Final+Exam

===**//Since its invention, the Internet has become more and more intertwined in the daily lives of people all over the world. It has become an integral part of the social and professional lives of many. The implications for teachers and students, alike, have been tremendous. A long list of different Web tools that have been developed over the last two decades have made the integration of the internet essential in education. Author, Will Richardson, had dedicated an entire textbook, __Blogs, Wikis, Podcast and Other Powerful Web Tools for the Classroom__, to exploring the uses, advantages and disadvantages of the incorporation of these tools in education.//**===

Perhaps the most versatile of the Web 2.0 tools is the Weblog. “In its most general sense, a Weblog is an easily created, easily updateable Web site that allows an author (or authors) to publish instantly to the Internet from any Internet connection” (Richardson, 2010, p. 17). There is one major difference between a typical Web site and a Weblog. Richardson (2010), author of __Blogs, Wikis, Podcast and Other Powerful Web Tools for the Classroom__, explains, “Web blogs are not built on static chunks of content. Instead, they are comprised of reflections and conversations that in many cases are updated every day (if not three or four times a day)” (pp. 17-18). The dynamic nature of a Weblog lends itself well to many educational uses from communicating with parents and the community to creating chronicles of student work. The use of Weblogs in the education world can really be broken into three different categories; communication, class management, and student work. Communication is the key to any successful relationship. Weblogs can be used to enhance the relationship between a school and its community, or simply just between a teacher and his/her students. Richardson (2010) describes how a Weblog can accomplish such dynamic communication, “Weblogs can be used as a building block for a school Web site. A major complaint about school Web sites is that few of them are updated on a regular basis. That's an easy fix with a Weblog site. Imagine if each department had its own blog that it could maintain as needed. Imagine if all the clubs and activities, all the sports teams, and all the student government bodies had their own sites that they could update. The overall school site would move from a static, wait-for-the-Webmaster-to-update-it type site to a dynamic, every-day-there's-something-new type site” (p. 25). In addition to providing continuous and up to date communication, a Weblog can provide an online, easily accessible classroom management tool. “From a teaching standpoint, having a place to publish the course curriculum, syllabus, class rules, homework assignments, rubrics, handouts, and presentations makes a Weblog a powerful course management tool” (Richardson, 2011, p. 21). Once students and parents become familiar with using this Web tool, it can provide a great resource for classroom related questions they may have. It also can provide a great “snapshot” of the internal workings and happenings in a teacher’s classroom for administration. Finally, the Weblog can be used for virtually limitless variations of student work. There a few different approaches that can be taken; a class blog, individual student blogs, or a group shared blog. First, there are several ways a class blog can be used for student assignments. They include, but are certainly not limited to:
 * Weblogs **
 * Posting writing prompts for students
 * Posting online readings for students to read and respond to
 * Providing thought provoking questions and require a response as a comment
 * Have students complete a class survey
 * Have students post their thoughts and ideas about recent classroom topics and discussion (Richardson, 2010, pp. 39-40).

