Annotated+Bibliography

Annotated Bibliography Anderson, Mary Alice. Expanding the Power of Primary Sources with Web 2.0. //MultiMedia &// //Internet @Schools. July ///August 2010, 17.4, p36-38. Retrieved June 1, 2011. [] -Primary-Sources-With-Web-2.0-68118.aspx. The article looks at different Internet sites that can be used in the classroom and how schools use the sites. It starts off with Edmodo. The teacher using Edmodo is using it for a city project. After Edmodo is VoiceThread. VoiceThread can be used to discuss primary sources. A digital primary source can be uploaded and used as a discussion. It can also be used to discuss personal photos. There are more Web 2.0 sites that can be used besides these two. The other sites that can be used are Wordle, which makes word clouds, Picture Trail which is a place to share photos. Digital Scrapbooks where students can share their information that they found, Glogster Edu helps students to create digital posters, and Google sites helps to create wikis and websites.

Bahm, A. G. (2009). “The effects of Discovery Learning on Students’ Success and Inquiry  Learning Skills”//.// //Egtim Arastirmalari Eurasian Journal of Educational Research//. Retrieved  June 2011, []. The article is a study that looks at Science and Technology being taught in the two different learning styles, discovery learning and traditional learning. The data that was collected was collected by the Academic Achievement Test in Science. The study looked at the relevance of the test questions. A panel of staff looked at each question and then determined the validity to the questions. Both dependent and independent variables are visible in the study. The dependent variable was the academic achievement and perceptions of inquiry learning. The independent variable was the discovery learning method. The students were taught in different manners of discovery learning. The study used both control and experimental groups of students. The study showed that there was a statistical difference between the experimental group and the control group. When the groups started, they were statistically equal, but after the delivery of the matter, the experimental group was almost four times higher than the control group. Through the study, the experimental group had a higher average score than the control group. The research shows that when the students used discovery learning, their average scores were higher.

Brown, J.S., & Duguid, P. (1993). Stolen Knowledge. //Educational Technology,// 33(3), 10- 15. Retrieved June 4 2011.h[|ttp://www2.parc.com/ops/members/brown/papers/stolenknow.html]. The article starts off by asking how technology and education can work together to meet the needs of the learners. The article looks at instruction verses learning, explicit verses implicit, and individual verses social. In order to understand learning, it needs to be looked at from the learners’ point of view. Learning needs to be something that the learner is involved in, it is not something that is passive. Along with the learner being involved there needs to be a balance between implicit and explicit learning. Both are necessary for a well rounded learning environment. All these types of learning need to be accomplished by both the individual and by the group. Learning needs to be done by both. The idea of learning and technology needs to be tied together.

