Alex's+Annotated+List

By Alex Parisky**
 * RSS Feeds for the Secondary Classroom

This team of authors is comprised of Derek Baird who is a technology consultant for Yahoo! USA and Dr. Mercedes Fisher, a scholar from the National College of Ireland, Dublin. The authors relate how today's students live in the "always on" world of the internet, instant messaging, and interactive media and how they create their own learning path with the new technology that is available to them. The article discusses the implications of the adult learning theory applied to adult-focused education by looking at Knowles five learning assumptions that differentiate adult learners from child learners, with the author emphasizing the importance of employing Gagne's Nine Types of Instructional Events when designing online content. There is expressed concern that instructors will need to address the needs of their learners when designing their courses for today's digital natives. Authors believe the answer is to design online courses that address new learning styles while creating content that allows students to work alone or together while utilizing the "always-on" technologies available to them.
 * Baird, D. E., & Fisher, M. (2005). Neomillenial User Experience Design Strategies: Utilizing Social Networking Media to Support "Always On" Learning Styles. //Journal of Educational Technology Systems//, 34(1) 5-32.**

Karen Bannan has been writing about technology issues for over 12 years. The author discusses several resources for getting started with RSS. This article focuses on discussing the basics of RSS and the web sites that utilize the technology. Bannan suggests considering content integrity, bandwidth issues, and spell check before starting a news feed. Users should investigate the sites they will potentially be linking to in their news feeds, verifying the accuracy of the host site. Make sure that you can handle the increased bandwidth that will occur when users start looking at each RSS feed page. The author emphasizes the importance of having someone check the news feeds for spelling mistakes and general errors, even suggesting using news feed verification sites to do the work for you. The author mentions possible competitors to RSS in ICE and NewsML, but neither has caught out in any significant fashion.
 * Bannan, K. J. (2002). RSS: Lo-Fi Content Syndication. //EContent//, 25(1), 30-33.**

Karen A. Coombs has an MLS and an MS in Information Management from Syracuse University. She serves at the Head of Web Services at the University of Houston Libraries. This article discusses the use of Web 2.0 applications in building digital libraries. Author discusses the six pillars of Web 2.0: Radical Decentralization, small pieces loosely joined, perpetual beta, remixable content, user as contributor, and rich user experience. Looks at how blogs, wikis, and RSS have been incorporated into Library web sites already with some success. The author believes that the parameters of Web 2.0 will change in the future and it is difficult to define it's structure at the moment due to how dynamic the concept is. Prior to the use of wikis and blogs the act of placing content on the Library web site often took a significant amount of time to process, making updates to the site difficult and time consuming. By utilizing Web 2.0 technologies within the Library web site staff was able to control their own content and make the site engaging for the user by utilizing the interactivity of Web 2.0.
 * Coombs, K. A. (2007). Building a Library Web Site on the Pillars of Web 2.0. //Computers in Libraries//, 27(1) 16-19.**

This study looks at the effectiveness of computer assisted instruction (CAI) when compared to traditional methods of instruction. The article starts off by looking at various studies that the authors consider flawed with regard to the way the data was gathered and interpreted. The authors were determined to show that CAI was more effective than pencil and paper methods of CAI and he reviewed a broad range of studies to prove their beliefs. The author believes that CAI provides a learning advantage because of the higher quality of materials that accompanied the CAI lessons. The materials were flexible enough to be used in a multitude of instructional situations in a variety of curricular areas. This article does not include newer technologies such as Web 2.0, it does point out the general value of utilizing technology over traditional paper and pencil methods. This authors point out that there has not been a significant change in the quality of instructional materials between the time of the original studies and the one in the article. The authors conclude that this educational approach would be further substantiated by looking at achievement gains and comparing those gains to traditional methods.
 * Fletcher-Flinn, C. M. and Gravatt, B. (1995).The efficacy of computer-assisted-instruction (CAI) – A meta-analysis. //Journal// //of Educational Computing Research, 12(3)//, 219-242**.

Web 2.0 technologies such as blogs, wikis, podcasts, RSS are of big interests to media specialists for a variety. In many cases library media specialists are also responsible for technology at their schools too. Library media specialists can use Web 2.0 to teach information and media literacy, collaborate with colleagues, implement student projects, and sharing information with students, staff and parents. Integration of technology into the curriculum provides media specialists an abundance of opportunities to work with students. Media specialists are often responsible for providing training on innovations in educational technology during professional development. This training instructs teachers on how to use Web 2.0 tools to create content with their students and for their schools, enhance instruction, develop curriculum, and fulfill state technology standards. Of the major issues with students using Web 2.0 tools is that some districts and school sites are blocking access to social networking sites rather than taking the time to monitor appropriate student use. The author believes that Web 2.0 tools work in schools and fill a certain need for people that wish to communicate, collaborate, and share information.
 * Hauser, J. (2007). Media Specialists Can Learn Web 2.0 Tools to Make Schools More Cool. //Computers in Libraries//, 27(2), 47-48.**

