In Unit 4, we focused on Google Docs in our technology exploration. I must admit that I am surprised that I have never used Google Docs previously with the vast amount of online courses that I have taken. The GREAT thing about Google Docs is that you can access them anywhere. So, that means, if I am at school and started writing a test the night before but forgot my “jump drive” at home, I would be able to access my work as long as I uploaded it to Google Docs. Using Google Docs would be a simple solution for students who start a paper in the classroom and want to continue editing/writing at home. In the past, I have had to allot too much time in class for students to work on writing assignments based on the fact that their work was saved to the school server and the information could not be accessed from anywhere but the school. Google Docs would allow for writing to start in the classroom and continue at home with specific due dates enforced. Also, I believe that Google Docs would allow for students to work on projects collaboratively without having to “meet” at someone’s home or other location.
After uploading several documents throughout the semester to Google Docs, my only complaint stems from the fact that PowerPoint presentations cannot be uploaded. I was able to create slides within Google Docs; however, I was unable to upload my slides, created in PowerPoint, to my account. This was somewhat disappointing, especially since I planned on having students upload their PowerPoint presentations to Google Docs during a program that I teach in the summer. Perhaps I was doing something wrong, or there is another way to upload PowerPoint to the site. I will continue to research this so that my PFL students can benefit from Google Docs when working on their summer projects all over Millersville campus.
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Chapter 3 of Herndon focused on Podcasts. I was introduced to the term “podcast” during a graduate course that I was taking during the spring of 2005. It was interesting to find out that podcasting only began in the fall of 2004 (Hendron, 2008, p. 48). At the time, I had no idea what my colleagues were talking about. I assumed that a “podcast” was something that was associated with an iPod. Hendron (2008) explains that “podcasting is a process of publishing/broadcasting on the web that uses Really Simple Syndication (RSS) to deliver multi-media content to end-users” (p.47). Now, that definition did not make perfect sense upon first reading; however, it did make me think of the show “One Tree Hill.” On this show, Peyton Sawyer, often broadcasts events from her life in the form of podcasts and webcasts. Thinking about that show allowed me to have a mental image of podcasting.
Hendron (2008) goes on to talk about the ways in which podcasting can be beneficial in school environments. It can be a means to conduct staff development, school-to-home communication tool, teachers can create podcasts of their lessons for students who are absent, and can be used as a means of assessment with students creating projects. While podcasts can be useful in school settings, one major disadvantage would be the lack of computers/Internet access at home for students and parents. Also, if parents are not familiar with podcasts, they may be reluctant to listen to them. With this in mind, school districts need to provide training to teachers, students, and parents. With proper training, podcasts can be a valuable tool in any educational setting.
Matt Villano talks about the importance of proper planning and research when creating a podcast in the article “Building a Better Podcast.” He suggests that “podcasting is a lot like speechwriting. Educators must train students to know their audience, pick a theme, research talking points, and practice. Organization is key. Like speeches, podcasts require a beginning, middle, and conclusion” (Villano, 2008, p. 30). With this in mind, students will most likely spend time in the library researching topics for podcasts. Villano suggests “In many cases, podcasts are the result of a day or two in the library, where students are encouraged to research a particular subject as they would for a term paper” (2008, p. 31). Thus, here is a prime example of how librarians and educators will work together to use new technology in educational settings. As a former high school English teacher and future librarian, I truly embrace the idea of podcasting. Creating a podcast requires planning, following a process, conducting research, and editing, all of which are similar aspects taught when writing a research paper. Consequently, podcasting may appeal to those students who do not like to write. Instead, they can follow the same process and procedure that would be required of gathering information for a paper, but can present the information in a different format. To me, this is a form of technology that truly speaks to “digital natives.”
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.
Villano, M. (2008). Building a better podcast. THE Journal, 35(1), 30-37. Retrieved September 27, 2009, from Academic Search Complete database.