Bryk, Anthony, Nagaoka, Jenny, & Newmann, Fred. (2000). Chicago Classroom Demands for  Authentic Intellectual Work: Trends from 1997-1999. //Consortium on Chicago School Research.// Retrieved <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">June 10, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; margin-left: 0.5in;">. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The study looks at authentic work in schools in Chicago. It is the Chicago Annenberg Research which looks at the academic progress students have made once the use authentic intellectual work. The research showed that students were still being asked to perform the drill type of work, but there was more advanced work being assigned more often. The higher order thinking wanted in this project was to relate the ordinary and us it in everyday life, interpret, evaluate, and synthesize information, and to communicate their findings to others. The research showed examples of graded work. In authentic intellectual work, the teachers’ assignments are graded to show how the well the lesson worked with the students. The trends in the study show that there was improvement, but the overall improvement was low. There was not a large jump in creating authentic intellectual work.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bryne, Richard. (2010). Beyond Chitchat//. School Library Journal//. Dec. 2010: 56.12, p15. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; margin-left: 0.5in;">Retrieved June 1, 2011. [chatrooms.html]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The article looks at ways in which social networking is helpful in the classroom and not just a distraction. The social networks can lead students to have great conversations and allow them to collaborate if they are used the right way. One way that blogging can help to manage the classroom is by allowing students to all discuss at one time. There is no longer the need to talk over one another at one time, but they will all be allowed to type what they want to say and each student can then respond back. It also allows students who usually do not feel comfortable talking an avenue to share. There are many different sites that are free for blogging. The first is twiducate.com. It allows a person to create a micro social network. Since you create the site, you are the administer of the site for your students. The second site is todaysmeet.com. This site allows you to set up a chat room for your students. You send invitations to those that you want to be a part of the chat. The final site in the article is edmodo.com. Edmodo allows teachers to create a micro blogging network for the students. Teachers can use it as a blogging site for the students, but can also post assignments build calendars, and post messages to the class. The article gives ideas on how to use blogging in the classroom setting.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Castronova, Joyce. Discovery Learning for the 21st Century: What is it and how does it compare to traditional learning in <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> effectiveness in the 21st Century? Retrieved May 12, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">[] [|.] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Castronova starts off with the definition of discovery learning, moves to looking at the theory behind the process, the pros and cons of discovery learning and how to use the learning theory. She says that discovery learning is “an approach to learning that can be facilitated by particular teaching methods and guided instruction” (p 1). There are three attributes of learning. The first attribute is students are involved in their learning and take are active in that learning. The second attribute is students pace of learning. Castronova believes that students should learn at their own pace and the students have ownership in their learning. The third attribute is using scaffolding to help gain new information. The article goes further into looking at the differences of discovery learning versus traditional learning. The article states five major differences between the two types. Castronova goes into the theories behind discovery learning. She looks at John Dewey, Jean Piaget, and Vygosky. After the theories behind discovery learning, she talks about the advantages and the disadvantages of discovery learning. The major advantage is that students can choose their learning. A major disadvantage is that discovery learning takes too much time to prepare and implement. Castronova takes an in depth look at discovery learning and presents insight into the foundation behind the theory.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">Castronova, Joyce. (2011). Discovery Learning for the 21st Century: Article Manuscript//.// <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%; margin-left: 14.25pt;">Retrieved May 12, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The article is a research study that uses web quests as a discovery learning tool. The article starts off with comparing discovery learning to traditional learning. Many have a belief that teaching skills not just the information makes students better learners. It moves to looking at the reasons why discovery learning may not be chosen. The reasons given are that the learning will not hit the necessary curriculum, take too much time to prepare, and class sizes are not right for this type of learning. The thought is that technology will help with discovery learning in the classroom. One type of technology that helps to bridge the gap is a WebQuest. WebQuest uses discovery learning to help meet information once presented traditionally. The article continues to show research studies comparing WebQuests to that of traditional learning. The research looked at the student achievement, student engagement, and the interactions of the students between the two types of learning.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Coffey, Heather. Discovery Learning//.// University of North Carolina at Chapel Hill. . <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> Retrieved May 12, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The article looks at the definition of discovery learning. The article looks at the research of Jerome Bruner. According to the article there are steps in which the learner must go through in order to accomplish learning. The steps start off with identifying the variables and collecting the data. The next step is to create a hypothesis about the information. The final step is interpreting the data. The article’s steps are similar to the scientific method. The article continues to look at the concept of discovery learning. According to Tracy Bicknell-Holems and Paul Hoffman there are three characteristics of discovery learning, exploration, student centered activities, and scaffolding new ideas. While Joyce Castronova looks at five characteristics, learning is active, look at the process of learning, learn from failure, feedback is necessary, and discovery learning is natural.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Chang, Chun-Yen and Wang, Hao-Chuan. (2009). Issues of inquiry in digital learning <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> environments//. British Journal of Educational Technology.// Retrieved May 10, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">[].

