Blogs

A definition or overview of educational purposes of this application

The word Blog is derived from the combination of the words ‘web’ and ‘log’. Originally set up as a way for web-users to record their favourite sites, blogs are now more often used as log or diary. Thus their purpose is to write for an audience and to encourage feedback from their audience. For a basic outline of what they are and how they work, view the short ‘you tube’ video or see . To search for blogs use: Google Blogsearch or Technocrati.

Classroom examples

• Global Teacher Weblog – sponsored by The Education Channel (DEECD) and School Library Association of Victoria– a site for developing and publishing blogs. Gives examples and shows you how to make a blog – also gives guidelines for safe publishing
• Jo McLeay’s blog – and experienced English teacher at Mater Christi College
• John Pearce’s blog – a primary school teacher in Geelong
• Also from John Pearce - The Blog of Middle P at Bellaire Primary School, Geelong,
• Also from John Pearce - ICT reflections on a teacher blog.
• Also from John Pearce – a companion site to Simply Science
• Also from John Pearce – online collection of stories written by grade 3-4 students
• Helen Marotta - secondary school teacher
• Heather Blakey

Hint sheets on how to use the application

• Edu blogs: free blogs and instructions for how to set up, geared towards educators
• The Edublogger: Tips and help using web 2.0 technologies and edublogs
• The Education Channel - all about blogs, joining a blog and examples of outstanding blogs.
• Education.au: Funded by all Australian governments to develop technology solutions to support Australian government priorities in education, training and careers. Search using the filter tags

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Downes, S. (2004). Educational blogging. Educause Sep/OCT 2004, p14- 26
  [Offers definitions and history of blogging, with some attention to classroom use and the broader benefits of blogging]
• Knoble, M.&Lankshear, C. (2004). Planning pedagogy for i-mode: From flogging to blogging via wi-fi. English in Australia, 139, p 78-102. Available from online resources
  [A lengthy exploration of contemporary social practices and computer mediated communication more generally, addressing blogging’s place within the “new literacies”]
• McLeay, J. (2007). Why blog with students? ICT in Education, 30(1), p 20-21
  [A short article listing the positives of blogs from a teacher’s point of view]
• O’Donnell, M. (2006). Blogging as pedagogic practice: artefact and ecology, Asia Pacific Media Educator, 17, p 5-19
  [A more academic paper, full of great insights from recent scholarship]
• Poling, C. (2005). Blog on. Building communication and collaboration among staff and students. Learning and leading with technology, 32(6), p 12-15
  [Not reviewed]
• Trammell, K. D. & Ferdig, R.E. (2004). Pedagogical implications of classroom blogging. Academic Exchange, Winter 2004, p 60-64
  [Great short article which discusses the benefits and concerns of blogs as an educational tool, with a practical approach]

Collaborative projects / Exchange projects

A definition or overview of educational purposes of this application

Exchange type projects first began in the late 1980s early 1990s in America with the development of early email applications and telnet. These were commonly used as a means for teachers and their classes to exchange information or collaborate together on a project – sometimes scientific. Early exchange projects were typically run by a few teachers who had technical expertise and access or were run by purpose built networks (such as the FR network) or non-profit organizations – and were seen as a means for students of different countries to communicate together - often with philanthropic underpinnings. I*EARN was one such non-profit organization that set up a network – and was used by Victorian students in the mid 1990’s. Exchange type projects are common in primary schools such as the Teddy Bear project. See also http://www.education.vic.gov.au/teacher/Global/vicglobal.htm

Classroom examples

• Global School Net
  Not for profit organization, American. Has over 100, 000 registered users in over 100 countries. Began as the Free Educational Mail (FrEd Mail) Network developed by teachers Al Rogers and Yvonne Marie Andres. Also incorporates the Global Schoolhouse Project, that began in 1992. Membership required - free
• I*EARN 
  Not for profit organization. Started in 1988. Its aim is to use collaborative projects to make a difference in the world. Incorporates Margaret Riel’s Learning circles.
• Great Apes Project
  An online collaborative project for children of the world to discuss issues and raise awareness of the plight of the great apes.
• Oz Projects
  Australian site that features Australian online collaborative projects. A sibling site of EdNA and is managed by education.a
• Oz Teacher Net
  Australian. Established in 1995 to support professional development and curriculum design. Managed by Research in Information Technology Education at QUT.
• Epals
  American. Established in 1996. Focuses on classroom to classroom pen pal type exchanges. Involves students from over 100 countries. Registration needed.
• The Global Gateway
  UK. Involves students from around the world. Requires registration.

