Web2.0

media type="custom" key="5785529" Vanessa Rodgers Annotated Bibliography 4 of 4.

This paper focuses on Web 2.0 being a huge template of different applications. The author’s preface is that while Web 2.0 has its place in today’s society, design still needs to be in education. There was no research evaluation, only a summation of the author's strong viewpoint of design.

The author focuses on different Web 2.0 templates as a basis for the argument of teaching design, by saying, “filling out forms and uploading content, leaves design behind.” The author uses an example of Facebook. If teachers could have students analyze Facebook, and how it encourages them to post, and engage, then maybe asking students to redesign an interface like Facebook in an image editing software program could enhance the design learning process.

media type="custom" key="5623537" Vanessa Rodgers Annotated Bibliography 3 of 4

The author used three analytic levels of demand characteristics to discuss how Web 2.0 may lead to tensions and challenges in practice among students due to views of knowledge and learning in Web 2.0 practices and in the educational system. The first level was the domain-internal level, which emphasized communication in the focus area of the learning activities. The demand characteristics at this level consider Web 2.0 as “magical happenings.” Next was the activity-internal context level, which is determined by the context of the activity itself. This is the level of demands placed by Web 2.0 like wiki construction, blog participation. Also, it is the level of demand characteristics of collaborative problem solving, individual oral presentation, role-play, etc. Lastly, the activity-framing context level is determined by real life context in which the activity is taking place. Demand characteristics at this level include tackling disagreements in-group discussions between invited guests. Finally, the paper brings to attention the implicit and incoherent competence demands, which teachers place on students when integrating Web 2.0 in learning activities. The idea is not to throw Web 2.0 away, but understand that it can be complex to realize. Therefore, it is important as teachers to acknowledge the conceptual discrepancies in Web 2.0 and the educational practices and also the incoherent competence demands they lead to. It is important to not leave the students blindfolded about the complex network of competencies expected of them. media type="custom" key="5576847"Vanessa Rodgers Annotated Bibliography 2 of 4

The author is interested in teacher attitudes toward new technologies, and whether technologies can help teachers think differently about teaching and learning. The research portrayed two types of schools and teachers: those that do not support social learning through the use of laptops or cell phones, and those that are very lateral in their thinking and view the laptop as a positive disruption, or bridge, not a negative disruption, or fence.

The research displayed that there is a bottom-up push for technology’s place in schools, and that there is an increasing acceptance of the notion of social knowledge construction such as the use of wikis. The research found that students are discovering educational uses for emergent technology, and that they are not waiting for permission to bring interactive and participatory technology into class. The research project also described that it is time for schools to understand the Web 2.0 technologies encourages participation, creation, collaboration, and distribution. Therefore, the author says that this is a “social revolution,” and it is time to rethink education.

Vanessa's Article

media type="custom" key="5510155" The authors conducted a study using a web 2.0 based system termed MOSAICA. The intent of the study is to have people use the computer and Internet to become more open minded in the way they perceive life, society and culture. The authors hope people start using this powerful source to engage, reflect, and critically think about stories, customs and traditions of diverse cultures. The study was constructed in three layers. The first layer included basic and advanced research on cultural heritage of the Jewish domain. The second layer presented virtual expeditions and stories. The last layer allowed users to upload and share their own items, to enrich the collection of cultural heritage and its preservation.

The research delved deeply into the Jewish culture and the authors applied this research to people in the European region. It was a fantastic project that exemplified the desire to have people exposed to other cultures in a way they may never have the chance to explore them otherwise. The only drawback is the lack of controlling the accuracy of the information users uploaded to system about their culture. This was a wonderful research project, and would be interesting to see it go beyond its infancy.