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Is inquiry based learning all that is necessary for a student to learning what is necessary to learn? Chang and Wang look at using discovery learning in science, they say that the belief in the educational world is that by using this type of learning, lifelong learners will be created. The article begins by looking at research that does not agree with the idea of pure discovery learning. There needs to be a balance between discovery learning and teacher centered learning. It is hard to verify if discovery learning is working or if the students are not of the right direction, there needs to be teacher interaction with the learning process. Technology in the classroom is leading to more inquiry learning in school. The article has three factors that need to be considered in the inquiry based learning topic with technology. The first is concept and knowledge, the second is scientific process skills, and the third is problem solving abilities. The authors discuss how there needs to be balance and guided when technology is being used in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">Childers, Tim. (2011). From Social Networking to Academic Networking… A PARADIGM <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%; margin-left: 0.5in;">SHIFT//. Internet@Schools//. Retrieved <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%; margin-left: 0.5in;">June 1,011. [Networking-e280a6-A-Paradigm-Shift-5bAvailable-Full-Text2c-Free5d-75159.aspx|http://www.internetatschools.com/Articles/Editorial/Features/From-Social-Networking-to-Academic- Networking-e280a6-A-Paradigm-Shift-5bAvailable-Full-Text2c-Free5d-75159.aspx]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">He article looks at using social networking in the classroom. The author is the technology coach for his district. The author talks about how the school district started to implement social networking in his school. It all started with Skype. It started with connecting to a school across town to do a joint lesson with co taught about digital storytelling. From there the school district has moved to other social networking sites. There are teachers in the district that have created their own Personal Learning Network but they have not used these sites to connect the students. There have been some questions as to when it is safe for a teacher to connect with a student. This particular district does not have a policy on it, so they have tried to experiment with Edmodo. The author set up a district account that allows them to create separate school accounts. Edmodo has been a hit in this district. It has allowed the teachers to share files, create assignments, keep a grade book, and connect the students to the teachers at all times. The lack of policy has made the teachers feel better by using Edmodo, the students are only allowed to correspond with the teacher or the members of the group. The author talks about another problem that happens with social networking, many of these sites are blocked by the filters. He talked about ways to get around the filters. The author finished the article by talking about the biggest problem, fear of using social networking. There are individuals who think that social networking is using it for social purposes not school functions. The article does a good job at looking at the positives for the social networking in the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Edmodo. Retrieved May 15, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The website shows how to use the site in the classroom. It gives all the short cuts and how to set up the classes. It gives step by step instructions as to what to do with the site and your Edmodo site. It also show how you and your students can attach assignments to the site, how to grade the students work. It gives 21 different helpful hints to using your Edmodo account.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Harper, Audrey. (2010). Social Networking with Edmodo: Let Your Digital Footprint Lead <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> the Way//. Kentucky English Bulletin//. Retrieved June 1, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%; margin-left: 0.5in;">[|ebschost.com/eds/detail?vid=4&hid=121&sid=d536f608-3ad8-48e6-8eae-e392]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Today many people are logging on to social networks to stay connected. They are suing site such as Facebook, Twitter, and MySpace to help stay connected to one another. It is not just adults that are logging on to these sites, but also students. There needs to be a way to use social networking in the classroom. There is a site called Edmodo that allows students and parents to stay connected. The author uses Edmodo with her students in and outside of her classroom. Edmodo does not need an email address and is very safe for the students to use. The program can be used to send messages to whole groups or to one specific individual. The site is free and it does not allow for many custom changes. In this particular teachers room, Edmodo was used by students to check their homework assignments when they were absent, the students were able to see what homework assignments they had, they were able to get the assignments if they forgot them at school, and started to limit the excuses for not having the work completed. The parents were also using Edmodo to help stay connected to what was going on in class. The site keeps the students connected to the classroom.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">Iowa Department of Education. “Authentic Intellectual Work”. Retrieved June 1, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%; margin-left: 0.5in;">[]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The site looks at the professional development that is being offered in Iowa. It is Authentic Intellectual Work. According to the Iowa Department of Education authentic intellectual work <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">is “defined by three criteria-//construction of knowledge//, through //disciplined inquiry//, to produce discourse, products, and performance that have //value beyond school//.” The professional development wants the students to connect to their learning and what it to mean more than just something out of a book. The site looks at how this type of teaching helps students in the long term. It is an introduction to what the state expects teachers to do during their professional development in order to help their students.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">Louis, Alfieri, Brooks, Patricia, Aldrich, Naomi, and Tenenbaum, Harriet. (2011). Does <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;"> Discovery-Based Instruction Enhance Learning? //Journal of Educational Psychology//. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;"> February, 2011. [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The article deals with the positive and negatives involved in discovery learning. There is information presented by theorist on both sides of the debate. The article starts off with the definition of discovery learning. The article looks at research dealing with the review of literature. According to the article, discovery learning happens anytime the information is not directly given to the student. The article contains a warning about how much to use this theory. According to Mayer (2004), “pure, unassisted discovery-learning practices should be abandoned because of lack of evidence that such practices improve learning outcome.” Mayer looked further at students will not necessary understand the information that they find. The article presents information from other articles to support the research project. Included is data to show what happened in the research. After the data is presented, the article looks at the implications that the research has on teaching and student learning.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Rivero, Victor. (2011). We’re Talking Social Media in Education//. Internet@Schools//, <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%; margin-left: 0.5in;">Retrieved June 1, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The article starts off by talking about what social media is and how it works in school. The author poses the question is social networking a distraction in a classroom or a benefit. The article talks about the types of social networking that are available for classrooms. The first type discussed is Edmodo. This site started in 2008 by two different school technology guys. It is a site that allows classroom material posted, share links and videos, get assignments, turn in work, and blog with each other. The site is free to all to use. The second site is SchoolTube. This is a video-sharing site. It is similar to YouTube, but is safe for schools to use. The third site is Glogster EDU. This site allows the users to make digital videos. The fourth site discussed is EDU 2.0. This site allows teachers to learn how to use the technology that is out there. The fifth site is Kidblog.org. It is a site developed for elementary and middle school students where they can blog. These are the main sites that were presented in the article, there are still a few more that the author discusses. There are many different sites that can be used, but it is making sure that teachers use the ones that work best for their purposes.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Schachter, Ron and D’Orio, Wayne. (2011). How to use technology to connect your students to <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> a larger world. //Kid 2 Kid Connections//. Retrieved May 29, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">[]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">School Communities are using Web 2.0 in their schools to help the students learn. The first school is one in Mineola, New York. This school is using IPADs where 200 fifth graders are using the IPADs every day. Another school in Oregon has its third graders also using IPADs and IPODs in the classroom. The second type of technology that is being used in classrooms is Edmodo. The site allows students and teachers to communicate in a safe environment. Red Hill Elementary School in North Garden, Virginia are using this site to stay connected. It is allowing the students to stay connected and share their ideas. The third type of technology is Twitter. The school in that uses Twitter uses it as a way for the students to communicate with one another. The fourth idea is Smartphones. Scott Newcomb uses smartphones in writing and math. He uses them with the software GoKnow!. He allows the students to create math problems on their phones and they send it to the person next to them to answer. The fifth type of technology is Skype. It allows classrooms to connect with experts in the field elsewhere and ask the questions that they want to know. Skype could also be used to share projects from one class with another class. Today has many different ways to use technology to learn.

