References

References

Allsop, Y. (2011). Does collaboration occur when children are learning with the support of a wiki?. Turkish Online Journal Of Educational Technology, 10(4), 130-137. Retrieved from [|http://www.eric.ed.gov] This study was developed to study the use of wikis in Primary schools. The researchers created a wiki project for a classroom of 29 students age 9-10 year olds. The usage of the wiki was monitored and analyzed for the study. The project took place in the fall of 2010. The research concluded that children learning while working collaboratively using wikis. Wikis support learning in children and are an effective tool. Also, the research showed that group members were brought together while working on editing the wikis. Finally, it became that children could not only understand wikis but grasp they work effectively editing and maintaining the content. This study is important to our project and the decision to use wikis as a part of the students collaborative tools as it supports the fact that children can and do grasp wikis. The students are able to work collaboratively to create, edit, and grow the knowledge on a wiki.

Bourbonniere, E. & Redekopp R. (2009). Giving reluctantsStudents a voice. Learning and Leading With Technology, May 2009, 34-35. Retrieved from [|http://www.eric.ed.gov]

Chang, Y., Morales-Arroyo, M., Than, H., Tun, Z., & Wang, Z. (2010). Collaborative learning in wikis. Education For Information, 28(2-4), 291-303. Retrieved from [|http://www.eric.ed.gov] Research for this paper was conducted in 2010, using the survey method questionnaire to collected data on how students perceived wikis in four areas: perceptions of wikis in learning, perception of constructive learning with wikis, perception of collaboration with wikis, and wiki experience in the course. Standard demographic information was collected including age, gender, nationality, and prior experience with wikis. The study had a total of 92 participants. Overall, the participant response to wikis was positive and the wiki was seen as a tool that supports group collaboration. The importance of this information to our project is that it lets us know that a wiki will support the collaboration efforts of our students as they work on their American Indian History project. The wiki will provide students a way to share information and collaborate with each other in an editable environment giving them ownership of material and project.

Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom. Social Studies, 101(2), 46-53. Retrieved from EBSCOhost. Summary: This article is an exposition on how to create an internet workshop to teach a social studies unit; information from the workshop was published in blogs. The article defines how to locate internet sites, designing research, completing research, and sharing information. Secondly, it defines blogs, explains their use, and how to publish with them. The article discusses the use of bookmarking; this limits the students to specific sites as opposed to freely doing research. Relevance: This article provides an in-depth explanation on how to create an online project. The use of bookmarks provides a viable differentiation opportunity for students who may need limiting. The article discusses how to manage internet resources within the context of our research. The authors provide insight on how to analyze and publish information. The section on blogs provides good rationale for our use of blogs in our project.

Gulbahar, Y., Madran, R., & Kalelioglu, F. (2010). Development and Evaluation of an Interactive WebQuest Environment: "Web Macerasi". Educational Technology & Society, 13(3), 139-150. Retrieved from EBSCOhost. Summary: This study was conducted to determine the effectiveness of webquests on student performance. The participants were pre-service teachers (students). The study had two parts. In the first part, students created a webquest, and in the second part, other students used the created webquests. Students’ perceptions were collected using questionnaires. It was found that the student favored the technology-supported assignments and agreed that it positively affected their performance. Relevance: These results are encouraging because we are using a webquest. This study is relevant to our project because it investigates the perception of webquests by teachers and the motivational surges it can instill. The study will help us to better understand how we use webquests to motivate our students and ourselves. The study provides thorough information and data; this data can help us better understand the longevity of our plans and how it will supports our global plans. Imperatore, K. (2009). What you need to know about web 2.0. Technology Usage in the Classroom, January 2009, 20-21. Retrieved from [|http://www.eric.ed.gov]