Terence Huwe has been the Director of Library and Information Resources at UC Berkeley since 1989. He is a columnist for Computers in Libraries magazine. The author discusses four strategies for improving the blogging experience and getting more readers to your content. Mr. Huwe reveals the importance of knowing the needs of your audience when designing blogs while emphasizing that the blogger should trust their own instincts and put up the content they feel will capture their audience's attention.The author feels that bloggers should evaluate whether a blog will suit their needs as opposed to just developing a web site to share their information. There is an emphasis on promoting blogs and marketing those blogs in order to build an audience over time. Mr. Huwe believes that if you commit to developing a blog, you should be ready to publish at least four blogging sessions per week. In addition to publishing often, the author suggests spending at least 15-20 minutes per day to develop the blogs. In addition to looking at blogs, the author emphasizes setting up the blog to work as an RSS feed. Mr. Huwe believes that targeting individuals and communities with "alerts" that notify the audience of new content will help to keep readers coming to the blog.
 * Huwe, T. K. (2006). Some Best Practices for Personalizing Outreach. Building Digital Libraries. //Computers in Libraries//, 26(2), 36-38.**

This article looks at study on how the use of technology can have a transformative effect on teaching and learning. While the authors have found research that shows that teachers use technology in ways that are consistent with their current instructional practices, they believe that use of technology in the classroom could lead to more constructivist teaching practices. The authors point out research that argues that technology can serve as a catalyst for changes in the content, roles, and organizational climate that are required for a shift from traditional to constructivist practices. The authors describe their methodology for their research that includes the use of an evaluation tool developed by the Centers for Quality Teaching and Learning, called QTL. The QTL evaluation was designed to examine the implementation and impact of the program on teacher change in the areas of technical skill, awareness, and the use of educational theories and practices related to the computer. The results of the study were varied but did point out that the study participants use of technology was often one of the few aspects of their instruction that could be classified as "student centered." The discussion shares the idea that teachers who had more constructivist beliefs were also more likely to use technology in more constructive ways. The author concludes the study by admitting that technology can promote constructivist type instruction, it really depends on the type of professional development they receive.
 * Matzen, N., & Edmunds, J. (2007). Technology as a Catalyst for Change: The Role of Professional Development. J//ournal of Research on Technology in Education//, 39(4), 417-430**

This article looks at various cognitive theories and principles which form a theoretical foundation for multimedia learning. This article looks at six cognitive architectures and it includes a description of memory stores, memory codes, and cognitive operations. The six theories focus on different aspects of multimedia learning and he starts by laying the foundation with the //dual coding// theory which states that there are two channels that code information, one visual and one verbal. The second theory that the author looks at is //Baddeley's working memory model// which states that verbal code emphasizes phonological information rather than semantic information. The next theory is //Engelkamp's multimodal// theory which looks at role that actions play in instruction. //Sweller's cognitive load// theory looks at the various factors that may influence how effectively cognitive functions occur and how it effects short term memory capacity. //Mayer's multimedia// theory directly addresses the factors that are crucial for effective multimedia learning. //Nathan's ANIMATE// theory is based on a computer program that allows the user to utilize components to construct mathematical equations where the program assesses and provides feedback. The author of the article looks at the advantage of utilizing all these theories when producing a multimedia project since there are many positive features from each theory. Using multiple codes gives the creater the potential to increase students' understanding.
 * Reed, S. (2006). Cognitive Architectures for Multimedia Learning. //Educational Psychologist//, 41(2), 87-98.**

Will Richardson is known for his work with educators and students to understand and implement instructional technologies and the tools of the Read/Write Web into their schools, classrooms and communities. This article discusses the two components that make up RSS, the syndicated feeds and the aggregators that collect the feeds. The author first suggests finding a good aggregator such as Bloglines to use to check your feeds from any internet-based computer. The next step is to start searching for and choosing the feeds that will suit your instructional purposes, and then subscribing to those particular feeds. The author suggests taking your time as you subscribe to various feeds that may interest you because you may end up with too many feeds to manage efficiently. Mr. Richardson shares websites such as www.furl.net and del.icio.us that allow its users to store their links and categorize them by assigning tags or keywords which helps collect information into one place. For those that are interested in putting together their own web pages with RSS feeds, there are two sites you can visit, netvibes.com and pageflakes.com. The author concludes the importance of having greater control over the information you access and share with your students, and how it can be achieved with RSS.
 * Richardson, W. (2006). Merrily down the Stream: RSS makes it Easy to Gather Information. //School Library Journal//, 52(7), 40.**