Sunday, September 27, 2009
Sunday, September 20, 2009
Unit 3 - Wikis and Learning
This week we looked at the different roles that technology can play in engaged learning models. Part of chapter 2 talked about schools need to move into the information age. "Classrooms function within the school systems of schools and school districts. Therefore, entire schools, not just isolated classrooms with a few techno-constructivist teachers, need to move to the information age." (Johnston & Cooley, 2001, 34) I used to work at a school where only a few "techno-constructivist teachers" moved their units and students into the information age. If an entire school, including teachers and administrators, cannot get behind a new idea then it will not work. Instead, I think it would be more beneficial to implement, monitor, and model a new learning model such as project based learning across a grade level or subject area and document what works and what doesn't work before making it a school wide norm. If a change can be made like this, I believe more teachers and administrators would be more likely to move to the information age based on the fact that they would be able to see the effects of an engaged learning model in action with actual results.
Johnston and Cooley also talk about how engaged learning models require teachers to move from "dispensers of predetermined facts to coaches and guides." (2001, 35) This may cause problems as many "older" teachers are still employed within schools. These individuals did not grow up using technology and, often, have a negative attitude about change. Instead, they would be happier biding their time by lecturing and putting in their last few years before retirement. While they may agree that engaged learning models and technology are beneficial, they may have a hard time with the idea of their role as teachers changing.
The Hendron reading truly cleared up any questions that I had about wikis in regard to creation, format, use, and history. Because I was the discussion leader for this chapter, I spent a good amount of time researching and reading about wikis in order to gain a clear understanding. As an educator, I believe that wikis are user-friendly and can lend themselves to any subject matter, assignment, or grade level. Basic instruction of the technology must be taught, but once students understand how to use wikis, they can be let loose to learn and create.
I see a huge benefit to wikis with regards to group projects, collaboration, and activities that require teamwork. In addition, I believe that since you can see how many times someone has updated/changed information or contributed to a wiki, more accurate grades can be assigned for group projects. Wikis also allow students to work together without having to be in the same classroom. There are no excuses as to why work cannot be accomplished at home. As long as a computer is available, wikis can be updated at any location or time.
Hendron does bring up the fact that Wikipedia, the most well known wiki, has become controversial. Because ANYONE can update a wiki, the information found on this site is not always reliable, accurate, or timely. So, like Hendron suggests, Wikipedia should be viewed as a "tool." (2008, 44-45) When students are taught a process on how to evaluate information, websites, and resources properly, they will view Wikipedia a starting point for gathering information, instead of an end point. I allow my students to use Wikipedia as a way to gather information about a topic/subject, but they are never allowed to cite it. If they find something that believe to be useful/true from Wikipedia that they want to include in a paper/project, they must find another resource that validates the information and cite that source - not Wikipedia!
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.
Johnston and Cooley also talk about how engaged learning models require teachers to move from "dispensers of predetermined facts to coaches and guides." (2001, 35) This may cause problems as many "older" teachers are still employed within schools. These individuals did not grow up using technology and, often, have a negative attitude about change. Instead, they would be happier biding their time by lecturing and putting in their last few years before retirement. While they may agree that engaged learning models and technology are beneficial, they may have a hard time with the idea of their role as teachers changing.
The Hendron reading truly cleared up any questions that I had about wikis in regard to creation, format, use, and history. Because I was the discussion leader for this chapter, I spent a good amount of time researching and reading about wikis in order to gain a clear understanding. As an educator, I believe that wikis are user-friendly and can lend themselves to any subject matter, assignment, or grade level. Basic instruction of the technology must be taught, but once students understand how to use wikis, they can be let loose to learn and create.
I see a huge benefit to wikis with regards to group projects, collaboration, and activities that require teamwork. In addition, I believe that since you can see how many times someone has updated/changed information or contributed to a wiki, more accurate grades can be assigned for group projects. Wikis also allow students to work together without having to be in the same classroom. There are no excuses as to why work cannot be accomplished at home. As long as a computer is available, wikis can be updated at any location or time.
Hendron does bring up the fact that Wikipedia, the most well known wiki, has become controversial. Because ANYONE can update a wiki, the information found on this site is not always reliable, accurate, or timely. So, like Hendron suggests, Wikipedia should be viewed as a "tool." (2008, 44-45) When students are taught a process on how to evaluate information, websites, and resources properly, they will view Wikipedia a starting point for gathering information, instead of an end point. I allow my students to use Wikipedia as a way to gather information about a topic/subject, but they are never allowed to cite it. If they find something that believe to be useful/true from Wikipedia that they want to include in a paper/project, they must find another resource that validates the information and cite that source - not Wikipedia!