Stephanie's Articles
media type="custom" key="5453755"
 * Annotated Bibliography:** This article interestingly examines the relationship of individualistic cultures and community cultures to Web 2.0 tools such as blogs. In community cultures, information and education is seen to come from one source: the teacher. In individualistic cultures, the expression or one's own opinions is considered a valid addition to the tome of knowledge on a subject. The authors explore how Web 2.0 tools should be considered when attempting to relate to different cultures.

media type="custom" key="5939225"
 * Annotation:** This article set out to explain any differences in the acceptance of web 2.0 online education. The paper compares Sweden and Argentina. The main finding is that Argentinean teachers were less motivated to implement e-learning because there weren't enough incentives or appreciation. The authors argue that because Argentina is more a "male" culture, this lack of recognition was a real barrier.

media type="custom" key="5939227"
 * Annotation:** This was an entertaining and informative article about web 2.0 LMS. It highlights the problem that has arisen because the historically top-down teaching process has now become bottom-up and learner-led online. The argument is about more or less personalization of LMS, whether by the student or by the teacher.

media type="custom" key="5939229"
 * Annotation:** This article explores the importance of trust in an online teaching environment. The author argues that trust is critical to learning f2f, and this pedagogical principle holds true in the online teaching environment. Primarily, the article talks about how a program called Dwellings was used to build community in an online class. Dwellings sounds a lot like Second Life, the main difference being that every person has control and/or can lock areas so someone can or can't effect areas you have built. I am interested in this idea about trust being critical to learning.

media type="custom" key="5939231"
 * Annotation:** This article explains, sometimes matter-of-factly "participation in Web 2.0 practices is for the sake of qualifying the participation in them, whereas participation in educational practices is for the sake of qualifying to get out of them." I appreciate Dohn's perspective and agree with much of what she has to say about the obvious gap between Web 2.0 tools used for education and education itself. Because my career helps educators effectively use technology, opinions like Dohn's are ideas that really cause me to think and re-evaluate how and why I do things a certain way in this field,

media type="custom" key="5780697"  This study looked into whether Wiki technology could be used to support student engagement, or active participation, via an action research experiment in a British undergraduate course of 75 students. The objective of this class was to create a repository of “meaningful course content suitable for assessment” (Cole, 143). Wikis used in the education field fall under four categories: single-user, lab book, collaborative writing, and a topical knowledge repository. In addition, Wikis are best used within either the constructivist or collaborative theories of learning. Qualitative data (questionnaires and group interviews) provided through this failed action research experiment show that the non-use of the Wiki was due to confusion, time constraints, lack of interest, and hesitation or lack of self-confidence. Students also tended to be passive users of social networking technologies, meaning that they tended to brows content instead of creating content. A weakness in the action research that lead to the failed study is that the Wiki posts were not tied into required activities nor were they graded. Also, how to use the wiki was not taught to the students before they were expected to use it on their own. It is impossible to conclude from this study whether or not Wikis could be used to support student engagement because the structure of the course did not support the use of the Wiki. If this action research was repeated, the weaknesses would need to be addressed and improved upon. Overall, this article was a good non-example of student engagement through the use of Wikis. The information was well presented, clearly written, and free from biases. The list of references was brief, but the resources provided a good framework for the article. The author also did a great job of explaining the uses of Wikis in education and how the use of Wikis fit into theories of learning.
 * Sarah's Articles**

media type="custom" key="5780733" This action research project investigated the use of wikis as a support tool for collaboration on group assignments in two different postgraduate courses in the School of Information Management and was conducted with the constructionist approach to learning. One class was a strictly an on campus class and the other had a mixture of on campus and distance students. The authors introduce the use of wikis in higher education as tools for collaboration and knowledge construction via their literature review. The main questions addressed were whether a wiki “could facilitate collaborative learning and positively affect student attitudes to group work” (196) and what “aspects of collaboration that would benefit from using wikis (e.g., collecting and organizing information, knowledge creation and sharing, encouraging individual student involvement in the project) (197).

Data was collected from 34 respondents, 16 from the on campus course and 18 from the course with on campus and distance students, with the use of a voluntary end-of semester questionnaire. The questions were not exactly the same on both course questionnaires, but had some overlapping questions and similar questions. The questions addressed group work and face to face collaboration models and specific questions about wikis. The instructors and researcher also took snapshot of the wikis and checked the wiki history to collect data. The online instructor also had students keep a journal. Instructors’ feedback of the process was also collected. The results of the questionnaires were not presented in this article in the form of tables, graphs, or charts, but simply discussed in the results section. The results of the first course were that half the students felt that not all group members contributed equally to the assignment. The students also slightly preferred meeting face-to face as opposed to online because it was more productive. Two thirds of the students thought the wikis were good for data collection and organization, while three quarters felt wikis were a good way to present the results of the group assignment. The results of the second course were that only a few students thought that group members did not contribute equally to the assignment. The majority of the students also felt that using the wiki encouraged better individual participation and that wikis had an advantage over face-to-face meetings. Both instructors found wikis to be a valuable tool for collaboration.

