I. Introduction 

II. Analysis of Instructional Problem

III. Requirements of Learning Environment    

IV. Implementing Wiki in the Classrooms

           A. How To Steps

           B. Supplemental Materials for Wiki

V. Wiki Tutorials (Ideas/Trainings)

VI. Evaluation of Wiki 

          A.  Reviews/Findings

            B.   Our Project in Practice

          C. Evaluation by Team Members

VII. References

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Elvia Villafranca References:

 

Engstrom, M. E. (2005). Collaborative learning the wiki way. Tech Trends: Nov/Dec, 49(6), 12.

 

          Missouri school district uses Wiki to engage middle school student's in a real-world model project, “Under Control:  The Damming of the Missouri River”.  Here the use of the collaborative environment allows a new model by which education can use information and communication technologies thereby promoting content creation and editing; etc. while incorporating the basis of 21st century education. [ABSTRACT FROM AUTHOR].

 

Dreon, O. J., & Dietrich, N. I. (2009). Turning lemons into lemonade: teaching assistive technology through wikis and embedded video. Tech Trends; Career and Technical Education, 53(1), 78. 

 

          In this article, two Assistant Professors, Dreon and Dietrich focus on how the use of Wikis can help pre-service teachers understand how assistive technology impacts the K-12 students.  This was achieved by embedding videos to an Assistive Technology Wiki.  This article allows us to reflect on the impact that wikis can have in the educational setting for the student, and teacher. The Wikis allow for a collaborative learning environment and promote learning via means of writer action distributed through a community not made-up of an individual's ability to acquire knowledge but to be able to participate in a community.[ABSTRACT FROM AUTHOR].

 

Lee, R. (2006). Effective learning outcomes of ESL elementary and secondary school students utilizing educational technology infused with constructivist pedagogy. International Journal of Instructional Media, 33(1), 87-93.

 

     In this study, author Rebecca Lee examines how ESL students achieve effective learning outcomes through the use of technology infused with constructivist pedagogy.  Furthermore, according to Lee, "the study eludes that educational technologies infused with constructivist pedagogy allow ESL students to think, create, and visually demonstrate their work."

 

Matthew, K. I., Felvegi, E., & Callaway, R. A. (2009). Wiki as a collaborative learning tool in a language arts methods class. Journal of Research on Technology in Education, 42(1), 51-72.

 

     In this study, authors Matthew, Felvegi, and Callaway suggest that in constructivist classrooms, teachers act more as facilitators of the wiki providing students opportunities to become active participants in social, collaborative activities and thereby allowing students to create their own knowledge.  More importantly the authors try substantiating the fact that Web 2.0 applications, such as wikis, allows students not to just absorb knowledge in a passive manner but actually requires the students to be active participants.[ABSTRACT FROM AUTHOR].

  

Sheehy, G. (2008). The wiki as knowledge repository: using a wiki in a community of practice to strengthen K-12 education. TechTrends, 52(6), 55.

 

     According to Sheehy in his article, “The Wiki as Knowledge Repository”, a teacher's wealth of knowledge can be shared and be more effective if implemented into a community Wiki thereby giving an opportunity to strengthen K-12 education.  With a community of practice type model, teachers would be able to use the school's knowledge repository to locate materials, tips, and ideas from other teachers allowing them the latitude of becoming the authors, and editors of lesson plans, educational goals; etc. As stated by the author, research suggests that a knowledge sharing environment promotes a trust where incentives and rewards arise and knowledge is not hoarded.[ABSTRACT FROM AUTHOR].

 

Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987-995.

 

     Here the authors explore wikis to promote and support collaborative learning by means of student-created content.  In summary the authors seemingly suggest how teachers in essence can play an important role in this type of environment not in as much as a teacher but rather as a moderator.  Furthermore, the author summarizes by suggesting that open source software such as wikis is allowing us to effect educational changes.

 

Preeti Dhir References:

 

Dexter, S.L., Anderson, R.E., & Becker, H.J. (1999). Teachers' views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31, 221-239.

 

Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research & Development, 53(4), 25-39. 

  

Hartnell-Young, E. (2006). Teachers’ roles and professional learning in communities of practices supported by technology in schools. Journal of Technology and Teacher Education, 14 (3), 461-480.

 

Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools: implications for professional development. Computers in the Schools, 26(2), 130-146.

 

     This articles discusses the reasons why technology is underutilized in the classrooms. The study argues that teachers' core values about teaching and learning are the primary obstacles to successful technology integration rather than the lack of time, training, equipment, and support. Professional development of teachers with appropriate training and support is addressed in this article in relation to these barriers to classroom technology.

  

Ikpeze, C.H. (2009). Writing for real purpose. Learning & Leading with Technology, 37(7), 36-37.

