During Spring 2009, students in my Creative Activities for Young Children class will be exploring technology tools that could be used in early childhood settings. As part of a class assignment, they will be tagging sites for this group and posting information in this forum about a specific tool they have explored in depth. We are also collecting our group's findings on a wiki at CHFD5130.wikispaces.com, and would welcome you to visit us.
One of our goals is to help build the collection of sites for this group, so others can learn from what we are discovering. We would also like for this process to be an open dialogue. We'd love feedback, questions, and ideas about the tools we are sharing, and want to hear your opinions and experiences. We hope these posts will be helpful to the entire ECETECH community, and will give you more ideas for your own work with technology and young children.
Thanks for allowing us to join and support this community, while learning about how to use Diigo!
Diane Bales CHFD 5130 instructor The University of Georgia
List and examples of many different types of technology that young children could use to create, communicate, and share and organize their learning. All examples have links to the actual tools used to create them.
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.
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.