Hint sheets on how to use the application

• Oz Projects: tips, template etc for planning and running an online project

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Carter, B. (n.d). Global collaborative projects. (An online paper written for Professional Voice, a publication of the Australian Education Union) Retrieved 30 October, 2008 from www.iearn.org.au/articler.htm
  [A short article that comments, from a teacher’s perspective, on the many positives offered by such projects, particularly the benefits of a “project culture” and the commitment this can entice from students]
• Coulter, B., Feldman, A.&Konold, C. (2000). Rethinking online adventures. Learning and Leading with Technology, 28 (1), p42-47
  [Although dated, this short article offers a critical guide to ensure that internet-based activities genuinely add to students’ learning]
• Fabos, B. & Young, M. (1999). Telecommunication in the classroom: Rhetoric versus reality. Review of Educational Research, 69 (3), p217-259
  [A lengthy article which analyses and challenges some of the optimistic claims about such projects. Although dated, this article provides balance and raises some difficult questions]
• Gragert, E. (2000). Expanding international education through the internet: No longer limited to the global studies and language curriculum. Washington, DC: White paper prepared for the Secretary of Education’s Conference on Technology in Education. Retrieved 30 October, 2008 from http://www.ed.gov/rschstat/eval/tech/techconf00/edgragert.pdf
  [Written by the director of I*EARN-USA, this paper lays particular emphasis on the peer interaction that lies at the heart of collaborative projects – offering, overall, a very positive picture]
• Harris, J. (2000). Taboo topic no longer. Why telecollaborative projects sometimes fail. Learning and Leading with Technology, 27 (5), p58-61.
  [Not reviewed]
• Maguth, B. (2008). Connecting students globally: The effects of infusing technology into the global classroom. In K McFerrin et al (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference. Chesapeake, VA: AACE, p4916-4923. Retrieved 30 October, 2008 from http://www/editlib.org/index.cfm?fuseaction=Reader.ViewFullText&paper_id....
  [A shorter article addressing the use of technology to infuse global connectedness, with some attention to the need for teachers to have a critical eye].

Interactive Whiteboards

A definition or overview of educational purposes of this application

Often referred to by brand names such as “Smartboard” an IWB (Interactive White Board) involves the image generated by a computer being projected onto a touch sensitive screen the size of a conventional whiteboard, where a touch is the equivalent to a mouse click. Each IWB within a school can be networked together allowing files to be shared between classes, each with access to the Internet.

Classroom examples

• Richardson Primary School, ACT
  This school has been integrating Interactive Whiteboard technology into classrooms since early in 2002. Since this time Richardson Primary has been acknowledged as a path finding school with regards to the use of this technology to enhance student learning. The following links are to papers written about Richardson's IWB initiative. (And see readings below for further publications):
• Pedagogy underpinning enhanced teaching using an IWB in a P-3 context (PDF 1.4 MB)
  This paper was presented as part of the 2006 National School’s Conference: Early Childhood Education P-3, May 2006, Powerhouse Museum, Sydney.
• Using IWBs to enhance Maths teaching (324 KB)
  This paper was first Published in Australian Primary Mathematics Classroom – Journal of the Australian Association of Mathematics Teachers, Volume 11 Number 2, 2006.