With individual student blogs, the possibilities of assignments become even greater. With individual student blogs students can create an online “filing cabinet” to chronicle and organize their individual work (Richardson, 2010, p. 22). Some of Richardson suggestions for assignments that involve an individual student blog include: A group shared blog is most efficiently used for group projects as a means for collaboration and way to showcase the final products of a group project (Richardson, 2010, p. 40). With all the uses of weblogs in education, it is imperative to consider the advantages and disadvantages of this powerful Web tool. There are several advantages to using Weblogs in a classroom. First, using a class Weblog provides a level of transparency that is appreciated by administrators, parents and students (Richardson, 2010, p. 22). Second, having students respond on their blogs, or other’s blogs requires use of higher level thinking skills, including critical, analytical, associational, analogical, reflective and creative thinking (Richardson, 2010, p. 22). Third, the use of weblogs in the classroom promotes collaboration among the students and teacher (Richardson, 2010, p. 23). Finally, a last advantage, “The Weblog is a democratic tool that supports different learning styles. For those students who might be more reticent in class, a blog gives them the opportunity to share in writing the ideas they may be too shy to speak” (Richardson, 2010, p. 27). As overpowering the advantages of using a Weblog may be, there are serious disadvantages to consider. These disadvantages are not so powerful to derail a Weblog for educational uses; however they do require a proactive approach. First, Richardson (2010) describes the most serious of these, “Teenagers use these sites more as social tools than learning tools, and their behavior is sometimes reckless. There are continuing stories in the media heralding the dangers of blogs as resources for predators, and about teenagers divulging too much of themselves (in text and photo) online” (p.19). The second disadvantage is intertwined in the warning of the first disadvantage. Teachers do not have administrator rights over individual student Weblogs, meaning teachers cannot delete or remove inappropriate content posted by students. In order to achieve this level of control special blogging software that requires a subscription fee is needed (Richardson, 2011, p. 53). A third disadvantage of using Weblogs in a classroom stems from their transient and dynamic nature. Weblogs change and are deleted often, sometimes leading to unreliable and inconsistent resources (Educause, 2005, p. 2). In the same aspect of being an unreliable resource, blogs can sometimes provide biased and unmediated information (Educause, 2005, p. 2). This aspect of a blog can be confusing and even invisible to younger, less experienced students. Even in the face of these disadvantages the use of Weblogs is growing rapidly. Richardson suggests that “over 180 million people have taken advantage of the opportunity” and that “two new blogs are created every second” (2010, p. 19)
 * Completing writing assignments
 * Post comments and questions on current events and issues
 * Post a writing assignment using vocabulary words used in class
 * Post a response to classroom activities such as group discussions or a particular reading assignment (2011, p. 40).

media type="youtube" key="t0I1V5XaMsc" height="349" width="560"


 * //Youtube video about about blogging basics and how to incorporate them into classroom instruction.//**

In the ever expanding world of information on the Internet in the forms of Weblogs and other Websites, a Web tool called an RSS feed was created to help manage this influx of information. Educause provides an easy to understand description, “RSS is a protocol that lets users subscribe to online content using an RSS “reader” or aggregator, which checks subscribed Web pages and automatically downloads new content. The aggregators display a list of subscriptions, with highlighting or another indicator or RSS feeds that have added content since the user last logged in. Without having to go to all of the individual Web sites, users can quickly and easily access new material from sites that interest them” ( 2007, p.1). There are many educational uses of an RSS feed. Once a teacher creates a reader or aggregator account, RSS feeds can be used to automatically collect and sort new information relevant to the teacher’s interest and needs. These can include anything from instructional material to professional development opportunities. Students can also create their own reader or aggregator accounts to help with research projects, and current events (Richardson, 2010, pp. 79-80). In a classroom that incorporates individual student Weblogs, a reader account and RSS feed can help the teacher manage and stay atop of all the students’ new content (Richardson, 2010, p. 78). RSS feeds provide advantages over the traditional method of searching the Internet. As mentioned earlier, RSS feeds eliminate the need to visit several different Websites daily or often. Richardson (2010) simply puts it as, “You can read more content from more sources in less time” (p. 72). RSS feed also contain no spam or junk mail, simply just the content subscribed to, another advantage over traditional search engines and e-mail subscriptions (Richardson, 2010, p. 72). RSS feeds also provided advantages for student users. RSS feeds help student decipher and sort through all the information on the Internet for relevant and reliable information and connections. Richardson (2010) explains, the importance of this skill, “And this is a very important skill for our students to learn as well. As I've said, they are only going to be more and more inundated with information, and if they can learn early on to create relevant connections to the ideas and sources they need and then be efficient readers, it will serve them very well in their futures” (p. 83). As helpful as the RSS feed had proved to be, there some disadvantages to using an RSS feed as the only source of information. According to Educase (2007), “. . . using RSS depends on making specific choices about content you see, users who limit their Internet usage to reading RSS feeds will miss the serendipity of pulling up a site’s home page just to see if something catches their attention. The flipside of placing limits on the overflow of online information is that you cut yourself off from resources t he might prove valuable”(p. 2). Educause also voices concerns about the misuse of RSS feeds on Websites that do not regularly update (2007, p.2). In addition to these concerns the initial set up of an RSS reader account quite time consuming (Educause, 2007, p. 2). However, even when considering the disadvantages of an RSS feed, the tool does have positive implications on how everyone, not just teachers and students, search the Internet.
 * RSS Feeds **

media type="youtube" key="0klgLsSxGsU" height="349" width="425" //**Youtube video about RSS basics.**//