Will Richardson was a public school educator for 22 years before becoming a lecturer on the Read/Write Web. An excellent quick read for teachers to get some ideas about using RSS in their classrooms. Mr. Richardson discusses how to set up an aggregator to collect feeds in order to get started using RSS. The author looks at using the web site feeder Bloglines at www.bloglines.com in order to start gathering feeds. He suggests using a web based program to collect the feeds because you can access your RSS feeds with any internet connection because with a software based program can only be used from the computer that has the program on it. The author suggests using "The Media Drop" at www.themediadrop.com, which contains hundreds of national, local, and university newspapers. The author points out that you can also subscribe to an RSS feed by clicking on the orange "RSS" icon that is found on the right side of the address window of your browser. Finally the author suggests using web services such as technorati.com, feedster.com, and daypop.com to search for sites that contain content and materials that are relevant to the user's interest.
 * Richardson, W. (2005). The ABCs of RSS: Real Simple Syndication Can Be a Powerful Research and Teaching Tool for Internet-Inclined Educators. Here's How to Get Started. //Technology & Learning//, 25(10), 20.**

A basic summary of the different tools of the Read/Write Web. He is considered the foremost authority on blogging. Teachers can get a brief overview of RSS and other newer web technologies. The author looks at the variety of technologies that support the Read/Write web such as blogs, wikis, and feeds like RSS and podcasting. The author first looks at Weblogs or blogs which enables the user to create content that can be shared with anyone via the internet. Blogs can incorporate graphics and multimedia to help facilitate multi-dimensional conversations between readers and the author. Many teachers and students use blogs to create opportunities to incorporate critical thinking, reading, and writing skills. Blogs can be utilized to create online communities of practice where users can share ideas and reflect on their learning. Next the author looks at Wikis, which he consider a more open and collaborative content creation tool, as a method for sharing information in which anyone can edit at any time. Teachers and students use this tool to collaboratively build their own wikis that share annotated resources and links in addition to content. RSS feeds enable users to subscribe to various feeds of information with the help of a tool called an aggregator. In addition to collecting information, new tools are allowing users to archive and share relevant information. Mr. Richardson looks at the risks and benefits of the Read/Write web, which include concerns about students posting information about themselves versus the positives aspect of students sharing information with a broader audience.
 * Richardson, W. (2006). The Educator's Guide to the Read/Write Web. //Educational Leadership//, 63(4), 24-27.**

The author points out that the ability to share, connect, and collaborate with many participants is what is valued the most in the new Web 2.0 technologies. The new Read/Write web focuses on social interactions with technologies such as Wikis and Blogs to create content and construct meaning. The article looks at the benefits of social networking as well as administering some guidance on how to add descriptors or tags to your work in order to make it identifiable to others that may be searching for the same items. This tagging system has great value for researchers because it will change the way we retrieve information and share with our colleagues. Richardson believes that the research community will come up with some system that will utilize the "tags" in a fashion that will enable information to be delivered to the user by just using the descriptor words to search for information. By having an understanding of how others may interpret or use resources that are shared, we have a method for obtaining information that ordinary libraries cannot duplicate. The author believes that we may have to rethink the way we organize our own thoughts so that we may be able to fit our perspectives and ideas to represent a community approach to sharing information. By changing the way we share and retrieve information, Richardson believes that the social aspect of the internet can lead us to a greater variety of quality information.
 * Richardson, W. (2006). The Social Web. //Technology & Learning//, 26(8), 30.**

Will Richardson and his speaking partner Rob Mancabelli, Director of Information Systems at Hunterdon High School coauthored this engaging article that discusses the benefits of the Read/Write Web in the classroom setting. Two educators that have had great success with Web 2.0 in their classrooms, Richardson and Mancabelli do a wonderful job at summarizing the key aspects of the Read/Write Web. The authors start the article by sharing their definitions for the various tools that make up Web 2.0. The author states that this new "Read/Write" web is having a profound effect on curriculum, classroom instruction, and professional practice. While this new technology is already making an impact in the area of politics and business, there is a great deal of work to do with respect to education. Traditional curriculum practice is in danger because knowledge was always treated as a rare commodity, but with Web 2.0 knowledge is plentiful and available everywhere. One of the stronger aspects of the Read/Write web is the fact that the information that is shared is dynamic and constantly evolving. Another example of the shift from traditional education is that teachers will no longer be the only ones to decide what information may be appropriate. In a sense, we are creating "virtual" communities of practice where participants become involved in the creation and sharing of knowledge.
 * Richardson, W., & Mancabelli, R. (2007). High-Tech Inspires the Read/Write Website. //Education Digest//, 72(9), 14-18.**