Hint sheets on how to use the application

• Teachers TV
• Use Edna's page (search by subject area) to find interactive resources for use on interactive whiteboards

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Erikson, D.&Grant, W. (2007). Student perceptions of IWBs as a teaching and learning medium. Australian Educational Computing, 22 (2), p10-16
  [Australian research which focuses on students’ metacognition in relation to the use of IWBs
• Kearney, M. & Schuck, S. (2008). Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing, 23 (1), p8-13
  [This article explores the use of IWBs in six Australian school settings (primary and secondary), with focus on the interactions between the new technology, pedagogy and the social conditions of the classroom. It raises important questions regarding the current tendency for IWBs to be used as a demonstration tool, thus reflecting “traditional, didactic pedagogies” (ie. whole class, teacher-centred interactions) and how “the formation of new pedagogies is vital if we are to use them to their fullest potential” (p12)]
• Kennewell, S. (2006). Reflections on the interactive whiteboard phenomenon: a synthesis of research from the UK. Paper presented at the AARE conference, Adelaide, Australia, 26-30 November 2006. Retrieved 5 November 2008.
  [A really useful overview of issues; although UK based, still relevant to Australian conditions
• O’Hanlon, C. (2007). Board certified: only with the right training can teachers use interactive whiteboards to bring the learning environment to life. THE Journal, 34 (6), p30-35
  [A short article emphasising the need for teacher training
• Smith, H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, p91-101
  [Although again UK-based, a useful review of the overwhelmingly positive views about the impact and potential of IWBs – raises some useful questions]

Richardson Primary School, ACT, further publications:

• e-Teaching and Interactive Whiteboards (PDF 470 KB)
  This paper was presented as part of the Australian Computers in Education Conference - Adelaide 2004
• e-Teaching: The Elusive Promise (PDF 330 KB)
  This paper was presented as part of the 15th International Conference of the Society for Information Technology and Teacher Education (SITE 2004) Atlanta, USA, March 2004.
• See also the “Professional Reading” link on IWBs at EdNA

Learning Objects / Digital Content

A definition or overview of educational purposes of this application

Devised to aid learning, learning objects such as those developed by The Le@rning Federation are interactive multimedia resources intended to be used as learning supports in all Australian contexts. Learning objects (LOs) are designed as stand-alone interactive learning activities, often integrating a variety of media such as text, sound, animation, and graphics. LOs are designed to be reusable in multiple settings and for multiple purposes; and are potentially recruitable into classroom units of work. They are designed to be engaging and are intended to encourage active and authentic learning. See “Using Digital Learning Objects in Schools” at http://www.education.vic.gov.au/studentlearning/teachingresources/ict/le...

Some examples:

• See sample unit plans that have been developed to demonstrate how learning objects and Kahootz can be integrated into curriculum programs
  • Unit Plan: Fishy Business (PDF - 579KB)
  • Unit Plan: The Good Life (PDF - 131KB)
  • Unit Plan: People Power (PDF - 318KB)
• See “Teachers Favourites” at The Le@rning Federation website:
• The Le@rning Federation (in more detail)
  A site owned by all federal and state education departments in Australia and New Zealand, across all sectors. The Le@rning Federation develops free online curriculum content for all Australian and New Zealand schools and delivers it to educational jurisdictions. The project is a collaborative initiative of all Australian and New Zealand education ministers. Select ‘For Teachers’.

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Coghill, G. (2006). TLF learning objects in science classrooms. Teaching science, 52 (4), 42-44
  [A great place to start, this article is short and introductory]
• Freebody, P., McRae, D.,&Freebody, K. (2006). The Le@rning Federation’s online initiative: Lessons from teachers on change, technologies, and learning about English and literacy. English in Australia, 41(1), 48-56.
  [A longer article, but still a highly accessible overview of the role that LOs can potentially play in literacy and in classrooms more generally]
• Kay, R. & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24, p447-461
  [A formal research paper, but with useful conclusions as to the implementation of LOs in secondary classrooms]
• Nurmi, A. & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31 (3), p269-285
  [Provides a critical view of LOs, particularly highlighting the reductionist views of teaching and learning that underpin the LO model]
• Schibeci, R., Lake, D., Phillips, R. Lowe, K., Cummings, R., Miller, E. (2008). Evaluating the use of learning objects in Australian and New Zealand schools. Computers & Education, 50, p271-283
  [Again, a formal research paper, but with useful conclusions]
• See The Le@rning Federation Website for research papers and commentary, for example:
  • Muspratt, S. & Freebody, P. (2007). Students’ evaluations of Learning Objects: Challenge, graduated difficulty, and interactivity. Report to the Le@rning Federation
  • Muspratt, S. & Freebody, P. (2007). The Le@rning Federation’s digital resources: A preliminary study of access, use and value.

