are done at the right time.
  • Children need real-life experiences with real people to truly benefit from available technologies.
  • As parents think about the future they need to realize two things: technology is not going to go away and we are in the midst of a major sociocultural quantum shift. These technologies are revolutionizing the world our children will live in. So our task is to balance appropriate skill-development with technologies with the core principles and experiences necessary to raise healthy children.
  • I think the key to making technologies healthy is to make sure that we use them to enhance or even expand our social interactions and our view of the world as opposed to using them to isolate and create an artificial world.
  • In the end, as with all other tools, adults must protect children from misuse or inappropriate access.
  • Technologies should be used to enhance curriculum and experiences for childre
  • I believe parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children.
  • Unfortunately, technology is often used to replace social situations and I would rather see it used to enhance human interaction
  • n addition, there are a number of specialized programs that allow children with certain information-processing problems to get a multimedia presentation of content so that they can better understand and process the materia
Katie Paciga

Does Mommy Need a Social Media Diet? (Why Modeling Matters) | The Digital Media Diet - 13 views

digital-storytime.com/wp

appropriatepracticestech web2.0 techhome

shared by Katie Paciga on 22 Apr 12 - No Cached
  • Katie Paciga on 22 Apr 12
     
    Certainly not research-based, but very relevant for those of us [myself included] who are always "on."
Emily Kmetz

Digital Kindergarten - 2 views

www.adigitalkindergarten.com/...ociation-for-education-of.html

techresearch

shared by Emily Kmetz on 17 Sep 12 - No Cached
  • This position statement offers guidance—based on research-based knowledge of how young children grow and learn—on both the opportunities and the challenges of the use of technology and interactive media.
  • The effectiveness of technology and interactive media, as with other tools, depends on their being used in the right ways, under the right circumstances, by those skilled in their use. Within the framework of developmentally appropriate practice, this means recognizing children as unique individuals, being attuned to their age and developmental level, and being responsive to the social and cultural contexts in which they live.
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