Tilapia and other Fishy Wiki Discoveries

I have a number of admissions to make. The first of which is not the least. It is a ridiculously busy week at school. One-on-ones, growth plans, Individualized Program Plans, parent meetings, and a PD Day Monday. I am excited to report that six colleagues and myself planned and presented the Professional Development Day for our whole staff based on technologies we use successfully with our classes. I presented on the use of Delicious.com for teacher collaboration and as a tool for students (I’m a true convert – look at me go!!!). Our wrap-up session for the day included recording our needs and desires for future sessions on Wordle.net. It was an exciting day, well received by staff, and motivating for all. It was a risk to change Professional Development practice, and it did require a great deal of planning. Yet in spite of all the excitement this week, I approached my exploration of wikis this week with enthusiasm. The result was less than satisfying for both my students and myself. Please accept this as my disclaimer: This entry may not be as cheerful and optimistic as those previous! :)

Before this week, I will admit, I could count on one hand the number of times I had visited Wikipedia.org. And the probability of me creating my own wiki, or a wiki for my students was nil. I didn’t even know how to begin researching this week’s topic. I have learned a great deal this week, and have had a variety of experiences with wikis (some positive, and some I will struggle to put into thoughtful and academic words). Where to begin...

Using Wikipedia.com
The other night my husband and I were cooking tilapia. I will tell you honestly, dear colleagues, that EDES 501 was the furthest thing from my mind. As I conducted my usual mealtime frenzy to quickly concoct something before one of us passes out from lack of nourishment, he asked "What exactly is tilapia?"
"I don’t know. A fish. A white fish. Probably saltwater."
[insert unspoken comments here such as ‘Who cares?! Fry faster, and we can eat and talk about something more interesting].
"I’ll be right back!" he replies, excitedly.
Lo and behold, he returns a moment later with my laptop and perches (no fishy pun intended) beside the stove to research tilapia. He finds pictures, explores clickthroughs and links to see related species, habitat, etc. In fact, there was so much information available, he was able to quench his thirst for knowledge (okay, perhaps my word choice is a little ‘fishy’) until the meal was ready. And he was as satisfied as could be (my husband made me edit the ‘happy as a clam’ reference here, in true wiki-style).

Truthfully, although it will shock any teacher-librarian who reads the site, I was satisfied knowing that the Tilapia in Chile Lime Butter we were about to eat was a delicious fish with white flesh. I wasn’t curious and didn’t need to know all about the geneology of tilapia. But, my husband did, and I have to credit him for finding the information he wanted in a quick and easy fashion.
But, given my bitter tone of the week, I’m not planning to give him much credit for his discovery.
Instead, I credit the 500+ people who had contributed to or edited the Wikipedia.org page on ‘Tilapia’ since it was created by OlofE on September 21, 2002. I credit such intellectual writers of our time as Versageek, CanisRufus, Judge Nutmeg, Geronimo20, Staffwaterboy and Zzuuzz. Yes, these academics, and others have all contributed to Wikipedia – the Web 2.0 academic version of the ongoing message on the bathroom stall wall. With one exception: Judge Nutmeg and his techno-saavy gang know a lot about Tilapia! And when MidgleyDJ added something that the others disagreed with, they deleted that entry and reverted to the last version that Judge Nutmeg had edited.

What Web 2.0 is capable of
This is the miracle of Wikipedia, and the magic of 2.0 in action. Anyone with internet access and a login can contribute to the definitions and explanations available on Wikipedia. Will Richardson calls Wikipedia "the poster child for the collaborative construction of knowledge and truth that the new, interactive Web facilitates." He goes on to remind us that "no one person, or even small group of people could produce Wikipedia, as currently edits appear at the rate of 400,000 a day. Every day, thousands of people who have no connection to one another engage in the purposeful work of negotiating and creating truth. They do this with no expectation that their contributions will be in some way acknowledged or compensated, and they do it undertsanding that what they contribute can be freely edited or modified or reused by anyone else for any purpose. The extent to which this happens and to which it is successful is truly inspiring." (Richardson, 2008, pg57).