Other Resources and Software

• Department of Education licensing agreements
  To access Information on Software Licensing Arrangements. The Department of Education has entered into a number of licensing arrangements which cover software used in Victorian schools and business offices of the Department.
• Multimedia Tools and Applications using Digital Resources (2008) (PDF 863 KB)
  An A-Z list of possible ‘multimedia creation tools’ for teachers wishing to import and creatively use digital resources.
• Top 100 Tools for Learning 2008
  From the UK - the Centre for Learning&Performance Technologies, 2007-2008
• UNESCO
  A gateway to resources related to Free Software and Open Source Technology movement

Software

• Adobe Buzzword (free)
  Adobe® Buzzword® is an online word processor, for writing reports, proposals, and anything else you need to access online or work on with others. It looks and behaves like your normal desktop word processor, but it operates inside a web browser, so there's no installation required.
• Adobe Reader
  Read PDF files
• Animoto
  Animoto takes your uploaded pictures and mixes them into a slideshow. You can upload music of your own or choose from their library to complement your video. Forum discussion.
• Audacity
  Audacity is free, open source software for recording and editing sounds.
• AoA Audio Extractor
  AoA Audio Extractor is a tool to extract audio/sound or background music from video files.
• Bubbl.us
  Bubbl.us is a free web application that lets you brainstorm online. Forum discussion.
• Cam Studio
  Free software.
  CamStudio enables you to record all screen and audio activity on your computer
• CutePDF Writer
  Free software to make PDF files
• Flickr
  Free online photo management and sharing application.
• The Free Software Directory
  The Free Software Directory catalogs free software
• Google Docs (free)
  Create documents, spreadsheets and presentations online
• Google SketchUp
  • Sketchup for Education
• Icon Editor
  Icon Editor enables you to manage icons on your system, and provides image-editing features such as effects, filters, rotation, and cropping
• Kidspiration
  Kidspiration V2.1- published by Inspiration Software Inc
  This software product helps students see, organize and develop their ideas.
• MARVIN
  Marvin uses customised 3D animated characters to communicate important information to community based audiences.
• Ning
  A platform to create a social network site. For teachers there is an educational Ning page: http://education.ning.com
• Open Source Victoria
  Catalog of Free and Open Source Software for Education.
• Photo Slideshow Maker
  Freeware
• Photostage Slideshow Software
  Enables you to create a slideshow from your digital photos
• Second Life
  Developed by San Franciso based company Linden Lab, Second Life is an online 3D virtual world currently gaining in popularity around the world. Second Life allows users or 'residents' to come together to interact, play, learn, do business and communicate in an online environment which is 100% user owned and created.
• SlideShare
• Wetpaint
  Wetpaint offers free wiki software for educators.
• WiziQ
  WiZiQ is a free conferencing tool

Podcasts

A definition or overview of educational purposes of this application

Podcasts are a more recent use of ICT in schools.  A podcast is a piece of audio (sound file) which can be saved to your computer – and then listened to via your computer, iPod or other media players - even a mobile phone.  For a further explanation, watch this simple video Podcasting in plain English created by Lee and Sachi Lefever at Commoncraft.com.” (From http://www.education.vic.gov.au/teacher/Global/podcasting.htm)

Classroom examples

• “How are teachers using podcasts in their classrooms?”
• Andrew Douch’s VCE biology podcasts.
• David Fagg is using podcasts in his Australian History classes.
• Ringwood North Primary School presents their podcast and vodcast website showcasing student work. 
  Podcast includes information on how to make an internet radio programme (podcast) as a class project.
• This video from Teachers TV outlines how some teachers in England are using podcasts in their classes.