Hsu, H., & Wang, S. (2011). The Impact of Using Blogs on College Students' Reading Comprehension and Learning Motivation. Literacy Research And Instruction, 50(1), 68-88. Retrieved from EBSCOhost. Summary: This article examined the impact of using blogs on student performance, specifically on comprehension and motivation. Essentially, the study was designed to determine whether texting and blogging could improve student performance when it was academically driven. There were 149 college student participants and 2 instructors. The results indicated that using blogs led to higher knowledge retention rates. The article also discusses challenges. Relevance: Blogs are a focal area in our projects. This article provides insight on how blogs can positively affect performance. The authors determine that training in using blogs is essential if instructors hope to gain positive results; this is an important note since we need to be sure we understand how we intent to use the blogs to elicit positive results. This article also points out that the students also need to know to use the blogs effectively. The study did not indicate that blogs increase reading performance, but it did strongly suggest a strong sense of community and a greater classroom rapport.

Januszewski, A., & Molenda, M. (2008). Educational Technology. Chapter 4, Creating. New York: Routledge. Summary: This chapter discusses the creation of knowledge as it relates to the instructor. The chapter discusses the evolution of the generation of instruction content and how it has evolved from a teacher-centered focus to a student-centered focus. Initially, the generation of instruction was scripted and systematic. It has evolved to become more programmable and fluid. The generation of instructional material revolves around design, development, evaluation, and production. There are many different design approaches that can serve to meet a central objective. Relevance: This chapter can help our group better understand how important it is to allow the students to participate in the generation of instruction that leads to knowledge acquisition as opposed to us be directors or lecturers. The sequence of steps discussed can be superimposed on the technologies of wikis and blogs to better understand their evolutions and how they can benefit our project goals. The steps discussed in this chapter can be compared to the steps in a webquest: introduction, task, process, resources, evaluation, conclusion, and teacher page. Understanding that there are many different design options to reach the same goal can strongly assist our project design, particularly with differentiation.

Kimmerle, J., Moskaliuk, J., & Cress, U. (2011). Using wikis for learning and knowledge building: Results of an experimental study. Journal Of Educational Technology & Society, 14(4), 138-148. Retrieved from [|http://www.eric.ed.gov]. The first part of the paper discusses general information regarding individual learning theories and building collaborative knowledge online. The authors examine knowledge building, the knowledge creation model, group cognition, and activity theory. The main topic discussed is the co-evolution model which is a theory that describes how individual learning and collaborative knowledge are developed using social networking, specifically through the use of wikis. An experiment was conducted on a group of 72 participants to determine if wiki’s contributed to knowledge and what role prior knowledge played. Select participants were give prior knowledge about the subject matter in the form of a newsletter. It was found that students with less prior knowledge built more knowledge from the wiki’s than those with more. The study shows that a wiki will be a beneficial tool to use in for our project. The students will be able to build knowledge from creating their wiki and gathering knowledge from fellow student’s wiki’s.

Kuzu, A. (2007). Views of pre-service teachers on blog use for instruction and social interaction. Turkish Online Journal of Distance Education, July 2007, Volume: 8 Number: 3 Article: 2. Retrieved from [|http://www.eric.ed.gov]

McGrail, E., & Davis, A. (2011). The Influence of Classroom Blogging on Elementary Student Writing. Journal Of Research In Childhood Education, 25(4), 415-437. Retrieved from EBSCOhost. Summary: This is a qualitative research case study on the influence of classroom blogging on elementary student writing. It explored how blogging affected their writing. Fifth graders were the participants. Pre and post-blogging samples as well as other student blogs posts were the primary data. The results indicated that the student bloggers connected well with their audience, functioned as a community, took ownership of their writing, and of their craft. Relevance: This study is relevant to our project because we will be using blogs with elementary students. These results are encouraging and provide us with some determinism about what we might expect in terms of attitude and perspective. The article helps exemplify the connection between education and technology, specifically at the focal age group of project students. The study reinforces the benefits of using blogs with elementary students. The study also further explores writing pedagogy.