Involved in this ever growing influx of information on the Internet, are wikis. Edcause (2005) defines a wiki as, “. . . a Web page that can be viewed and modified by anybody with a Web browser and access to the Internet. This means that any visitor to the wiki can change its content if they desire” (p. 1). Obvious concerns about inaccurate, irrelevant and inappropriate content being add to wikis used for education are common, however there are wikis that provide login and password security to resolve that concern (Richardson, 2010, p. 61). Wikis, like Weblogs, have huge possibilities in encouraging collaboration in education. The uses for a wiki in the classroom are mainly centered around the collaboration between students, teachers or both. Students can collaborate to create online “textbooks” on topics studied in class (Richardson, 2010, p. 61). These textbooks can contain graphics, photos, or presentations, all created and uploaded by the students (Richardson, 2010, p. 61). Wikis can also be used as a “repository” for documents and products created for group projects (Educause, 2005, p. 2). Teachers can use wikis to work collaboratively on curriculum, syllabi, meeting notes and agendas (Educause, 2005, p.2). Perhaps the most important advantage to incorporating a wiki based project in a classroom setting is the experience that students gain while doing it. Richardson (2010) explains “In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance, and more. In essence, students begin to teach each other” (p. 61). Educause (2005) also points out “These collaborative projects help promote “pride of authorship” and ownership in the team’s activities,” (p. 2), an important factor to consider behind the motivation of learning. Finally, the logistics of accessing and using a wiki is in itself an advantage. There is little skill beyond what is need to complete an email to use a wiki. Also wikis can be accessed anywhere there is a computer with an Internet connection, moving the learning beyond the walls of the classroom. There are a few difficulties to endure when incorporating a wikis into the classroom. Students must, like when using any Web based tool, be taught the perils of Internet safety. Also information contributed by students must be monitor for inaccuracies, or inappropriateness. However as explain by Richardson (2010), “They can be so effective at fostering collaboration that the teacher really needs to carefully examine her role in their use. As I noted previously, early implementations of wikis in educational settings have shown that the more autonomy teachers give to students in terms of negotiating the scope and quality of the content they are creating, the better. . . Teachers who impose a lot of right and wrong on that process can undermine the effectiveness of the tool” (p. 61). Even in the face of these difficulties, the possibilities and experience of collaboration are advantageous enough for our students to make a strong case for using wikis in every area of academia. media type="youtube" key="HLgk1Y8ybiQ" height="349" width="560" //**Youtube video about why wikis should be used in the classroom.**//
 * Wikis **

Another Web based tool that is exploding in popularity currently is Flickr. “Flickr is a photo-sharing website where anyone can upload and tag photos, browse others’ photos, and add comments and annotations” (Educause, 2008, pg. 1). Flickr, according to Richardson, (2010) is becoming the Web based digital images portal of choice for many educators (p. 102). There are many uses for Flickr inside the classroom. Flickr can be used to capture daily events, highlights, field trips, guest speakers, and other special projects to share with families and the community (Richardson, 2010, p. 102). Beyond enhancing communication between the classroom and the community, Flickr has many instructional uses to include, but certainly not limited to, creating digital story based on content, create digital/virtual field trips, illustrate poetry, document school work, teach about social software, and teach geography integrating Google Earth (Richardson, 2010, p. 103). Flickr has many advantages to accompany its uses in the classroom. First, Flickr is a free service as long as you upload less than 100 MB (Richardson, 2010, p. 102). This is of growing importance with the limited funding many schools face today. Flickr also has provides privacy options relevant to showcasing student discussion and work (Richardson, 2010, p. 102) These options are essential to allow it to be used with students for their protection. According to Richardson (2010), “From a K-12 standpoint, it's one of the best features of Flickr” (p. 102). Another hot topic surrounding using Web based tools in the classroom, copyrights, is even made easier through Flickr. Richardson (2010) explains, “There are over 25 million photos posted at Flickr that carry Creative Commons copyright licenses, which allow for their legal reuse in any number of ways (tinyurl.com/26ynlo). Using Creative Commons licenses, the photographers who publish their own photos to Flickr can indicate what types of uses they will allow for those images. In most instances, these content providers simply ask for attribution and that images not be used for commercial purposes“ (p. 105). Lastly, Flickr can easily be incorporated into other Web based tools, such as Weblogs. For examples, students can embed a “photo stream” of pictures relevant to the topic of their Weblog (Richardson, 2010, p. 107). There are however a few details about Flickr to take into consideration before using it in a classroom. Like most Web based portals of information, there is always the concern for students viewing or contributing inappropriate information. Flickr is no different. Richardson (2010) describes this concern accurately, “With most other things on the Web, no one can guarantee with absolute certainty the quality or appropriateness of the content on Flickr,” (p. 102). He continues to explain filter settings can be used to keep most inappropriate images at bay (Richardson, 2010, p.102). This is not the only concern about the reliability of using Flickr in the educational setting. Some are concerned about inaccurate tagging of photos (Educause, 2008, p. 2). Educause (2008) gives one good example of this concern, “As with any user-created taxonomy, or “folksonomy,” Flickr’s tags are subject to the mistakes of the users who enter them. The site includes more than a thousand photos tagged with the term “Mexcio,” for example, anyone searching for content by “Mexico” spelled properly would not find them,” (p. 2). Becoming familiar with the limitations of Flickr and then integrating it into instruction is a great “stepping stone” for integrating more sophisticated social networking. “Flickr is a great tool for introducing students not only to digital images and publishing, but also to the social conversations and collaborative learning opportunities that the Web now offers,” (Richardson, 2010, p. 110). media type="custom" key="10186519" //**Slideshare presentation on using teaching with Flickr and its uses in the classroom.**//
 * Flickr **