Hint sheets on how to use the application

• The Teachers’ Beehive: useful advice on how to integrate ICT into your classroom using vodcasting and podcasting
• PodOmatic podcast portal: Create, Find, Share Podcasts, podcasting tips, free podcast tools, learn how to podcast
  

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Atkinson, R. (2006). Podcasting: do you really need to know? HERDSA News, 28 (2), p20-22. Retrieved 4 November, 2008
  [A light hearted look at the negatives of podcasting, but with useful discussion along the way]
• Campbell, G. (2005) There’s something in the air: podcasting in education. EDUCAUSE Review, 40 (6), p32-47. Retrieved 5 November, 2008 from
  [A very easy to read article discussing the rapid growth in podcasting and its benefits for educators – as a particularly powerful form of communication]
• Mikat, R., Martinez, R&Jorstad, J. (2007). Podcasting for your class (Technology Tips). Journal of Physical Education, Recreation & Dance, 78 (5), p14-17
  [Very short article, a “how to” guide, with a brief outline of benefits]
• Lee, M., McLoughlin, C., & Chan, A. (2008). Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39 (3), p501-521. (See also Australian Educational Computing, 21 (2) 2006, for a shorter article on the same project by these authors). [Although tertiary-focused, this article reports on the learning benefits of students creating their own podcasts – particularly metacognitive benefits]

Powerpoint

A definition or overview of educational purposes of this application

PowerPoint- part of the Microsoft Office suite - was initially developed for business applications as an aid to making presentations – but is one of the most popular applications in schools. There has been some criticism of this use of technology, for detail, see readings below.

Classroom examples

• Teachers First: Search by topic and level
• Education World: Creating classroom presentations
• Dr Alice Christie’s – Using PowerPoint in the classroom
• Microsoft Education: use PowerPoint to develop an interactive story (where the reader decides which path to take when reading the story in a slideshow) or create a photo album using PowerPoint

Hint sheets on how to use the application

• Microsoft Education tutorials

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Carello, C. (2002). Hi-tech presentations; Are they powerful or pointless? Teaching with technology today, 9(3)
  [Short article addressing student learning when using PowerPoint themselves, compared with overhead projector]
• McKenzie, J. (2002). Scoring power points. From Now On the Educational Technology Journal, 10(1). Retrieved 8 November, 2008
  [Offers “antidotes for powerpoint poisoning” – presentations that are all show and no substance]
• Murray, B. (2002). Tech enrichment or overkill? Monitor on Psychology, 33 (4)
  [Presents a critical view of the use of PowerPoint - gives some good tips on effective PowerPoint presentations]
• Tufte, E. (2003). Powerpoint is evil. Wired Magazine, 11(9).
  [Argues that slideware such as power point may “help speakers outline their talks, but convenience for the speaker can be punishing to both content and audience.” With comments such as “PowerPoint's pushy style seeks to set up a speaker's dominance over the audience” – this article is a must read for reflective educators]

Research – Internet Research

A definition or overview of educational purposes of this application

Asking students to conduct research on the internet is a frequent task set by teachers. However students need to be taught how to do this: not only how to find information (such as by using key word searches) but also how to critically evaluate the information that they find. There are numerous useful web resources – as listed below.

Classroom examples

• Kathy Schrock’s Guide to website evaluation
  Schrock offers links to critical evaluation proformas for classroom use, along with many links to classroom activities such as “Internet Search Challenges” and “Digital Investigator Training”
• Fun activities that are designed to engage students’ critical faculties, such as “Hoax? Scholarly Research? Personal Opinion? You Decide!”
• elearnspace – see the resources under “Validating Web Content”

Hint sheets on how to use the application

• Schrock’s guide for educators: see “Slideshows for Teaching” such as “Effective Search Strategies” and “Extreme Searching”
• Schrock’s Website Evaluation
• Virginia Tech on Website Evaluation