I wholeheartedly agree with Will Richardson, and am in awe of both the idea and the capabilities of the site. It is the true collaborative Read/Write web that Tim Berners-Lee had hoped to create in 1989. Perhaps the most fascinating aspect of Wikipedia is that with all the access and editing on the site, it remains largely accurate. I am excited about trying an experiment with my students much like that of University of Buffalo Professor Alex Halavais conducted (Richardson, 2008, pg. 56), planting errors at several places on Wikipedia and monitoring how quickly they are corrected. I think it would be an excellent demonstration of the spirit and function of Wikipedia – that the collective aims to maintain an accurate and reliable source to be used by others.

Using Wikipedia.org with Students
The very nature of Wikipedia necessitates caution. As with Google, many students (and adults) use Wikipedia as a research tool. This came as a surprise to many of our teaching staff this week, but when I discussed it with my students, the majority were already aware, and some even seemed proud. It seemed that they felt some rebellious ownership over such a powerful Internet tool. Still, as a research tool, Wikipedia compels us as educators and teacher-librarians to encourage students to use multiple sources. Through awareness of the nature of Wikipedia students can learn best practices of cross-checking and evaluating sources. On the flip-side, students could also discuss their responsibility and accountability in contributing to the Read/Write Web, knowing that others will read, and perhaps rely on their wiki posts, blog entries, etc.



Creating your Own Wiki
(a.k.a. how to single-handedly crush a group of motivated writers)
In the spirit of exploration and play, I was excited to create a wiki for my students this week. I wanted them to contribute, review and edit definitions and explanations of trees as a summary project for our grade six Trees and Forests unit. If we started the page together, then each added ten facts that we felt had been missed, and then edited each others’ entries, we could negotiate our understanding of the unit of study.

After some brief exploration early in the week, I decided to create an account at two wiki hosts: PBWiki and Wikispaces. PBWiki appealed to me because it seemed to cater mindfully to educators, and Wikispaces is widely used, and I have seen several wikis in action created there.
Imagine my students’ excitement when I announce at the SmartBoard that I have made a wiki for them, but that it is blank. It is their job to decide what is important and what will be included – they are the authors. Eagerly, we work quickly to add about twenty facts to the ‘Tree’ page on our wiki (rm16defines.wikispaces.com). They are impressed at how easy it is. They are even excited about their homework! "Use your notes and activity pages at home tonight to compile a list of the ten facts about trees. Tomorrow you can add it to our wiki."

Most students came with their homework completed on Wednesday (‘most’ – they are still typical students, even when they are motivated). We quickly handed out the laptops, and navigated our way to the wiki. It is important to note here, that amidst a busy week I was as excited as they were. I expected that some valuable thought, evaluation and critical thinking would be happening. However, in my excitement and haste, I was not knowledgeable enough about the technology. (Herein lies a danger of online experimentation and exploration – some technologies are deceptively simple to get up and running, but one still needs to spend time investigating and learning about settings before subjecting students to the technology.) I had the students sign in to the wiki, as I didn’t want guests to be able to edit our page. Within ten minutes we figured out that each time we saved we were overwriting each other’s work. Although the students were disappointed, they were resilient, logged out of the wiki and began typing again. However, we continued to overwrite simultaneous entries even after we were logged out. By the end of the hour, we had just six new lines of writing to show for 26 students’ efforts. After several hours of work from me later, I sheepishly admit that I can’t figure out how to change that problem. If anyone can post some help, I’d be grateful!!

Implications for Teaching
-If a wiki is to function as the tool is meant to, it must be made public. If it is kept private or password-protected, it seems to function just like a blog.
-Students need to be comfortable with typing and editing on the computer in order to make the process smooth.
-Wikis offer a great tool for negotiating truth and evaluating our understanding. They also provide opportunity for discussion and critical thinking
-Wikipedia.org is useful as one source for students and staff seeking information. It is important to inform students of the nature of Wikipedia, and to encourage them to use best practices for research such as using multiple sources.
-I had not previously thought of using wikis in small groups as Lee Lefever of CommonCraft.com suggested. Students could use/create wikis in small groups to plan a writing project (e.g. writing newsletter articles) or planning for a class celebration or field trip. Writing in small groups would also allow students to have more opportunities to contribute and edit.
-I really like Amy Bowllan’s ideas in A Wiki Gives a Worthy Book New Life (School Library Journal, 9/1/2008). Our grade six teaching team is currently developing and teaching a study of non-fiction materials and reading strategies. We are each developing and revising the lessons as we go, and it would be great to track and share these changes as a team.
-Amy Bowllan’s article also prompted me to consider using wikis as a way of stimulating and encouraging discussion of reader responses in Literature Circles. However, in this case, I am still not clear how a wiki would serve this purpose better than a blog. I found myself asking this question a number of times this week.
-We are fortunate at our school to have access to 60 wireless laptop computers to allow students to access the Internet and inclass resources simultaneously. If all work had to be completed through one central teacher computer or SmartBoard the dynamics of wikis in our classroom would be stilted.