 

     A case study describing the use of wiki in classroom literature discussions.  

 

Morgan, B., & Smith, R. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82.

 

     This article discusses the use of wiki technology in the language arts classrooms for colloborative projects and provides tips and hints for teachers to setup wiki projects.

 

Ruiling, L., & Ocerbaugh, R. (2009). School environment and technology implementation in K-12 classrooms. Computers in the Schools, 26(2), 89-106. 

 

     This study was done to investigate the factors that enhance or prohibit the use of instructional technology in K-12 classrooms. The study indicated that the most serious problem in K-12 technology implementation was time constraints, followed by technical problems that could not be taken care of in a timely manner.

 

Watson, R.T., Boudreau, M., York, P.T.,  Greiner, M., & Wynn, D.E. (2008). Opening the classroom. Journal of Information Systems Education, 19(1), 75-86.

The article describes two successful studies of using wiki technology effectively in classroom to promote student learning and collaboration.

   

Norma casanova-Robles' References: 

 

Flierl R. & Fowler H. Web watch:  Educational Uses of Blogs and Wikis.

     The authors provide examples of wikis and the reasons why they were created.  They also provide different ways to make use of the wikis and blogs for different subjects.  The websites provided by the authors offer information and support to educators, allowing them to define, create, and implement blogs and wikis.

 

Motteram G. & Sharma P. (2009).  Blending learning in web 2.0 world.  International Journal of Emerging Technologies & Society, 7(2), 83-96.

 

This article explores the role that Web 2.0 technologies can play in enhancing language learning development in a world of many languages. It argues that technologies are not enough on their own to make a difference, but that teachers bring a particular understanding of language and the needs of their learners to the creation of suitable activities. It gives examples of how technology helps second language learners learn.

 

Coral Palmer's Refrences:

 

Bitner, N. & Bitner, J. Integrating technology into the classroom: Eight keyw to success. Journal of Technology and Teacher Education. March 22, 2002.

 

      In this article Bitner suggest that the problem teachers don't integrate technology in their curriculum is because they feel they don't have the skills and are reluctant in obtaining them.  He gives eight steps to help teachers surpass this face buy giving them encouragement and basic training to start making them confident.

 

Bordeaux,A., Boy, M. Blogs, wikis, and podcasts; Social software in the library. Serials Librarian; 2007, vol. 52 Issue 3/4, p263-269.

 

        Social software, particularly blogs, wikis, and podcasting, are new tools that help libraries connect with users. Abigail Bordeaux shared the practical experience of Binghamton University Libraries using a blog for news and events and a staff wiki for collaboration and information sharing. She also explored the emergence of podcasts at libraries. Libraries were encouraged to experiment with social software to engage with patrons who commonly use these tools for other purposes. [ABSTRACT FROM AUTHOR].

 

 

ChanLin, L., Hong, J., Horng, J., Chang, S. & Chu, H. Perceived importance and manageability of teachers toward the factors of integrating computer technology into classrooms. Innovations in Education and Teaching International, February 2007.

 

    In this study, the perceived importance and manageability of teachers on the factors in technology integration were assessed among 407 elementary and secondary schoolteachers. A questionnaire containing 28 items focusing on environmental, personal, social and curricular factors related to technology integration was used. Two sets of data resources gathered from the questionnaire for obtaining teachers' responses toward the factors of integrating technology into classrooms include: (1) the importance rating for each factor, and (2) the manageability of each item.

 

Papert, S. 1994. The children's machine: Rethinking school in the age of the computer. New York: Basic Books. 

 

     Seymour Papert presents a sprightly and highly readable vision of education in The Children's Machine. His aim is to provoke readers by confronting them with opportunities to change their minds aboutschool as we know it, and about computers as rigid machines.

 

Parr, J., & Ward, L. (2006). Building on foundations: Creating an on-line community. Journal of Technology and Teacher Education, 14 (4), 775-793.    

Prensky, M. Listen to the natives. Education Leadership. Dec. 2005/Jan. 2006.     

  

      The article describes how schools can catch up and provide students with a relevant education. Since educators have slid into the 21st century, it's now time for education leaders to raise above the daily grind and observe the new landscape that's emerging. Today students are native speakers of technology, fluent in the digital language of computers, video games, and the Internet. Students, as digital natives, will continue to evolve and change so rapidly that teachers won't be able to keep up. Educators must take their cues from their students' 21st century innovations and behaviors, abandoning, in many cases, their  comfort zones.     

  

Warren, H. Teachers, computer technology, and the change process. The Clearing House. March 1, 1997.

    

     This article talks about the importance that a principal has in the changing process of a school starting to integrate technology in their curriculum.  It gives advice of how to softy get teachers intrested and involved in the change process.  They give several suggestion on making this change smooth and possible.