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Bradshaw, A., Bishop, J., Gens, L., Miller, S.,&Rogers, M., (2002). The relationship of the World Wide Web to thinking skills. Educational Media International, 39, p275-284
  [Discusses the potential, and importantly, the potential problems, of incorporating the World Wide Web into classrooms. Points to webquests as a useful way to structure student learning and to foster complex thinking skills]
• Eagleton, M. & Guinee, K (2002). Strategies for supporting student internet inquiry. New England Reading Association Journal, 38 (2) p39-47.
  [Provides tips for supporting students – essential strategies and skills for teachers and students – and shares some classroom activities to prepare students for successful online searching]
• Harris, R. (1997, updated 2007). Evaluating internet research sources. Retrieved 10 November, 2008 from
  [Provides advice on how to screen and evaluate web-based information, with the acronym CARS as a checklist for: Credibility, Accuracy, Reasonableness and Support]
• Salpeter, J. (2008). Make students info literate: there remains a larger challenge for schools: how to develop a new generation of knowledgeable digital citizens who can operate in the unregulated online world. Technology & Learning, 28 (10), p24-28
  [A short, contemporary article with simple ideas for engaging students in critical web-based activities]
• Smith, Alastair G. (1997). Testing the surf: Criteria for evaluating internet information resources. The Public-Access Computer Systems Review, 8 (3). Retrieved 8 November, 2008
  [A perennial guide to assessing the quality of websites]

Webquests

A definition or overview of educational purposes of this application

Developed by Bernie Dodge and Tom March of San Diego State University in 1995 as a means of facilitating inquiry-based learning, webquests are based on a quest or a challenge that students undertake by conducting research. Webquests have a structure: introduction, task, process, resources, evaluation and conclusion.

Classroom examples

• Education Channel’s list of Victorian webquests – including those in its sponsored Webquest of the year
  http://www.education.vic.gov.au/teacher/Global/webquests.htm
• Victorian Webquests (from DEECD)
• Oetzi the Iceman, Alida Bonotto, Vince Antonetti, Heather Wilson, Reservoir District Secondary College.
• Globalisation - what does it mean for me? a webquest by Lisa Hayman , Bendigo Senior Secondary College.
• Student Restaurant Rules, Claire Bloom and Judy Steel, Warrandyte High School.
• The Way Things Work, Emma Chiera, Ali Warton, Kerrie Opray, Cinzia Angelico, Sarah Cooper, Kim Bride&Susan Grigg, Boroondara Park Primary School.
• To Kill a Mockingbird, Rosalind Kentwell, Dianne Ruffles, Marie Buckland, Lisa Andersen, Melbourne High School. 
• Did the Punishment Fit the Crime? Dianne Ruffles with Josie Belvedere&Marie Buckland, Melbourne High School. 
• Catering for Camp, Naomi Pankotsch, Sarah Warren, Kieran McCrohan & Jen Cole, Southmoor Primary School. 
• Ancient Greeks, Peter Cattapan, Liz McLaren, Alida Bonotto, Andree Poulter, Reservoir District Secondary College.
• The overall winner for 2007
  Africa's Child What responsibility do we have to the children of Africa?
  Pam Macdonald and Melinda FitzGerald, Lyndhurst Secondary College
• Great storage house of webquests – searchable by learning area and year level.
• Kathy Schrock's has a slide show with guidelines for the development of WebQuests

Hint sheets on how to use the application

From these sites you can find lots of webquests – useful resources – how to make, etc:

• http://www.education.vic.gov.au/teacher/Global/webquests.htm
• http://webquest.org/index.php
• http://bestwebquests.com/
• Tom March outlines “The 3 R’s of Webquests” (real, rich and relevant):