Social bookmarking is another way to introduce social networking into classroom instruction. Educause (2005) describes social bookmarking as “the practice of saving bookmarks to a public Web site and “tagging” them with keywords, “(p. 1). Once the bookmarks are tagged and saved the social bookmarking site will connect the saved links with other links with the same tag creating a social network of similarly tagged links (Richardson, 2010, p. 89). Perhaps the most obvious use of social bookmarking in the classroom is organizing research. Students can create their own social bookmarking accounts to organize their own research on different topics (Richardson, 2010, p. 96). One specific social bookmarking site, Diigo, allows users to add annotations to particular sections on the saved website. Richardson (2010) suggests using Diigo to provide feedback on student blogs, or to collaborate on group research projects (p. 93). Creating tags with student’s individual names can also create a personalized learning experience for students, especially when students subscribe to the personalized tag through a reader account (Richardson, 2010, p. 96). With the ever expanding amount of information on the Internet, using social bookmarking to help manage it definitely has its advantages. Diigo and Delicious, two of the most popular bookmarking sites, are free services (Richardson, 2010, p. 91). Low cost is a positive for all schools today. While teachers should become familiar with these sites before using them in the classroom, most information found through social bookmarking is a appropriate for students (Richardson, 2010, p. 92). There are a few downsides of using social bookmarking. Educause (2005) explains, “By definition, social bookmarking is done by amateurs. There is no oversight as to how resources are organized and tagged. This can lead to inconsistent or otherwise poor use of tags,” (p.2). Also when using a social bookmarking account, it adds one more site to the list of sites to check, update and maintain (Educause, 2005, p.2). However when used properly and efficiently, social bookmarking has the possibility of simplifying how we find and store information. media type="custom" key="10186529" //**Slideshare presentation on the basics of social bookmarking and its use in teacher development.**//
 * Social Bookmarking **

Another social networking tool that has become more than just a way to stay in touch with friends and family is Twitter. “Twitter is an online application that is part blog, part social networking site, part cell phone/IM tool,” (Educasue, 2007, p. 1) Twitter originally intended to be solely a social tool has morphed into something of much more value. Richardson (2010) explains, “Following other educators on Twitter creates a "network at my fingertips" phenomenon where people ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day” (p. 86). Twitter can also be used in the classroom. Educause (2005) suggest that Twitter could function much like a clicker during classroom instruction (p.2). Twitter only allows 140 characters for its “Tweets.” Requiring students to condense their learning down to exactly 140 characters activates important meta-cognition skills (Educause, 2007, p.2). The positives for using Twitter are mostly centered around the idea that students have to summarize their thinking in 140 characters or less. The meta-cognition skills required to adequately summarize a student’s thinking to 140 characters or less are important skills that will be needed throughout a student’s education and life. This summarizing builds critical and creative thinking skills. Using Twitter during class instruction also motivates students to be engaged with the content. It also, much like a blog, can give shy or less confident students a voice in the classroom. Most school administrators will cringe when they hear the word “Tweet” being used during classroom instruction. There are a few difficulties when trying to incorporate Twitter in the classroom. First, some type of wireless device is needed to “tweet” during classroom activities. Most students do have cell phones or iPods, however most schools do not allow them in the classroom. Few schools have a class set of these devices either. Also it requires, a lot of trust be placed with the students, since there is no way for a teacher to mediate the tweets as they show up on the screen. Unfortunately these disadvantages are enough to shy away the most adventurous teachers.
 * Twitter **