Conclusion
Clearly, my exploration of wikis is not complete. I have many questions remaining, and my lack of understanding leaves me wondering about the relevance of wikis in some instances. At the very least, I can continue to invite my students to use wikis as a resource and to evaluate the information available therein. It frustrates me that for the first time in this course, I found myself sharing some of the sentiments and frustrations that many staff feel when the are faced with new technologies. My personal challenge for this course has been to genuinely give everything fair consideration and attempts. I don’t feel yet that I have done so with wikis. My exploration of this Web 2.0 tool will continue for a while to come.

Top Ten Lessons from Playing with Virtual School Libraries

10. Virtual School Libraries meet students where they are at with technology.
9. With Virtual School Libraries, students have access to reliable sources of information 24 hours a day, 7 days a week.
8. Parents can view and access the same information as their children.
7. All teachers can access the same, valuable online tools. Virtual School Libraries provide another opportunity and vehicle for teacher collaboration.

6. As a classroom teacher, and digital immigrant, I am not sure this tool will be change my practice immediately. This week has provided me with a new vantage point on libraries, and new implications for teaching my students in the classroom.
5. The format of virtual school libraries varies widely, and sites that are visually appealing will be most motivating and inspiring for teachers and learners.
4. Rhonda Wills’ site for McLurg Elementary School is an excellent example of the continued relevance of a physical library space and collection alongside a virtual presence online.
3. I am becoming increasingly aware of the sheer mass of information available on the Internet.
2. If students are to navigate this information (which they are independently), we need to provide them with appropriate databases and search engines to access online information.
1. As one who visits libraries, but does not frequently reflect on their function or evolution, I was excited and inspired by my discoveries this week.

Virtual School Libraries Pave an Exciting Path to the Future

For those of us that are not teacher-librarians, it would appear that libraries have changed a great deal, and we have taken some of these changes for granted. The other day, my grade sixes and I were reading ‘Library Lion’ by Michelle Knudeson and Kevin Hawkes (Candlewick, 2006) and discovered a reference to the card catalogue. I paused, and couldn’t remember the last time I used a card catalogue. And clearly, my students have never heard of such a ridiculous thing! While I tried to explain the beauty and simplicity of the system, I realized how much libraries have changed in the past 20 years. I admit that while I love children’s books, and could spend hours in libraries, I hadn’t given a great deal of conscious thought to the changes in libraries since I was in school. We now take systems like OPAC for granted when we want to locate a book in the library, and we complete online searches on search engines or databases many times each day. The most striking change in recent years appears to be the convergence of these tools in school libraries; outside the quiet walls of the library, no less!

While searching for information about virtual school libraries online I encountered a perfect scenario which brings the efficacy of virtual libraries to life (Goliath: Business Knowledge online) "Brandon realizes that his biology research project on genetics is due tomorrow. It is Sunday evening, 6 p.m. No problem! He logs on to the Internet, opens his Web browser, goes to his school library Web site, and clicks on the pathfinder created collaboratively by his library media specialist and classroom teacher. Using their suggestions, he finds basic information in an encyclopedia through Grolier Online, and journal articles and newsletters from the SIRS Knowledge Source and Infotrac Student Edition. Through the library's online catalog, he reads portions of a few Follett e-books on genetics. To finish off his research, he visits a couple of the Web sites suggested in the pathfinder. Works cited? Referring to the works cited section of the school library Web site, he soon has his references listed in complete MLA format."

Access to quality information 24/7! ‘Goliath’ offers an alternate scenario which highlights an additional benefit of virtual school libraries: If it were not for a well-structured virtual school library, created by a knowledgeable librarian, it is likely that Brandon still would have been able to complete the project. A simple online search would yield at least one source loosely relating to the topic, in adult terms, complete with a chart or graph which could easily be printed. But this is where the work of a librarian is essential. The information available on the world wide web, via search engines such as Google, is measureless. In this culture, students need guidance toward effective search strategies, reliable sources, proper referencing, and quality references. This can be done via virtual school libraries.

