Published from 1997 to 2003, The Technology Source (ISSN 1532-0030) was a peer-reviewed bimonthly periodical whose purpose was to provide thoughtful, illuminating articles that would assist educators as they face the challenge of integrating information technology tools into teaching and into managing educational organisations.
The website maintains all of the articles originally published in The Technology Source …
Teens wear their hearts on their blog
This report from USAToday.com writes about how millions of youth who grew up with a mouse in one hand and a remote control in the other are pourring out their hearts, minds and angst in blogs.
The section on “Advice for blogging” could be useful for teachers who may be embarking to allow students to blog for their subjects:
Anything on the Internet is public. For safety, Parry Aftab, executive director of WiredExperts, and others recommend:
– Treat everyone you meet online as if he were a stranger, even after you’ve traded information. Lying online is easy.
– Leave out identifying information like your name, where you work and go to school.
– Use e-mail addresses that don’t use your name and can’t be traced to your other online activity.
– When possible, protect your information with passwords.
– Obscure identities in pictures.
– Post only stuff you wouldn’t mind seeing on a billboard.
– Team up with a buddy to check each other’s sites for problems.
– Teens under 13 should only blog with constant supervision.
NIBC in Contact Online
The article entitled “Meet the First National Interschool Blogging Champions” is in November’s issue of MOE Contact Online. With the event behind, the write-up does bring back much memories 🙂
Windows XP CL Input Step-by-step Setup Guide
The guide is available here.
Wiki Pedagogy
Wiki is not a new technology; many of us, if not all, have been using Wikipedia as a rich source of information. How this emerging tool’s potential can be harnessed for our classrooms is a question we will all ask.
This article by Ren�e Fountain gave some thoughts into the use of wikis for pedagogical purposes. The abstract is as follows:
This article endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a “Wiki”. An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexifies traditional notions of – as well as access to – authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental – if not radical – questions for both academic theory and pedagogical practice.
The particular pedagogical challenge is one of control: wikis work most effectively when students can assert meaningful autonomy over the process. This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Enacting such horizontal knowledge assemblages in higher education practices could evoke a return towards and an instance upon the making of impossible public goods� (Ciffolilli, 2003).