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.
Saturday, September 12, 2009
Unit 2 - Technology and Learning
While I was reading Chapter 1 for Unit 2, I could not help but keep coming back to the fact that the school that I used to teach at is now a "Classrooms for the Future" school. What this means is that technology has been installed in certain classrooms for teachers to use in order to incorporate the use of technology into their lessons and teach 21st century skills. Overall, students truly enjoy this added technology simply because it is what they understand and are willing to pay attention to. After all, we are now teaching learners that are considered "digital natives."
On the other hand, it is the staff that is feeling overwhelmed. Even though the majority of the staff would be considered "young," not all of the teachers feel comfortable using this type of technology. Several training sessions have been held for instruction, but the constant demand for more technology in the classroom outweighs the skills that the teachers possess.
I must admit, that if I was still teaching right now and was required to use this new technology, I would also feel overwhelmed. Collaboration and instructional time is not set aside for teachers in order to learn how to use this new technology. In addition, there are many different formats available that would be beneficial to classroom instruction like YouTube, blogging, etc., but these features and sites are currently blocked. So, my questions remains...How can school districts expect us to have a "classroom for the future" when they do not provide the resources, time, and training needed to accomplish this?
On another note, after reading Hendron's Introduction I finally understand what RSS stands for and the its basic concept (2008, 2-3) I liked how the chapter went on to explain the "jargon" used with creating blogs and wikis. I found it interesting that the term wiki comes from the Hawaiian "wiki-wiki" which means "quick" or "fast" (Hendron, 2008, 6-7). Hendron goes on to state that wikis are considered "quick and dirty" types of web pages (2008, 7). After using a wiki for another course, I do not consider them to be "fast" by any means. While they can easily be updated and can be accessed by several people when working in groups, creating our wiki was never "fast." Perhaps this comes with practice. At times, I feel like learning all of the tech terms and procedures is a major within itself!
Chapter 1 of the textbook discussed engaged learning. From both a teacher's and student's perspective, I support this type of instruction/learning. I had the opportunity to work with problem-based learning this summer. In project-based learning, students are involved with "hands-on experience with real-life tasks." (Johnston & Cooley, 2001, 12) The students really seemed to enjoy learning in a way that made the content applicable to their lives and future. They were able to make real-life connections which directly impacted their attitudes toward learning in general and made the experience more meaningful.
Problem-based learning is a model that allows and encourages the use of technology. Not only do students need to find data about their specific topics, they need to use technology in order to document their process whether it is through blogging, creating a webpage, etc. Hendron goes on to talk about blogging in Chapter 1. I liked the connection that was made about blogging with administrators. "My superintendent practices what he asks his teachers to do," meaning that he maintains a blog. (Hendron, 2008, 26) The rest of this section goes on to talk about how one district encourages teachers to maintain a blog to keep both students and parents up-to-date with teaching practices, homework, field trips, etc. Here is a school that actually practices what they preach and leads by example. I find it refreshing that there are some individuals out there that take the time to learn new technology and model it in order to promote its use to the staff. Perhaps teachers would be more likely to embrace new forms of technology if they witnessed their superiors using these forms. After all, aren't we as teachers taught to be models to our students? If we want them to do something, we are encouraged to model the behavior.
Finally, what I think really hit home for me throughout the readings is the fact that in today's classroom, teachers are currently instructing "digital natives." These students have always been around and used technology and will continue to use it in their future. As a teacher, it is my goal to prepare students for the "real world" and for future jobs: "preparing for future work, however, is the job of educators now" (Hendron, 2008, 10). I am completely onboard with allowing students to explore all types of technology that currently exists based on the fact that probably 90% of the students we teach are going to pursue jobs that have not even been created or exist at this point. I really wish that administrators would keep that in mind. If we continue to use archaic methods of instruction and do not stay up-to-date with what is available, we are doing the students a disservice and putting them at a disadvantage for their future jobs.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.
