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Evernote is very easy to use and does not require any advanced technology knowledge. If you are already familiar with the desktop application then the mobile version is but an overhaul. What I really like the most about Evernote is that you can synchronise your information throughout several computers. Once you bookmark something on your Android device  then whenever you go online on any other gadget you will be able to see the bookmarked thing you already did.Some features of EvernoteHere is a list of the features that Evernote offers to its users:It is freeIt is easy to useIt has a user friendly interfaceIt lets you synchronise all your notes and bookmarks throughout all the computers and gadgets you useIt lets you create and edit text notes and to-do lists You can record voice and audio notesIt lets you search for text inside imagesIt allows you to organize notes by notebooks and tagsYou can email notes or save tweets to your Evernote accountShare notes via Facebook and Twitter or connect your Evernote to other apps and products you useIt requires Android 1.6 and up

Building a community of libraries online. Libraries aren’t just connecting with patrons, they’re also using Pinterest to connect to other libraries. Follow this link to see how one librarian is keeping track of all the libraries that are using Pinterest, showcasing some of their most unique and exciting ideas. Creating collaborative boards with patrons. Pinterest provides a way for libraries to interact with those in the community, sometimes in very fun and creative ways. Take the St. Johns County Public Library System. They created a public board called “reading pets” and asked patrons to submit pictures of their pets “reading” their favorite books.

Pinterest is taking the social media world by storm

With e-books rapidly edging in on traditional books in terms of popularity, many libraries are beefing up their digital collections. Some are sharing links to new material through Pinterest and others are showcasing the wealth of free, open content available on the web through sites like Project Gutenberg and The Open Library

Questions | For discussion and reading comprehension: What elements are not part of the Web site’s home page? What is the special feature on the print edition’s first page? The home page? How many headlines are on the print first page? The home page? How is the use of columns different in the two versions? Which one do you prefer reading? Why?

relatively new website for finding and sharing lesson resources. It supports multiple file types, including documents, website URLs, and videos. Users can either upload their own files or

SpiderScribe allows the creation of free mformat maps, with elements connected in any ways. In addition to that, besides the traditional text, images and file stencils, it also supports web items like calendar events and map locations (through Google Maps). We also plan to extend the types of stencils supported

I tried it out for a few different projects and the mobile app really helped as I do most of my brainstorming when I’m away from a desktop or laptop. MindMeister keeps all your mind maps in the cloud for easy access. Because of this, it allows you to collaboratively build your mind map with others. I’m a big fan of that because this wouldn’t be possible if it were just a piece of software sitting on just your laptop.

iMindMap Basic uses a process that has been enhancing the way people think

The final key aspect of web 2.0 is software as a service or "SaaS". This broadly encompasses the delivery of software application functionality directly via the web, as also discussed in the software section and on the cloud computing page. Some commentators choose to classify SaaS as one element of web services, which to an extent is reasonable given that both web services and SaaS involve online service delivery. However, in all but the most basic analysis of Web 2.0 it is more sensible to separate SaaS from web services. This is because SaaS involves services that provide new means for human beings to create, access and manipulate digital content, in contrast to web services, which facilitate automated data exchanges between organizations and their online systems. Or to put this another way, SaaS offers online services to people, whereas web services offer online functionality to computers and organizations. The mainstream adoption of SaaS will potentially offer a great many benefits, not least including being able to access both our software and our data from any web-enabled computing device. What Bill Gates has termed the coming online software "services wave" will also significantly impact the computer software industry and our applications move into the cloud.

Web 2.0, defined this way, is facilitating a dramatic change in our relationship to information