The students we encounter in schools today use technology as a way of life. As a general rule, they are familiar with basic computer skills, the Internet, networking, and a variety of other proficiencies of which we are inevitably unaware. Marc Prensky claims to have coined the term ‘digital natives.’ In his article, ‘Listen to the Natives’ (Educational Leadership, December 2005/January 2006, v.63,n4), Prensky asserts that "They are native speakers of technology, fluent in the digital language of computers, video games, and the Internet." We do not need to worry about teaching them the skills necessary to navigate a virtual school library. Instead, we need to create the opportunity for students to seek, find and utilize the information they need, when they need it. Another expert in this area and teacher-librarian in Pennsylvania, Joyce Kasman Valenza reminds us that educators and librarians still have a role to play in this technology-rich situation: "Although students are often technologically proficient, they know little about technology as it relates to academic research." (‘The Virtual Library’, Educational Leadership, v63, n4)). Virtual school libraries are an effective way of doing so, using the skills students already posess, and the vehicle the already desire.

During my research, a number of sources advocated the importance of ensuring that libraries remain relevant and useful for today’s students, teachers, and communities. As Prensky bluntly puts it "If our schools in the 21st century are to be anything more than holding pens for students while their parents work, we desperately need to find ways to help teachers integrate kids' technology-rich after-school lives with their lives in school."

By definition, Sarah Houghton’s explanation of Library 2.0 acknowledges collaboration and response to community needs as integral in a virtual library:
"Library 2.0 simply means making your library’s space (virtual and physical) more interactive, collaborative, and driven by community needs. Examples of where to start include blogs, gaming nights for teens, and collaborative photo sites. The basic drive is to get people back into the library by making the library relevant to what they want and need in their daily lives…to make the library a destination and not an afterthought."

While searching online, I was blown away by two Virtual School Libraries in particular. The first is McLurg School Library, from Regina, Saskatchewan. I discovered the site on my own before exploring the WebLinks for our class, and was so impressed, amazed and inspired, that I e-mailed Rhonda Wills, the teacher-librarian and webmaster. I thought she deserved to know the impact that her website is having on others: I immediately understood the capabilities and possibilities for virtual school libraries, and was even inspired to consider a teacher-librarianship in the future. Created for an elementary school, the website provides resources for students, parents and teachers while at the same time encouraging those groups to use the physical library for resources and learning.
The second virtual library for a school that is the epitome of the craft, is from Springfield Township Library in Pennsylvania. The Library Information Specialist at the school is Joyce Kasman Valenza, a well-known and well-respected expert in the field, with countless of published articles and several blogs including ‘NeverEnding Search’ for SchoolLibraryJournal, and a new Britannica blog beginning on October 20 with Mike Wesch among others. The school library website is nothing less than magical and intellectually stimulating. The format of the site encourages visitors to explore and to use the tools available to them for both inspiration and answers.

Valenza’s website for Springfield Township School does exactly what she suggests possible in ‘The Virtual Library:’ "A virtual library can also become an integral part of the instructional culture of the school. Serving as a school's instructional archive, the site shares collaboratively developed lessons, WebQuests, rubrics, handouts, and organizers." It is a site for students, parents, teachers and other members of the Web 2.0 community – a hub, a portal, a bridge, a foundation and a springboard.

After a week of research and exploration, I am convinced of the power of a virtual school library. A few benefits of online sites for school libraries are:
-the ability to keep up with the pace of publishing, both online and print materials
-more cost effective to maintain/subscribe to online collections vs print collections as funding as decreased or, at best, stayed the same.
-we, and students, are becoming used to ‘pod’ methods of gathering information and resources – ‘personal, on-demand.’ The limitations of searching for print material in a single (or worse, multiple!) building(s) during operational hours is becoming more and more out of date.