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Erdogan, H. (2008). A good teaching technique: WebQuests. The Clearing House, 81 (3), p109-111.
  [Useful, short and introductory article, mentions strengths, weaknesses and challenges for teachers of webquests]
• Ikpeze, C & Boyd, F. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with webquests. The Reading Teacher, 60 (7), p644-655
  [A longer research article, outlining the many positives of webquests, particularly to foster complex thinking skills - among them “thoughtful literacy” - with some attention to potential problems and pitfalls in classroom use]
• March, T. (2004). What webquests are (really). (Originally published in ASCD's Educational Leadership). Retrieved 10 November, 2008 from
  [Pries apart and discusses the key components of what constitutes a great webquest, and why]
• March, T. (2007). Revisiting webquests in a web 2 world. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1-17. Available from http://www.tommarch.com/writings/ along with other great articles by this author.
  [Reiterates the key features of an effective webquest and identifies new dimensions of learning through Web 2 applications]
• Molebash, P. & Dodge, B. (2003). Kickstarting inquiry with webquests and web inquiry projects. Social Education, 67 (3) p158-62.
  [Discusses the WIP (Web Inquiry Project): a less structured, less scaffolded form of web based research than the webquest, further along the inquiry model continuum, fostering greater student independence]

Websites/Web publishing

A definition or overview of educational purposes of this application

For many years teachers have encouraged students to set up websites – or contribute to a class website – as a means to ‘showcase’ or publish their learning. In the early 1990’s students needed to use HTML in order to do this – however the introduction of text editors has made this need almost redundant. There are various editors commonly used in schools.

Classroom examples

• Explore teacher websites: loads of examples and advice on inclusions and design
• Vicky Blackwell’s Internet Guide for Educators

Hint sheets on how to use the application

• DEECD: Schools Communication Toolkit, “Building Your Web Presence” (PDF): intended to assist schools develop websites
• DEECD: Working with the Web: provides a practical framework for schools developing websites and guidelines for promoting safe Internet use
• Act360/Microsoft ‘FrontPage in the classroom’ tutorial – including working with graphics, and linking
• Webmonkey – tutorials for web design
• Busy Teachers Café: how to build a class website

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Charland, T. (1998) Classroom homepage connections. THE Journal (Technological Horizons in Education), 25 (9), p62-65
  [Short introductory article outlining the benefits of a class homepage and basic tips on layout]
• Eagleton, M. (1999). The benefits and challenges of a student-designed school website. Reading Online. Retrieved 10 November, 2008 from
  [A lengthy exploration of the pedagogical benefits and challenges that exist when students engage in hypermedia design projects – along with a broader discussion of the impact of computers and telecommunication technologies in general on schools]

Wikis

A definition or overview of educational purposes of this application

Developed in the late 1990s by Ward Cunningham as a way of creating a ‘quick web’, Wikis are a ‘live’ website – that is, unlike websites where content is fixed, wikis enable content to be added. Some wikis require registration. Wikis are designed for collaboration.  [ From ‘Using Wiki in Education’ ]

Classroom examples

• Education Channel
• Wikispaces for teachers, students, and educators; for K-12 education use is free and free of advertising. This site offers two examples of teachers using wikis
  • Example 1
  • Example 2

Hint sheets on how to use the application

• Education Channel
• Educational Wikis: How to use wikis in education – tutorials and guides

Some readings

[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]

• Cole, M. (2008). Using wiki technology to support student engagement: Lessons from the trenches. Computers&Education (in press, corrected proof, available online 28 August 2008).
  [Although focused on the higher education sector, this research reports on a failed experiment to use wiki technology to support student engagement. Argues that in an educational context, social technologies such as wikis are perceived differently, perhaps discouraging student participation]
• Engstrom, M.&Jewett, D. (2005). Collaborative learning the wiki way.TechTrends; 49 (6), p12-15
  [Reports on the use of a wiki to support inquiry and collaborative ‘real world’ research and problem solving among middle school students]
• Goodwin-Jones, R. (2003). Emerging technologies. Blogs and Wikis: Environments for on-line collaboration. Language Learning & Technology, 7 (2) p12-16.
  [Short, introductory and descriptive article]
• Mindel, J. & Sameer, V. (2006) Wikis for teaching and learning. Communications of the Association for Information Systems, Vol 18, p1-23. Retrieved 10 November, 2008 [This article covers introductory issues through to quite academic ones, as to the uses of wikis in education]
• Morgan, B. & Smith, R. (2008). A wiki for classroom writing. The Reading Teacher, 62 (1), p80-83
  [A short article, focussed very much on the classroom, includes set up hints]