Engagement.  This is often a promised result of technology, so I feel the need to address and defend it early on.  Because the engagement of Web 2.0 is in the act of content creation, and seems to exist independent of the particular program being used or even of being in a formal learning environment, this claim seems not only reasonable but compelling.  Students who continue to post to their blog or to stay involved in discussion forums during their vacations exemplify the power of Web 2.0 to engage students because of the authentic nature of the work rather than being required assignments. Authenticity.  Both having an authentic audience, and having the contributed work be authentic, argue for Web 2.0 as an active part of K-12 education.  When I wrote essays in school (back in the day...), only my parents and my teachers saw what I wrote.  I was, in effect, writing for "practice" with relatively little feedback.  Students today are creating on the Web for very real audiences, and their writing or production has to pass a very real test:  are they communicating well?  Whether it is the peer audience in school which keeps their Web 2.0 programs within the "walled garden" of the school network, or it is publishing for the world, both the work and the audience are authentic. Participation.  That is, actually being a contributor to world's body of knowledge.  Previously, to pursue an educational interest as part of a larger part of one's life work, that interest had to be within the relatively narrow confines of existing institutional structures in order to be worthy of publication or presentation--and was rarely available to students.  Now, in an amazing flowering of the Chris Anderson's "Long Tail" model (www.thelongtail.com), students (and teachers!) can find specific intellectual paths to tread where they are able to participate, say, as an historian and not as someone preparing to be an historian.  A student can write a report on an historical figure, or a scientific theory, and both publish that to the web and also participate in meaningful ways with other students and adults interested in the same topic.  (Think of all the historical figures and topics that might otherwise not receive much attention.)  There is no good reason to keep our youth "preparing" for life until their mid-twenties when their contributions to society could be so important to both us and them much earlier. Openness and Access to Information.  The backbone of the Internet "Revolution" is openness.  Open computer standards, open software, and open content.  Web 2.0 is making obsolete many of the restrictions on access to information that were intended to protect the rights of creators, but instead mostly inhibited learning by others.  When the world's knowledge doubles in short periods of time, the incentives or rewards for keeping information proprietary significantly diminish, and the resulting willingness to share presents great opportunities to learn and to participate.  The ability to "look something up" or to learn something new has never been greater. Collaboration.  I remember even when I was growing up that collaboration was said to be important.  But, truly, it wasn't.  Or, at least, it wasn't what was really rewarded, either in school or in the business world.  Web 2.0 has actually given real practical value to a character trait we wanted to instill.  In the world of Web 2.0, collaboration is not only king, but it can be seen and assessed--look at the history page of a wiki, for example, or the linked list of contributed comments on the personal profile page of a social network.  Web 2.0 has created an unparalleled ability to build or participate in personal learning networks and communities of interest or practice. Creativity.  We are, to paraphrase Clay Shirky, in the midst of the greatest increase of creative capability in the history of the world.  A regular student can write, film, and edit a video which then can be uploaded to YouTube and potentially seen by more of an audience than some commercial films actually garner. Passionate Interest and Personal Expression.  More than just the ability to build a profile page on MySpace, Web 2.0 actually gives both students and educators to build for themselves a online portfolio of the endeavors they are passionate about.  Where the resume and the degrees have been our short-cut indicators of abilities and accomplishments, the personal body of work now contained and hopefully organized on the Web gives eve

Discussion.  A lost art in culture and politics, in my view, is the thoughtful discussion.   One of the great features of Web 2.0 is the discussion forum, which provides an environment for learning how to actually talk about things.  While I may feel that a lot of the discussion that takes place in the "blogosphere" is overly antagonistic in order to be seen, it is discussion, and often becomes much more thoughtful in the context of a discussion forum. Asynchronous Contribution.  The abilty to contribute to discussions after class, or from home, provides a much broader opportunity for participation that the traditional class discussion.  Students with different contribution styles, or who process information over time, are now more participative. Proactivity.  Web 2.0 inherently rewards the proactive learner and contributor.  My wife and I (both first children ourselves)  raised our oldest child to succeed in the world in which we grew up, which rewarded being a good, quiet follower, who would to work for someone who would tell her what to do and how to do it.  But the world has changed, and employers want and the world needs students who have learned to participate actively and independently.  The "spirited" child (our second daughter) is much more likely to be able to work on things she likes and is good at because of her willingness to be proactive. Critical Thinking.  The vast amount of data on the Web requires more critical thinking than was needed when I was growing up.  In my era of "trusted authorities," Time Magazine told me most of what I needed to know about the news.  There was actually a lot more diversity of opinion on most topics than I was exposed to, which quickly becomes evident when

The benefit of QuickieQ being a web based program is that your audience can respond on any device with them, the results are updated realtime on the presenter machine and the data is exportable. Another benefit is that with the apps available in the App Store we’ve found them to either not take more than 30 devices at once (an issue in most classrooms with more than 30 students and in large presentations), the devices all need to be on the same local network which as we load balance 37 or so iPods in a classroom isn’t going to happen, or they drop devices off which is annoying when trying to get responses from everyone

how intuitive the device is and how nice it feels in your hands while you're using it.

Watching video on the iPad is unbelievable

Podcasting is online audio content that is delivered via an RSS feed. Many people liken podcasting to radio on demand. However, in reality, podcasting gives far more options in terms of content and programming than radio does.