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http://manintheblackcoat.blogspot.com/2007/11/firt-blog-and-first-post.html ]]> ]]> series of online steps - to change state Learner 2.0 literate. accept to 10 Steps Towards Becoming Learner 2.0This new online program is sponsored by ITSS (Instructional Technology Support Services) schedule is a discovery learning program designed to encourage educators to explore new "web 2.0" learning technologies. This online program is designed to fit into 20 minutes each week focusing on online tools changing the way people access information and communicate work collaborate and learn online. What are the 10 steps? ... See our page for additional information. Have questions? Click the "Comments" link below and let 'em fly!The 10 steps are:Step 1: Introduction and GoogleStep 2: BloggingStep 3: ImagesStep 4: RSS & NewsreadersStep 5: Tagging & Social BookmarkingStep 6: WikisStep 7: Online Applications & ToolsStep 8: PodcastsStep 9: Online Video PlayStep 10: Instant Messaging

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http://manintheblackcoat.blogspot.com/2007/11/i-have-created-blog-as-part-of-online.html ]]> ]]> series of online steps - to become Learner 2.0 literate. Welcome to 10 Steps Towards Becoming Learner 2.0This new online program is sponsored by ITSS (Instructional Technology give Services) program is a discovery learning program designed to back up educators to explore new "web 2.0" learning technologies. This online program is designed to fit into 20 minutes each week focusing on online tools changing the way people find information and communicate cooperate collaborate and learn online. What are the 10 steps? ... See our page for additional information. Have questions? Click the "Comments" cerebrate below and let 'em fly!The 10 steps are:go 1: Introduction and GoogleStep 2: BloggingStep 3: ImagesStep 4: RSS & NewsreadersStep 5: Tagging & Social BookmarkingStep 6: WikisStep 7: Online Applications & ToolsStep 8: PodcastsStep 9: Online Video PlayStep 10: Instant Messaging

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http://manintheblackcoat.blogspot.com/2007/11/i-have-created-blog-as-part-of-online.html ]]> ]]> teens would say that they don’t read much after keeping a record of what they view/ read online they realize. “Oh it’s not that I don’t desire to read… it’s that I don’t like to construe certain types of things” (Braun 38). Braum emphasizes the inform that “librarians and teachers [must] accept and back up nontraditional forms of reading—blogs wikis text messages and the desire—as readily as they evaluate and promote traditional forms of reading—books magazines and so on” (Braun 38). She goes on to list the forms of nontraditional reading: text messages email myspace/ facebook orchestra music seventeen magazine iTunes. IM and other specific websites. Throughout the cover of the article. Braun discusses and describes each of these alternative forms of reading and learning and expresses each one’s value to the user/ reader. Having established each site as a legitimate opportunity to learn. Braun gives her audience a series of rhetorical questions to cerebrate—“What if teens could compare the dialogue [that they found in these nontraditional forms of reading] to the dialogue in a favorite book or class-assigned schedule? What would they hit the books? What would they sight?” (Braun 39). To conclude her bind. Braun proposes possible solutions to help librarians and teachers evaluate and back up technology and the students’ love of reading/ learning with suggestions like “initiate conversations with teens…”. “communicate to teachers about technology-based reading…” and “rethink your use and publication of materials…” (Braun 40). Braun has a tight hold on the connection between technology and readers (especially students) and this article provides a lot of practical insight into closing the gap between older methods (print) and newer ones (digital). Ciske. Stuart J. “Teaching Outside the Box.” T H E Journal. 34.7. (Jul2007): 49-50. In his article. “Teaching Outside the Box,” Stuart J. Ciske explores issues in systemic educate reform in Wisconsin that resulted in the use of new educational media technology. Ciske opens with the acknowledgement that technology can only aide in education: “Wisconsin officials recognized a be to turn their attention from the technology tools themselves and focus on how the tools could be used to stimulate learning” (Ciske 49). Ciske compares the technology itself to the “box” and systemic reform and use of electronic resources and databases as “outside the box,” using and integrating pieces of technology to better education. In bunco. Ciske sees the need to “shift our attention from the tools themselves and concentrate on how technology and information services could be used to support learning” (Ciske 49). In his bind. Ciske describes and explains in very real terms just how a educate system at the state aim handles such an undertaking—“the shift came in the create of two statewide efforts promoted by the Wisconsin Department of Public Instruction (DPI) and its partners” (Ciske 49). The first move incorporated and encouraged the No Child Left Behind. E-Rate and a state-mandated long-range library media plan. The second was Wisconsin’s participation in enGuage (www ncrel org/enguage). EnGuage tracks what the students use online “through the use of surveys and place visits” to cause the students’ “perceptions of the use of technology and its impact on education” (Ciske 49). The outcome and success of their efforts: staggering; “It is great to see such a high number of districts taking advantage of the toolsets being offered…. Using this schedule enables our local educators and school eaders to get a tighten hold on not only how information and technology can influence student learning but also how to implement technology to have a lasting force on teaching and learning” (Ciske 50). His article highlights an excellent example of a system that is “teaching outside the box” by incorporating the sites and interests of the students into their teaching thereby bridging the gap between technology and learning. Humphreys. Betsy L. “Building exceed connections: the National Library of Medicine and public health.” J Med Library Association. 95.3. (Jul2007): 293-300. While Humphreys’ bind is not centered around K-12 teaching it does displace the same theme of using technology to educate and reach the public via new educational media technology at the National Library of Medicine. Humphreys introduces her topic by listing services of the National Library of care for (NLM) among them are “informing educating and empowering populate about health issues,” “investigating health problems and hazards in the community,” “developing policies and plans to give the education of individuals and communities,” “evaluating the effectiveness accessibility and quality of personal and population-based health services,” and “researching for new insights and innovative solutions to health problems” (Humphreys 293). Humphreys gives a brief history and charts the growth and changes of the NLM noting the most recent NLM Long Range Plan 2006-2016. This plan “emphasizes the expansion of alliances between libraries and other stakeholders to improve health literacy [and education] via information management” (Humphreys 293). The technology used towards the accessible information for the NLM’s patrons include wireless internet available computers databases (some of which are free) and the development of electronic patient records… and automated agreegation of data for research” and education (Humphreys 295). The NLM has recently seen the formation of the “Partners in Information find for the Public Health Workforce (Partners) and an array of new information services training programs and outreach projects” (Humphreys 297). In her closing paragraphs. Humphreys predicts that the NLM’s next decade of information and education will be more database- and technology-centered with a growing emphasis on protecting privacy and increasing health awareness and literacy via the use of new education media made available to the public through the NLM. Starkman..

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