For my students and myself, the implications of virtual school libraries are numerous. Our school does not currently have a virtual aspect beyond OPAC, but we do have two wireless portable laptop labs. These laptops offer students and teachers opportunities to explore online databases, and WebQuests. Our school also hosts a website with excellent links for students, and an interactive site for students and parents to access up-to-the-minute information, forms, marks, etc. Using the laptops, students would benefit from using basic and reliable research tools, and refining search skills. Inspired by virtual school libraries, teachers may collaborate using delicious.com and a shared server at school. As a classroom teacher, I will not soon be creating a virtual school library. But now that I know what is available, and what students may be working with in the future, I can do my best to prepare them for these tools. I can share these virtual school libraries with them as resources, and can do my best to help students to see the relevance of our current library. I certainly see the benefits of and motivation to create a virtual school library in the future, however. It is the direction information technology is most certainly heading. Until then, we evolve with the information and technology of our time, and try desperately try to keep up with our students. We must be patient, however. Afterall, Birch Lane Virtual Library reminds us:
Libraries are not made; they grow." --Augustine Birrell

Election News!

CBC Newsworld is following Twitter on their election coverage.....and I know what what Twitter is! Thanks, Joanne! Now that's election news!

This Thanksgiving, I'm Especially Grateful - My Podcast Appears to Be Up and Running!

I love it!!! My dad just interrupted dinner with my mom and called to say... "Okay...so what does ‘pod’ stand for in a podcast, anyways?" First of all, I’m so excited that I’ve got my parents thinking about podcasting and blogging! And secondly, (thanks to Lee Lefever at CommonCraft.com) I knew the answer!!!!

Thanks to Lee Lefever, I also understand the benefits of downloading podcasts. ‘Personal on Demand’ casting offers individuals audio/video on particular topics to be downloaded and viewed when and where time permits. (Insert anecdote here of my husband watching National Geographic videos of Bear Attacks on the plane to Cuba. Peculiar, yet, personal and on demand.) What was not immediately clear to me was why I would create podcasts myself, or with my students.

This may be because, as Christine mentioned in her blog (http://crobi-blog.blogspot.com/), the most stressful assignment we have encountered thus far in this course. After reading about the steps in a pdf file that Christine posted, I thought it would be pretty straightforward. However, both the concept and the steps were foreign to me. How to create an mp3 file, how to create a ‘live’ link on a blog, how to record audio, etc. It has been a frustrating week of missteps, faulty links, server errors and awkward links on my blog. Still, it is with fingers crossed that I pick up the old fashioned phone and ask others to try accessing my podcast via my blog ("Does it work?!"). Who knew that this Thanksgiving I would give thanks for a podcast on my blog?!

Throughout the past month of my coursework, I have been most nervous about the podcast content. At first I was terrified to select a topic and create a podcast. I was very uncomfortable about uploading a video of me to the World Wide Web. After my preliminary research I was relieved to realize that I could do an audio-only file (hooray for Stuart McLean who makes this beyond sufficient - an artform! http://www.cbc.ca/podcasting/index.html?arts). Then, I was on a roll. I could anonymously pretend to be an expert on a topic (How Do Writers Get Their Ideas?) and post for others to hear. A few panicked web searches and several hand-holding sessions with a patient husband later, and I think I have done it! In the future, I may post a few key lessons or read alouds for my students online. But, I believe the real implications and power of podcasting lies in passing the knowledge and ability on to students (I’m sure they’ll figure it out much faster than I did).

As an elementary teacher, one of the biggest obstacles is seeking out authentic experiences for my students. I know from both research and experience that the most authentic purposes for reading and writing are the most powerful and successful lessons. When students are producing work for a real-world purpose or audience, they are motivated to spend a little extra time to create and revise quality work. In a video posted to YouTube (http://www.podcastingnews.com/2008/02/18/kids-explain-podcasting/) students explain podcasting to a world audience. I was struck by the common thread as the students spoke: many of them referred to sharing their work and ideas with people all over the world, and receiving feedback from their audience. These students had experienced the power of posting their work to the web and hearing back from a wide audience. I can imagine the motivation of my students in such a situation. When asked to edit their writing, for example, most students groan or find an easy and superficial way to improve their work. But if students were aware of a world wide audience that would be viewing/hearing their work, I strongly believe that they would be more motivated to put forth their best work.

On the website ‘Teaching Ideas for Primary Teachers’

the author proposes further benefits:
"How do children benefit from making a podcast?
-It gives them a potential audience of thousands for their work.
-It's great for developing literacy skills (writing scripts, setting up interviews etc), allows children to develop and practise their speaking and listening skills, and they also learn some amazing ICT skills.
-Podcasts can be interactive, and the audience can be invited to send their comments, giving valuable feedback to the children about their work.
-I've found that making a podcast is also great for developing teamwork skills. The children always work together really well, as they're always keen to make a great show."