[|Tweet Spot: Web. 2.0 Educators Atwitter about Twiter]

media type="custom" key="10185787" //**Prezi presentation on the uses of Twitter in education.**//

Social networking could be the biggest change in the way people communicate since the invention of the telephone. Even with all its potential, few teachers and schools have tapped into its power. There are several different social networking sites that have grown in popularity in the last five years; Facebook, Ning, and Myspace, just name a few. Social networking websites allow users to set up accounts, create a profile, and connect with other users. Users can send messages, post pictures, and form groups. Initially these social networking sites were thought of as purely social tool, and still today most students use it in this fashion. It has not been until recently that social networks have been used in a more traditional education sense by a schools and teachers. Students already figured how to use social networks to explore interest and find information beyond the classroom (Richardson, 2010, p. 131). Richardson (2010) agrees in the power of social networking in the classroom, “The potential power of Facebook and Ning for educators, however, is that they allow us to personalize those potentials in the context of our own students and our own curriculum. In the process, we can teach students all sorts of important lessons about digital citizenship, safety, information literacy, and more,” (p. 133). Most schools block social networking sites on their computers. This is not an unjustifiable act considering the possible dangers in students using it in harmful or naïve ways. However, there have been examples of brave teachers that have taken the leap and used a social networking site in their classroom. Most, if not all, of these examples have been successful. Out of the all the social networking sites available, Ning may be the most appropriate for classroom use. Most people are familiar with “ins and outs” of Facebook, however Ning works a bit different. Ning creates an online social environment that is completely self-contained, “meaning all of that sharing and posting happens under one roof, and it can be totally private only to those whom you want to participate” (Richardson, 2010, p.139). This type of control is not as easy to achieve on Facebook. While Facebook tends to revolve around “friending,” Ning is more interest centered. Richardson (2010) also explains another benefit to using Ning, “Teachers who create Ning sites have total administrative control over who can gain access to the site and, to some degree, the extent of their participation there,”(p. 139). This fact alone can resolve most administrators and parents worries that come along with students participating in social networking. Ning can be used to create a community of learners that share ideas, thoughts, works, etc (Educause, 2008, p.1). This sense of community in the classroom enhances the learning environment. The Ning site may give a voice to students that would otherwise be too shy to share their ideas in class. There are a few downsides to choosing Ning over other social networking sites. Ning’s privacy settings are of the “all or nothing” type; private or public (Richardson, 2010, p.140). This can create an issue because making a Ning private eliminates the ability to share public weblogs or incorporate and RSS feed for updates (Richardson, 2010, p. 140). However, using a public Ning site eliminates the safety of an online environment that is desired for educational use. Ning, also like Facebook, does have a minimum age requirement of 13, meaning that it can only be safely used with student from about the 8th grade and up (Richardson, 2010, p. 140). Also for first time users the interface of a Ning community can be quite overwhelming, however if the teachers designs with this in mind it is manageable (Richardson, 2010, p. 140). Even with these less than desirable and somewhat clumsy characteristics of Ning, it still provides the best choice for social networking in the classroom. media type="youtube" key="rcliUnsHjlM" height="349" width="560" //**Youtube video demonstrating how a Ning community works in a classroom.**//
 * Social Networking **