On the other hand, it is the staff that is feeling overwhelmed. Even though the majority of the staff would be considered "young," not all of the teachers feel comfortable using this type of technology. Several training sessions have been held for instruction, but the constant demand for more technology in the classroom outweighs the skills that the teachers possess.
I must admit, that if I was still teaching right now and was required to use this new technology, I would also feel overwhelmed. Collaboration and instructional time is not set aside for teachers in order to learn how to use this new technology. In addition, there are many different formats available that would be beneficial to classroom instruction like YouTube, blogging, etc., but these features and sites are currently blocked. So, my questions remains...How can school districts expect us to have a "classroom for the future" when they do not provide the resources, time, and training needed to accomplish this?
On another note, after reading Hendron's Introduction I finally understand what RSS stands for and the its basic concept (2008, 2-3) I liked how the chapter went on to explain the "jargon" used with creating blogs and wikis. I found it interesting that the term wiki comes from the Hawaiian "wiki-wiki" which means "quick" or "fast" (Hendron, 2008, 6-7). Hendron goes on to state that wikis are considered "quick and dirty" types of web pages (2008, 7). After using a wiki for another course, I do not consider them to be "fast" by any means. While they can easily be updated and can be accessed by several people when working in groups, creating our wiki was never "fast." Perhaps this comes with practice. At times, I feel like learning all of the tech terms and procedures is a major within itself!
Chapter 1 of the textbook discussed engaged learning. From both a teacher's and student's perspective, I support this type of instruction/learning. I had the opportunity to work with problem-based learning this summer. In project-based learning, students are involved with "hands-on experience with real-life tasks." (Johnston & Cooley, 2001, 12) The students really seemed to enjoy learning in a way that made the content applicable to their lives and future. They were able to make real-life connections which directly impacted their attitudes toward learning in general and made the experience more meaningful.
Problem-based learning is a model that allows and encourages the use of technology. Not only do students need to find data about their specific topics, they need to use technology in order to document their process whether it is through blogging, creating a webpage, etc. Hendron goes on to talk about blogging in Chapter 1. I liked the connection that was made about blogging with administrators. "My superintendent practices what he asks his teachers to do," meaning that he maintains a blog. (Hendron, 2008, 26) The rest of this section goes on to talk about how one district encourages teachers to maintain a blog to keep both students and parents up-to-date with teaching practices, homework, field trips, etc. Here is a school that actually practices what they preach and leads by example. I find it refreshing that there are some individuals out there that take the time to learn new technology and model it in order to promote its use to the staff. Perhaps teachers would be more likely to embrace new forms of technology if they witnessed their superiors using these forms. After all, aren't we as teachers taught to be models to our students? If we want them to do something, we are encouraged to model the behavior.
Finally, what I think really hit home for me throughout the readings is the fact that in today's classroom, teachers are currently instructing "digital natives." These students have always been around and used technology and will continue to use it in their future. As a teacher, it is my goal to prepare students for the "real world" and for future jobs: "preparing for future work, however, is the job of educators now" (Hendron, 2008, 10). I am completely onboard with allowing students to explore all types of technology that currently exists based on the fact that probably 90% of the students we teach are going to pursue jobs that have not even been created or exist at this point. I really wish that administrators would keep that in mind. If we continue to use archaic methods of instruction and do not stay up-to-date with what is available, we are doing the students a disservice and putting them at a disadvantage for their future jobs.
Hendron, J. (2008). RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom. Eugene, OR: International Society for Technology in Education.
Johnston, M. & Cooley, N. (2001). What we know about: Supporting new models of teaching and learning through technology. Arlington, VA: Educational Research Service.
Unit 1 - My history with technology...
Since there was no required reading assigned for Unit 1, I have decided to reflect upon my personal journey with technology throughout my educational career for my first blog entry.
The first time that I can remember using a computer during my school years was in 6th grade. That was the year that I entered middle school and had to take a typing class. Basically, all we learned was the layout of a keyboard, "remember to keep your fingers on the home row," and constantly typed words and sentences in order to see how many words we could type per minute.
In 8th grade, I became editor of the middle school newspaper and had to learn how to use a computer in order to configure the layout of the paper each month. At this time, I can remember my English teacher lugging in a large computer that he purchased with his own money so that we could use it for newspaper. Even at this point (1996), the school district that I attended did not have a computer in every room.