Beyond writing, the literacy skills which students use in creating a podcast directly support and extend our Alberta Program of Studies (http://education.alberta.ca/media/450519/elak-9.pdf). Students are reading, writing, listening, viewing, speaking and representing in meaningful ways when creating podcasts. Readers’ Theatre, book reviews, book club questions and conversations, poetry, sharing writing, and radio plays are just a few applications that I see working very well with my students.

Audio podcasts seem like an excellent place to start as a teacher, as the degree of anonymity is much greater than with video podcasts. Freedom of Information and Privacy policies have been a common obstacle in my exploration of Web 2.0 as a teacher, but audio podcasts in which students work as a group or use a pseudonym seem like an exciting and manageable way to engage students on Web 2.0.
Podcasting does not seem to be growing as quickly as other Web 2.0 applications, however. In ‘Enjoy Podcasting While You Can, Kids’ Matthew Lasar (http://www.rwonline.com/pages/s.0044/t.15902.html) asserts that podcasts are not easy enough to download in our busy lives, and therefore are not catching on quickly for those who are working full-time or parenting (he seems to relegate this technology to kids and teens). This is an important implication for teaching as parents would need to be educated on how to access our podcasts created in class. [There are simple tutorials available all over the web; some even simple enough for small children (http://pbskids.org/dragonflytv/podcasts/index.html).] As we consider easy ways to reach our audiences with child-created podcasts, RSS feeders may become more integral. I have not been particularly diligent with my GoogleReader account yet, but I see podcasting as a perfect use for this Web 2.0 tool. If specific audience members could subscribe to our class/school podcasts we would have a dedicated audience and they would have easy access to our work. I look forward to further exploring RSS feeds and my favourite podcasts (my commute accompanied by the ‘Vinyl Cafe’...sounds perfect to me!).

If we think that educators have the podcast market covered, don’t be fooled. Ad Age reports
DISNEY READIES CHILDREN'S AD-SUPPORTED PODCASTS.
"In its push to reach 6-to-14-year-olds when they're not listening to the radio, Radio Disney offers content downloadable to MP3 players...Plans to insert advertising come at a good time. The recent iTunes soundtrack explosion triggered by Walt Disney Co.'s 'High School Musical' no doubt is creating a halo effect for Disney properties as it involves the likes of Gabriella and Ryan in other Mouse properties."
As with all Web 2.0 tools, and the Internet as a whole, students will need to educated about podcasts that are available, some of which are inappropriate. As Will Richardson writes "[while] the 'anyone can publish anything' aspect can be unsettling...wouldn't it better to teach students how to deal with less-than-salient contet that they see when they get home?" (2008). And those podcasts which are appropriate may be sprinkled with ads (as mentioned above) or posted by those with a bias or misinformation. This is another important opportunity for teachers to educate students about media literacy and internet awareness.

Podcasting offers an exciting tool for teachers and students, and in true Web 2.0 form, provides opportunities for both consuming and contributing online. I know my students would be excited by the possibility of posting their own podcast, and I think they will be fascinated by some of the podcasts available (I myself, didn’t realize how easy it was to download podcasts without iTunes!). But admittedly, the first thing I will do with my students on our SmartBoard tomorrow morning is to share the podcast I have posted on my blog. I’m proud of what I have learned and discovered this week, and I’m motivated to keep exploring.

How Do Writers Get Their Ideas?

Independent writing can be tricky - especially when you think you have nothing to write about. Good writers write about what they know. What is your inspiration?

Top Ten Delicious Discoveries about Social Bookmarking

10 through 5. Using a social bookmarking site such as Delicious is easy, easy, Easy, Easy, EASY, EASY!

4. I am more inspired to search online when I know others may see my bookmarks.

3. While I search more, I was ruthless about what I actually tagged in del.ici.ous. If I am going to include something that my peers or students will see, I want to watch the entire video or explore the site to see it is useful and of high quality.