It is a known fact that adding well designed multimedia to instruction enhances it for a plethora of pedagogical reasons. Today there are several Web based tools to help any teacher add this to his/her repertoire. Perhaps the easiest and quickest multimedia to add to classroom instruction is podcasting. Educause (2005) describes podcasting as, “Unlike traditional radio or other Web-based streaming media, podcasts give listeners control over when they hear the recording. . .Instead of a central audio stream, podcasting sends audio content directly to an iPod or other MP3 player,”(p.1). Teachers can create podcast on any topic they may need students to access at home for review. Some suggestions for podcast include dissections in science, oral review in foreign languages, oral histories in social studies (Richardson, 2010, p.117). To make it accessible teachers can simply host it on a class Weblog or Website (Richardson, 2010, p.117). There are advantages and disadvantages of incorporating podcasting into the classroom. One of the main advantages of using podcasting in the classroom is the improvement in the accessibility of content it provides. Students can access podcast anywhere there is a computer with an internet connection (Richardson, 2010, p. 117). The ease of creating a podcast serves as both a positive and negative in its use. Creating a podcast requires little technology based knowledge, however without proper training podcast can be of poor quality (Educause, 2005, p.2). Also another limitation of the using a podcast; it provides little interaction between the student and the content being delivered via the podcast (Educause, 2005, p.2). Another, rather new, multimedia tool that is becoming of increasing relevance to education is screencasting. Richardson (2010) defines screencasting as “capturing what you or your students do on the computer with an audio narration to go with it,” (p.123). Screencasting in the classroom could be used for many different ideas; just to name a few, narrating a project, reading and illustrating student work such as short stories and poetry (Richardson, 2010, p.123). Teachers also can use screencasting to make tutorials for students about any application they may need to interact with on the computer. Parents may also find these “homemade” tutorials helpful, especially if posted to a class Weblog or Website for easy anywhere access. There are a few disadvantages to incorporating screencasting. It does involve a bit more time to create professional and efficient screencast. Screencasting involves planning, writing, and more editing (Richardson, 2010, p.124). Special software is also needed; however there are several free ones available on the Internet (Richardson, 2010, p.1240. Two of the most popular and easy to use are Jing and Cam Studio. Using Web based videos has also made its way into every room across the world, classroom or living room. Families, friends, foes, teachers and students are using Web based portals to host their “homemade” movies. Incorporating this popular multimedia into instruction can be very motivating for students. Students can make videos to document and represent their learning. There are several uses for creating videos in the classroom. Students can act out student work, demonstrate important science process skills such as using the metric system, or demonstrate how to solve a math problem. All of these would require students to activate critical, brainstorming, planning, writing, and creative thinking, which are some of the hardest skills to teach. One of the biggest pitfalls to making and using Web based videos in the classroom is the need for the use of a hosting site. Many popular Web based video hosting sites are blocked in many schools. Richardson explains, “. . . the vast majority of YouTube content is appropriate, the "anyone can publish anything" aspect can be unsettling,” (p.121). However, a few school friendly video hosting sites have popped up, including TeacherTube, a Web based hosting site for video created by students and teachers for students and teachers (Richardson, 2010, p.121). Using a Web based hosting site for videos made by the teachers and students allows, again, easy anywhere access to content. Also posting student made videos for an audience, their classmates and others, can create a powerful, motivating sense of ownership for the students in their learning. media type="youtube" key="5m_2iFh4PtM" height="349" width="425" //**Example of a screencast demonstrating how to use a middle school online science book.**//
 * Podcasting, Video and Screencasting **

When asked to describe the state of education today, many people would use words less than desirable, such as out of touch, lacking, and cumbersome. Some of these descriptors rightfully earned. There is no question that education is reforming right before our eyes, forced (by policies and politicians) but also naturally with the advancement in technology. With the limitless possibilities in sharing ideas, resources, and information being created with Web based tools, education can take on a whole different set of characteristics, much more desirable by everyone; politicians, the community, parents, students and teachers.
 * Implications **


 * Works Cited**

Richardson, W. (2010). Blogs, wikis, podcast and other powerful web tools for classrooms. United States: Corwin

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The Educause Learning Initative. (2008). 7 things you should know about flickr. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7034.pdf doi: ElI7043

The Educause Learning Initative. (2008). 7 things you should know about ning. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7036.pdf doi: ElI7036

The Educause Learning Initative. (2005). 7 things you should know about podcasting. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7034.pdf doi: ElI7003

The Educause Learning Initative. (2007). 7 things you should know about rss. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7024.pdf doi:

The Educause Learning Initative. (2005). 7 things you should know about social bookmarking. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7001.pdf doi: ElI7001

The Educause Learning Initative. (2007). 7 things you should know about twitter. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7027.pdf doi: ElI7027

The Educause Learning Initative. (2005). 7 things you should know about wikis. Retrieved from [] doi: ElI7004