One limitation to using a wiki was that the quality of student work may not have been as good as a paper because students may have assumed that since the work was being done online it did not need to be scholarly. Another limitation was that just because students are assigned to do group work on a wiki does not mean they worked together as a group. The authors suggest that incorporating instructor comments in the wiki is an area that needs to be further studied to see how it may change the dynamic of the wiki and to study techniques for how best to include instructor comments in wikis. Although the article was well done and informative, it would have been nice to see the data displayed in the paper in the form of a graph, table, or chart. The information in this article provides a good background for the use of wikis in higher education.

media type="custom" key="5776335"  The purpose of this exploratory study was to empirically examine the pedagogical value of Wiki (PVW) technology and its potential as a tool for improving teaching and learner outcomes in university courses. To measure the pedagogical value of Wiki technology for students, a PVW scale was crated measuring four hypotheses concerning previous web development experience, previous work experience, gender, and age. The PVW scale also measured four subcategories; learning/pedagogy, motivation, group interaction and technical features. This study was framed within the constructivist and engagement theoretical frameworks and begins by explaining the usefulness of Web 2.0, particularly Wiki technology in a formal education setting. Collaborative assignments were carefully selected to promote group interaction on Wikispaces. The PVW scale was measured via a survey with seven point Likert scale taken by class participants from four businesses classes over a two-semester period. The results showed that there was no correlation between web development experience and the value of Wikis. They also found that students with no previous full-time work experience scored higher on the PVW scale. Thirdly, the authors found that males scored higher on the PVW scale. Lastly, there was no significant relationship between age and the PVW score. As for the four subcategories on the scale, there was no significant correlation between them and the pedagogical value of Wikis. The results of this study provide insight for educators who are designing Wiki assignments. The scale can also be used to address the gap between the proposed use of Wikis and the actual use in the classroom. The limitation of this study was that it only examined a business school. This study was helpful in that it shows that more research needs to be done to determine if Wikis and other Web 2.0 technologies are potentially valuable tools to improve teaching and learning in higher education. After reading this article, I believe that the correlations or lack of found by the research may be useful for determining wiki use in higher education. One criticism is that the article does not begin by stating who the participants were and their level of education. The abstract mentions university courses, but it is not until half way through the paper that 70 business students at a university in the Southeast United States are mentioned. Another criticism is that the writing is sometimes complicated, unorganized, and hard to follow.

media type="custom" key="5780719" This mixed-methods study evaluates the effects of using wiki technology on student engagement in a university setting. This study followed a basic statistics course with 10 lab/tutorial classes with 180 students. Five of the lab classes used wiki technology to collaborate on a project, while the other five classes had individual papers. To evaluate the potential benefits of wiki use the authors “measured learning outcomes, knowledge of report writing, attitudes toward statistics, statistics anxiety, and engagement with other students and the discipline” in both versions of the course (384). The hypothesis stated that both types of classes would have positive effects on student learning outcomes and attitudinal measures, but that the wiki approach would result in greater student engagement and a better assessment on the class assignment.

To collect data, the authors used student attendance and grades and questionnaires to determine demographics, self efficacy for statistics, statistics anxiety, report writing knowledge, student engagement experiences, and to obtain qualitative feedback on the course. The questionnaires were given at the beginning and toward the end of the course and were voluntary so only 52 students participated. The results of the questionnaires are presented in tables and graphs. The results suggest that the curriculum, no matter if in the wiki class or the individual class, contributed to stress reduction related to statistics, improved the computational self concept, and increased knowledge of report writing skills. Students in the wiki classes felt that they had better engagement with other students and cognitive engagement. Students in the wiki courses had better attendance and the authors interpreted that to mean the students were motivated to attend and continue collaboration. No evidence was found that wikis improved student learning outcomes. The response by students to the use of wikis was positive and negative with some students feeling wikis helped with learning and were easy to use, while other students found the technology difficult to use and were not happy with some group member’s lack of work.