Molen, K. (2009). Wee Wikis: Implementing the use of wikis with elementary students. Library Media Connection, 27(4), 57-58. Retrieved from [|http://www.eric.ed.gov] When setting up a wiki with elementary students you can’t assume that just because students know more now about the internet that they know everything. You must provide them with some guidance and instruction on how to use them but leave some room or discovery. Organize the pages and content on the wiki in a way that will allow students to easily navigate. You must also establish guidelines, invite them to join, provide a model example, and monitor their usage of the wiki. Most important if you want your wiki to be successful you must give your students access to the wiki at school as many may not have access at home. This article provides an excellent guideline and instruction for planning the wiki for the American Indian History wiki. We must take this information into consideration as we plan the areas of our program for the students.

Pickworth, M. (2011). Boys, blogs, and books. Access, Volume 35, Number 1, March 2011, 35-36. Retrieved from []

Poling, C. (2005). Blog on: Building Communication and Collaboration among staff and students. Learning and Leading With Technology, Volume 32, Number 6, 12-15. Retrieved from [|http://www.eric.ed.gov]

Ramos, M. (2010). Blog and complex thinking: a case study. U.S.-China Education Review, August 2010, Volume 7, Number 8, 11-21. Retrieved from [|http://www.eric.ed.gov]

Ruth, A., & Houghton, L. (2009). The Wiki Way of Learning. Australasian Journal Of Educational Technology, 25(2), 135-152. Retrieved from EBSCOhost. Summary: This paper presents a recent study in a classroom environment about how they perceived the use of wikis. This paper also discusses a study on a course that exemplifies wiki pedagogy. The paper argues that the use of wikis involves a different way of approaching learning. It shows a shift from traditional individual learning to a more collaborative way of viewing learning. Relevance: This paper helps elucidate the idea that wikis may require a novel approach to teaching. Since we may incorporate a wiki in our project, this paper provides insight on the perceptions of wikis and their relationship to learning. The paper reflects strongly on the social aspect of wikis, this is important to community cohesion in our project. The paper examines how wikis show ‘how we know’ not just ‘what we know.’ This important distinction will help our students gain ownership of the information by helping them justify their claims.

Swenson, L. (2010). Wikis, a New Media Teaching Tool. International Educator, 25(2), 23. Retrieved from [|http://www.eric.ed.gov] A wiki was created to teach literacy to a third grade class. Through the work of the instructor, two educators, and the media specialist they collaborated to design and create the content of the wiki. They team members work to select the appropriate material and create videos regarding the books being read. The project was completed successfully convincing the instructor of the effectiveness of a wiki as a teaching tool.

Terrell, S. (2012). Collaborative learning through Wikis. Learning & Leading With Technology, 39(5), 34-35. Retrieved from [|http://www.eric.ed.gov] Shelly Terrell has been a teacher for over ten years and over the years she has found that students enjoy working with peers to reach learning goals. Students are encouraged to choose their collaborative methods and explore different tools. Many collaborative tools are available to create content and paste to the wiki. Wallwisher is a wall that allows students to post digital sticky notes with text, video, sound, images, or links. Twtpoll is a survey tool and Photopeach allows students to create slideshows. Allow the students to make the wikis their own reflecting the content of your class. Ms. Terrell’s students successfully harness the effectiveness of wikis to collaborate with each other. This provides evidence of students using wikis in the classroom in ways that allow them to explore, post, and collaborate with each other.

Tucker, J., & Courts, B. (2010). Utilizing the Internet to Facilitate Classroom Learning. Journal Of College Teaching & Learning, 7(7), 37-44. Retrieved from EBSCOhost. Summary: This article explores how the internet helps to facilitate classroom learning. It shows how the use of the internet is more dynamic than static lecture instruction. The authors express the difference between traditionally teaching which based around providing directions to the students and internet-based instruction, which places the teacher in more of a facilitation role. The authors explore different multimedia found over the internet, which can be used in instruction. Relevance: This article defines how the internet can be used for instruction. Our project relies on the internet making this article pertinent. The article explains how to integrate multimedia into instruction while providing the reasoning behind each type of integration. The article theoretically shows how our use of multimedia compares to a more traditional approach. The article includes 34 references that provide a great opportunity for further investigation.

Warlick, D. (2005). Classroom blogging: A teacher’s guide to the blogosphere. Lulu.