When I entered high school, there was finally a computer in every room. Still, our essays were not required to be typed and computer labs were not available for our use. It was during my 9th grade year that my middle sister started graduate school. I remember having a word processor at home and thought it was the greatest thing! It wasn't until 10th grade that I had another computer course where I learned to save documents to a disc in 1998. During my last few years of high school, my school actually had three classrooms that had a computer at every station. However, two of these classrooms held business courses and the other was a math classroom.
In 1998, my parents bought their first computer. I learned how to navigate the Internet by trial and error. We thought it was a major accomplishment when we were able to set up an e-mail account! IM became my best friend and caused me to stay up late talking with friends. There was also a chat room named mIRC that my friends and I used to have "group" discussions.
In 2000, I entered college. I thought I was really cutting-edge as I purchased a laptop to take with me. The only problem was that I only knew how to use Word, e-mail, and chat on IM. Beyond that, I was clueless!
What am I getting at? Even though many people would consider me to be a part of the "younger" generation, I do not consider myself a digital native. It wasn't until I started teaching in 2004, that I learned how to use PowerPoint because my students wanted to submit projects this way! Now, in 2009, many hours of my week are filled by constantly checking Facebook, logging in to my online courses, searching the Internet to meet my information needs, blogging about my son as he grows, and working as an Independent Longaberger consultant by submitting all orders online. While I still do not consider myself a digital native, I do consider myself to be much more technological savvy than I was ten years ago. For me, learning technology as it evolves will be a lifelong process.
____________________________________________
Facebook and Educators
Other assignments for this week included signing up for a Facebook account and Listserv. I decided to subscribe to eSchool News. Interestingly, there was an article available regarding educators and librarians with Facebook accounts entitled “School Librarians Lead Social Networking Pack Among Educators. The article discusses a survey that was conducted among librarians, educators, and principals regarding their attitudes toward social networking sites. A significance difference was found with “70 percent of media specialists, 62 percent of teachers, and 54 percent of administrators saying they’ve joined a social network” (Lau Whelan, 2009, p.1) The article goes on to discuss that librarians are “are most positive about the value of social networking in education, but they’re frustrated with their school districts blocking access to Web sites like YouTube and Facebook” (Lau Whelan, 2009, p.1).
The articles continues and discusses the fact that educators do see the importance of technology and social networking sites, like Facebook, but continue to stand on the side of caution as they believe student should know the difference between personal and professional/educational communications. Librarians, on the other hand, see technology and social networking sites as something that students are using every day. Therefore, their belief is that we should find ways to incorporate these new technologies into the classroom in order to get students interested in content.
I have to agree with the librarians surveyed in this article regarding the heavy restrictions imposed by school district to certain technologies and websites. There are so many valuable clips available on YouTube that correspond to many English lessons that I teach, yet my school district restricts access to this site. Perhaps a certain type of filter would be more appropriate instead of outright restriction. Regardless of what type of policies school districts have in place, I believe they need to re-evaluated due to the fact that we are teaching “digital natives” and we need to be utilizing all available resources to enhance instruction and learning.
In addition, I believe that it is our responsibility to provide guidelines for technology use, in general, in school environments. After all, “educating students about Facebook is our priority now” (Lupsa, 2006, p. 1). We push for sex education, alternative teachings to creation in science, the right to read banned books, etc. Why should we not take the responsibility of properly training our students how to use technology and social networking sites so they know how to approach them in their future endeavors?
Lau Whelan, D. (2009, November 9). School librarians lead the social networking pack among educators. School Library Journal. Retrieved November 10, 2009, from http://www.schoollibraryjournal.com/article/CA6705646.html
Lupsa, C. (2006, December 13). Facebook: a campus fad becomes a campus fact. The Christian Science Monitor. Retrieved November 10, 2009, from http://www.csmonitor.com/2006/1213/p13s01-legn.html?s=hns
The first time that I can remember using a computer during my school years was in 6th grade. That was the year that I entered middle school and had to take a typing class. Basically, all we learned was the layout of a keyboard, "remember to keep your fingers on the home row," and constantly typed words and sentences in order to see how many words we could type per minute.