The use of wikis in a class setting was supported by the constructivist approach to learning, which states that the student is involved in creating their own learning. The authors provide references to literature about how wikis have been used in academic setting including assisting knowledge management and developing a collaborative online textbook. They go on to say that most studies on wikis focus on how wikis can foster student learning. Some examples include wikis fostering student-teacher and student-student interactions, promoting discussion, and allowing students to share and report their research findings.

Some limitations of this study were that both types of lab classes were all in the same lecture class and may have talked about the differences in their lab classes, which may have reduced the differences between the groups of report writing knowledge. Also, providing the questionnaires more frequently during the semester would have shown if/how things were learned at different intervals during the semester due to the use of wikis or individual work. Another limitation to the study is that grades were not given for work, so the assignment may not have been taken seriously. Further study is needed to determine how individual preference, teaching context, and discipline affect the use wikis in an educational setting. The study was very well done and the article was easy to follow. The results fond in this study are relevant to my literature review topic.


 * Roxina’s articles**

1. **How Media Ecologies Can Address Diverse Student Needs** media type="custom" key="5823457"


 * Annotated Bibliography:** This article raises the question about whether instructional media (many in web 2.0) forms meet the increasing variation in learners in post-secondary education. Instructional media as form of web 2.0 tool in education serves as a collaboration advancement tool that enhances both student learning and improvement. Surveys in this study revealed that all students of different learning styles, gender, and majors appreciated and valued a mix of media type. Although this study did not specifically focus on web 2.0 tool, I think it shares many overlaps with the use of web 2.0 in education. My theme of research is about how web 2.0 can enhance teaching and learning by focusing on ways to meet various learners in at all levels of education.

2. **When Physical and Digital Worlds Collide: A Tool for Early Childhood Learners** media type="custom" key="5823477"

The results were positive, however it could be improved so that it covers more grounds of learning materials and sets a more collaborative learning environment. Teachers need to first establish with their young students the distinction between the real physical world and the virtual web world. Children, whether deaf or not, need to learn with concrete hands-on concepts before they could grasp abstract concepts. I support this type of research, which introduces a connection and understanding that bridges the two worlds prior to teaching them abstracts in the virtual world. This article fits my theme of research because it involves the use of web 2.0 tools to meet the needs of various learners.
 * Annotated Bibliography:** The Language Acquisition Manipulatives Blending Early-childhood Research and Technology (LAMBERT) project was a pilot program created by two assistant professors at the Southeastern Louisiana University. Its purpose was to test how this particular RFID (Radio Frequency Identification) prototype could help deaf children acquire language and expand their scaffolding of concepts through RFID tools that bridges the physical and virtual worlds. LAMBERT was tested out on 18 deaf pre-schoolers at the Louisiana School for the Deaf.

3. **Promoting Early Literacy for Diverse Learners using Audio and Video Technology** media type="custom" key="5823491"


 * Annotated Bibliography:** This article overviews technology supports to promote literacy among second language learners, using strategies for video and audio modeling and rehearsal. It includes strategies to record storybooks to make them accessible to children who are Deaf or blind or physically disabled. Although this article focused on self-determination for persons with disabilities, I saw its value of indigenous youth of the Pacific with or without disabilities.

4. **Integrating Multi-media, Technology, and Culture Into Education media type="custom" key="5823505" **
 * Annotated Bibliography: This is the original Pacific Voices monograph describing technology integration projects implemented in classrooms throughout Micronesia, Hawaii and American Samoa. The projects are culturally referenced – valuing home languages and everyday cultural practices (e.g., cooking, gardening, fishing). I think this monograph provides many great multi-media and technology techniques and the appropriate culture protocols that we should be aware of. The storytelling part reflects the indigenous ways of learning and teaching. **

Sudha's Articles
media type="custom" key="5674193" ** Today many people including students use web 2.0 to communicate and exchange information. The Web 2.0 tools can be used not only for communication but the tools also play a major role in education field. This study focuses on the use of web 2.0 tools in educational settings. This article presents the use of Wikis and Blogs in education. Blogs and Wikis help learners to discuss and collaborate in undertaking their joint projects. While sharing work with other peers, the group members get feedback allowing them to improve their work. Web 2.0 can be very useful for education because it facilitates connection with other people and allows users to exchange information through tools like Wikis and Blogs. With the increasing availability and number of Web 2.0 tools, such tools should be integrated into education systems for enhanced learning and better educational outcomes.
 * 1.