2. Tagging forces me to consider all of the connections and applications for a particular site or video.

1. This will be a tool that I will maintain, use daily, and share with my colleagues!

Excuse me, I’m salivating...this is Delicious

Watching a CommonCraft video this week (http://www.commoncraft.com/bookmarking-plain-english) it became clear why I have trouble organizing my Favourites and finding site I enjoy or find useful: There are over 15 billion webpages on the Internet! It is no surprise then, that with the limited capability my computer has for storing Favourites and the three different computers I use daily, I am ruthless about which sites I actually add to my Favourites. It is possible that del.ici.ous has solved this problem for me.

After watching the CommonCraft video ‘Bookmarking in Plain English,’ my instinct was to dive right in and sign up for an account. But this week I resisted the temptations the Internet offers for scattered attention and immediate gratification and first diligently and thoroughly researched the tool in a number of different ways. I was excited about the possibility of sharing my bookmarked sites, but was relieved to read on Wikipedia that I could select the people with whom I would be sharing. I understood the function of tags from my time with Flickr and TeacherTube, and after reading "Teaching Today" (http://teachingtoday.glencoe.com/) I appreciate that the tags on delicious will be created by people (even people I know!) and not a computer as is the case when researching on Google. Finally, after my exploration thus far in this course I am beginning to scratch the surface of understanding of the power of networking with Web 2.0 tools. So, when I finally arrived at delicious.com to sign up for an account I was already excited about and appreciative of the number of ways that delicious could be useful and refreshing for me.

There are a number of applications which seem obvious to me at this time:
-Personally, I can avoid the hassle of constantly logging in to my remote work desktop from home, simply for the purpose of retrieving one website adderss from my Favourite list at work. By bookmarking these sites on a website, I can access my favourite websites from any computer with Internet access.
-With my students, I can access my bookmarked sites from any one of their computers, and they can access the sites for which I allow access. I wish I had thought of this when I taught grade one and had to run around to 24 laptops to type the address of a new site for each of my students.
-I used Diigo a little bit after an inservice two years ago, but without the using social aspect of this type of online program, I was unclear of the purpose and benefits. The social networking makes the capabilities of del.ici.ous endless!
-I will most certainly share this with my staff at our upcoming inservice. At the very least, there are a number of teachers at my school using SmartBoard Interactive Whiteboards in our classrooms for a second year, and are hoping to collaborate. I have already fired off e-mails to six colleagues to invite them to delicious. What a perfect way to share our discoveries on the run!
-After using delicious for just one week I am already aware that the searches are more powerful when participating in a network with others. I also agree with the assertion that we are more accountable for our searches when doing so as a part of a community or network of people such as in delicious (http://net.educause.edu/ir/library/pdf/ELI7001.pdf). While there seems to be near limitless space on the web for me to add to my delicious account, I am very selective about what I add and what tags I use because I know my peers may be using them with their students.
At this time, I anticipate using social bookmarking as a tool for myself as a collaborative educator until I fully understand its capabilities and limitations. But I strongly believe that this new form of collaboration will help me to reach my students in new and interesting ways. I also believe that it will become and excellent tool for me to share with students during research and online search opportunities later in the year. I will at the very least frequently demonstrate my use of my account on our SmartBoard as we navigate the web together in class. At the risk of sounding naive and blindly optimistic, the limitations at this time seem primarily to be my lack of familiarity with and knowledge of the tool. I am motivated and excited by the possibilities of social bookmarking.

Social bookmarking is another example of how the interactive nature of Web 2.0 is invigorating and furthers our practice. This week I spent two days at Camp Warwa with 75 grade six students doing team building and trust activities. At the group challenge activities, students discovered that they were able to accomplish more together than by floundering about on a challenging activity by them selves. In fact, when asked to rate the group’s success and then their own personal success, students consistently rated the group higher than themselves. They had a great discussion about synergy and the concept that the achievements of the group are far greater than the sum of its parts. This is true of collaboration in education as well. When teachers work together and collaborate they become more reflective and stronger teachers than working independently. When students collaborate the same is true, and I dare say that when students and teachers collaborate in meaningful ways with each other they also achieve more than they would working side by side. By extension then, I believe there is an implication here for working with parents as well. By sharing my bookmarked sites with interested parents, they can supplement our inclass activities at home or talk with their child about a video that we viewed together in class. I believe that in elementary education, this completes a full circle of a collaborative learning team. When teachers, colleagues, students and parents work together and use the tools