<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Smitka, Bob & Jaynes, Keith. Retrieved May 28, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">[]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">This web site starts off by talking about what the site is about. It looks at what is available on Edmodo. Edmodo has many possibilities to be used in the classroom. Edmodo allows teachers to give the class notes, post class assignments, post class website links, class alerts, and class files. The web site tells how to set up each part of the site. The site also gives a tutorial to show how the site works and the possibilities that are offered. The web site also talks posts other sites that are out there and able to be used for social networking.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Stevens, Vance. (2009). Modeling Social Media in Groups, Communities, and Networks//. The// <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> //Electronic Journal for English as a Second Language// 13.3. Retrieved June 1, 2011. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">[]. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The article takes a look using social networking sites I the classroom. The first thing that has to happen is for the teacher to use the technology. If the teacher does not use the technology they expect their students to use, the students will not have a chance to fully get to know the technology. The teacher must be able to model and demonstrate the technology. The author continues to talk about how there is a paradigm shift. He believes that there are 10 shifts seen today in education. The author talks about the different forms of technology that can be used and what the implications are for these. Teachers need to stay current with the technology that is being presented. Once the teacher has gained the knowledge they must be willing to use that knowledge in the classroom. The classroom has changed significantly from what is used to be. There are more ways to stay connected to those that are around the classroom then there used to be. Teachers need to be offered classes that will help them feel comfortable about using the technology in their classroom to make sure that the students are being shown how to use the technology.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">U.S. Department of Education. Effects of Technology on Classrooms and Students. //Office of// //<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> Educational Research and Improvement. //<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Retrieved June 9, 2011. []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The site looks at how there is a change in the way students learn and teachers teach. With technology in the classroom, students are now more involved in their education then before. The student can control their learning, but now the teacher’s role changes. The teacher now becomes the facilitator of information not the giver of the information. By using technology more in the classroom, there is greater increase in the motivation of the students and their self esteem. The site looks at research that shows students are better at dealing with higher level assignments then before. The students know how to work the technology and some fell more comfortable working with the technology then they do in answering in the regular classroom. It also shows that there is more communication between students when they use technology then when it is not used. The site wraps up at looking at how students can use the technology to design better assignments then before. The students are able to work together to create projects that are at a higher level of thinking.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Waters, John. Keeping it Clean. //THE Journal.// Jan 2011, 38.1. p52-57. Retrieved June 10, <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;"> 2011. [].

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">The article looks at ways in which social networking can be hacked by malicious individuals as inappropriate post put on the page. The article continues to talk about how different districts are using Facebook within their districts. Some districts are using Facebook as a way to stay connected to the parents and students. They do not use Facdebook for people to post on, but do use it as a way to inform the parents and the students as to what is going on in the district. One district has started using LinkExtend. This software lets users see where a link is taking them and they have a chance to say yes or no to the site. The software shows if there is Spyware and includes kid safe software. The article then talks about a site that was created to e safe for online blogging. The site is called Edmodo. This site was created to let students and teachers communicate without sharing personal information. The teacher creates the account and then the students have to log on using a username and the code that the teacher is given when they sign up. The article then looks at a way hackers are getting a hold of personal information that is available to them.