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Along with the prevalence
of distance education and increasing use of electronic elements
in traditional classroom teaching has come the realization that human
interaction is as important in the virtual classroom as it is in the
actual one. To respond to that need, a variety of software - commonly
called social software - has been developed to facilitate student-teacher
and peer-to-peer interaction. This literature review examines current
definitions, thinking, and qualitative research about the various
uses of social software in educational environments in order to establish
a foundational overview for determining best practices for implementation
and use of each type of software.
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San Diego State University. 2003.
This site is designed
to serve as a resource to those who are using the WebQuest model
to teach with the web. By pointing to excellent examples and collecting
materials developed to communicate the idea, all of us experimenting
with WebQuests will be able to learn from each other.
A WebQuest is an inquiry-oriented activity in
which most or all of the information used by learners
is drawn from the Web. WebQuests are designed
to use learners' time well, to focus on using
information rather than looking for it, and to
support learners' thinking at the levels of analysis,
synthesis and evaluation. The model was developed
in early 1995 at San Diego State University by
Bernie Dodge with Tom March, and was outlined
then in Some Thoughts About WebQuests.
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Reviews the use
of handheld computers and mobile imaging devices for teaching and
learning. Highlights include features of handheld computers to consider
for use in elementary and secondary education; graphic calculators
as part of local area networks; digital cameras; and portable scanners.
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traded technology for human interaction. Now, the personal element
is being added back in. New social software tools borrowed from
business and the younger generations combine tech and touch for
the best of all possible worlds (including virtual ones)
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The freshman composition
course and its supporting course, basic writing,
have been largely conceived as "service courses" from their
inception, designed to initiate first-year students in the literacies
that the academy requires of them. Institutions
issue the mandate, "Teach students to write," to English departments
and composition instructors. In doing so, they suggest that the students,
whom we might see as simply newcomers to a specific set of discourse conventions,
lack basic literacy skills. This institutional mandate, "Teach
students to write," begs the question, "Write
J. M. (2004). "The Next Wave:
Liberation Technology." The Chronicle
of Higher Education: 16.
If the nineties
were the e-decade (e-com-merce, e-business, e-publishing, eBay,
E*Trade, etc.), the aughties are the o-decade (open source, open
systems, open standards, open access, open archives, open everything).
This trend, now unfolding with special force in higher education,
reasserts an ideology, a meme, that has a continuous tradition traceable
all the way back to the beginning of networked computing (in fact,
as far back as Thomas Jefferson's famous defense of the principle
that "ideas should freely spread from one to another over the
globe"). Call this meme Liberation Technology. It has recently
been adopted by some venerable institutions -- not only by some
of the great public and private universities, but also by major
private foundations -- and it means business.
R. and A. Rossett (2002). "A Hard
Look at ISD." Training: 26-34.