The purpose of this article is to find how the use of Web 2.0 tools influences in education systems. Many Universities in the United Kingdom using Wikis proves that the use of Web 2.0 tools can play a valuable role in higher education. At the same time many UK universities are not using blogs because they believe that blogs could pose a threat to their education systems. However, the study showed that blogs could be one of the potential tools for education. The Wiki and Blog have features that allow collaboration where everyone can get to share and exchange knowledge.

This article does fit in my research because I am planning to conduct the research on the use of Web 2.0 tools in education. This article provides the information about effective use of Wiki and Blogs in higher education systems. These two tools can help both students and teachers to share information in collaborative manner.

I am going to use studies like this one that argues that Wiki and Blogs are useful tools in the education system for my literature review. I will also look for studies that may have arguments against the educational use of Wiki and Blogs. However, my hypothesis will be that these tools are conducive to education and are potential educational tools. I will argue that instructors should include these tools in their modes of instruction. This article presents information and arguments that Wikis and Blogs are useful tools to all levels of learners and thus higher education systems should make use of them. The main drawback of this article is that it does not have statistical information to support the findings.

// media type="custom" key="5674195" ** // This study is about the use of social networking service MySpace by Sydney high school students. This paper addresses the concerns about children releasing their personal information in social networking sites and being careless about private information. The primary data was collected from age between 12 to 18 students of the Sydney high school. To understand what information students share in MySpace, the researchers used 32 items questionnaires focused on the social networking site. The questionnaire included questions on the kinds of information students share, students’ views about the information discloser model and the value of privacy. The result showed that children who are educated about privacy are less likely to give out their personal information in social networking sites than those who are unaware of privacy concerns. The study showed that students are motivated to use MySpace by three factors peer pressure, website interface design, and signaling driver. In conclusion, the authors noted that this study was the first step in the direction and the area calls for further research. The paper was clear and easy to understand. A list of references was provided.
 * 2.

This paper will be useful for my research because this study provides the information about how and why students use social networking sites and also students’ knowledge about the safe use of social networking. This paper can help me to shape my argument: social networking sites have the potential for educational use, if they are used safely in schools. This article helps my argument because it discovered that the students who had knowledge about the safe use of social networking did not share their personal information where as other students who were unaware of online safety issues carelessly shared their personal information. After reading this article I want to know more about the safe use of social networking by students and schoolteachers. Also, if teachers include the use of social networking sites in their curriculum, will students be able to use such sites safely and improve performance.

media type="custom" key="5781941" This paper focuses on popular Internet social sites such as Facebook and MySpace. The participants of this study were 205 undergraduate students from Commuter Inner City College. This study is about the risks, trust and privacy concerns regarding online social networking. The study uses reliable scales and behavior observation as its main source of data. The gender of the participants of the study was balanced with equal number of males and females and represents different demographic characteristics and age range. The study is presented in four sections, which are introduction, method, result and discussion. The data were collected through the use of questionnaires. The main finding shows that the males share more of their personal information than females. Also, the Internet social networking users had greater risk taking behavior than persons who are not involved in any social networking sites.
 * 3.**

This study will be helpful to my research because it gives me the overview of the how social network users function and behave regarding risks, trust, and privacy. The study also informed me about which social networking sites students prefer. This paper also gave me information about gender involvement and who are more likely to provide personal information through online sources. 4. media type="custom" key="5781959" The main purpose of this paper is to teach school children Internet safety awareness by using online role play. The learners of this research are 9-12 years old students. Multiple data collection methods were used to gather the information; they are survey questioners, telephone interview, and observation. The data were collected from students, teachers and parents. The result shows that the students were benefiting from participating in the Net-Detectives online role-play. The activity engages the learners who learned about the Internet safety. However, some suggestions were provided to those hosting online role-play activities. The study is presented in five parts: introduction, methods, result, discussion and conclusion. A list of references was included at the end of the paper.

This article will be very useful for my research because this paper explains about online role-play activities that teach students how to use of Internet safely. If the students are engaged in such activities they will be able to understand the consequences about providing their personal information online. With activities like role-play, students will be able to learn what kinds of information they can reveal safely and what should be never revealed online. These kinds of activities will help students to learn safety issues early in their life. So, they can apply such practices throughout their life.