In 8th grade, I became editor of the middle school newspaper and had to learn how to use a computer in order to configure the layout of the paper each month. At this time, I can remember my English teacher lugging in a large computer that he purchased with his own money so that we could use it for newspaper. Even at this point (1996), the school district that I attended did not have a computer in every room.
When I entered high school, there was finally a computer in every room. Still, our essays were not required to be typed and computer labs were not available for our use. It was during my 9th grade year that my middle sister started graduate school. I remember having a word processor at home and thought it was the greatest thing! It wasn't until 10th grade that I had another computer course where I learned to save documents to a disc in 1998. During my last few years of high school, my school actually had three classrooms that had a computer at every station. However, two of these classrooms held business courses and the other was a math classroom.
In 1998, my parents bought their first computer. I learned how to navigate the Internet by trial and error. We thought it was a major accomplishment when we were able to set up an e-mail account! IM became my best friend and caused me to stay up late talking with friends. There was also a chat room named mIRC that my friends and I used to have "group" discussions.
In 2000, I entered college. I thought I was really cutting-edge as I purchased a laptop to take with me. The only problem was that I only knew how to use Word, e-mail, and chat on IM. Beyond that, I was clueless!
What am I getting at? Even though many people would consider me to be a part of the "younger" generation, I do not consider myself a digital native. It wasn't until I started teaching in 2004, that I learned how to use PowerPoint because my students wanted to submit projects this way! Now, in 2009, many hours of my week are filled by constantly checking Facebook, logging in to my online courses, searching the Internet to meet my information needs, blogging about my son as he grows, and working as an Independent Longaberger consultant by submitting all orders online. While I still do not consider myself a digital native, I do consider myself to be much more technological savvy than I was ten years ago. For me, learning technology as it evolves will be a lifelong process.
____________________________________________
Facebook and Educators
Other assignments for this week included signing up for a Facebook account and Listserv. I decided to subscribe to eSchool News. Interestingly, there was an article available regarding educators and librarians with Facebook accounts entitled “School Librarians Lead Social Networking Pack Among Educators. The article discusses a survey that was conducted among librarians, educators, and principals regarding their attitudes toward social networking sites. A significance difference was found with “70 percent of media specialists, 62 percent of teachers, and 54 percent of administrators saying they’ve joined a social network” (Lau Whelan, 2009, p.1) The article goes on to discuss that librarians are “are most positive about the value of social networking in education, but they’re frustrated with their school districts blocking access to Web sites like YouTube and Facebook” (Lau Whelan, 2009, p.1).
The articles continues and discusses the fact that educators do see the importance of technology and social networking sites, like Facebook, but continue to stand on the side of caution as they believe student should know the difference between personal and professional/educational communications. Librarians, on the other hand, see technology and social networking sites as something that students are using every day. Therefore, their belief is that we should find ways to incorporate these new technologies into the classroom in order to get students interested in content.
I have to agree with the librarians surveyed in this article regarding the heavy restrictions imposed by school district to certain technologies and websites. There are so many valuable clips available on YouTube that correspond to many English lessons that I teach, yet my school district restricts access to this site. Perhaps a certain type of filter would be more appropriate instead of outright restriction. Regardless of what type of policies school districts have in place, I believe they need to re-evaluated due to the fact that we are teaching “digital natives” and we need to be utilizing all available resources to enhance instruction and learning.
In addition, I believe that it is our responsibility to provide guidelines for technology use, in general, in school environments. After all, “educating students about Facebook is our priority now” (Lupsa, 2006, p. 1). We push for sex education, alternative teachings to creation in science, the right to read banned books, etc. Why should we not take the responsibility of properly training our students how to use technology and social networking sites so they know how to approach them in their future endeavors?
Lau Whelan, D. (2009, November 9). School librarians lead the social networking pack among educators. School Library Journal. Retrieved November 10, 2009, from http://www.schoollibraryjournal.com/article/CA6705646.html
Lupsa, C. (2006, December 13). Facebook: a campus fad becomes a campus fact. The Christian Science Monitor. Retrieved November 10, 2009, from http://www.csmonitor.com/2006/1213/p13s01-legn.html?s=hns
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