section3

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toc There has been a complete reorganization of chapters. I have copied and pasted paragraphs into the new sections. Thank you for helping write, not just your own section, but a whole bunch of others.
 * note from Sandy

COMMENTS FOR AUTHORS: THIS SECTION NOT PART OF INTRODUCTION
Hi folks; I lack printer access (that is how I self edit; I'm lousy on screen) and am writing this from a hotel lobby - so the more eyes and edits the better. I could not open the abstract by Ovenell and have added some comments to this writing based upon the abstract uploaded to this wiki. I don't know if that reflects the author's intent, but I have what I have and we are on a deadline.

Finally I'm no digital expert (not by a long shot). We don't have a specific word limit, but my intuition suggests that less is more in this case. I have attempted to distill the essence of several chapters into a piece of writing that I hope will encourage folks to look at the chapters and not at this introduction. I'm confident that I have not done anyone's chapter justice; I rely on the chapters to do that task!

I'm very open to what ever changes you choose to make; but given the short notice, I suspect that what I send Sandy tonight may end up being close to final. Please prove me wrong: HAVE AT IT :)

Chapter Abstracts (entire directory)

Interactivity and Collaboration: Tools, Strategies and Stories **[Section 3 introduction: working title]**
Tools and technologies frequently grouped under the Web 2.0 umbrella have become ubiquitous. The benefits these technologies offer for collaborative learning have prompted educators to become early adopters. A broad array of web 2.0 tools provides vibrant strands through which educators can choose to weave their own unique digital tapestries. [¶1, revised 1298629994]

The many advantages of tools such as wikis, blogs, and e-portfolios are illustrated and discussed in great detail in this book section using a combination of theoretical elaboration and a rich and diverse selection of case studies that span the educational spectrum from middle school to college. [¶2]

Alt. ¶2:
This section explains and illustrates numerous advantages of using tools such as blogs, wikis, and e-portfolios to weave such educational tapestries. It combines theoretical elaboration with a rich and diverse selection of case studies spanning the educational spectrum from middle schools to colleges and universities. 1298629994

E-portfolios are specific foci in four of the chapters. We are introduced to the global reach that successful e-portfolios can achieve but also to the disadvantages that institutions on the leading edge of e-portfolio development have encountered. This technology can function as both a showcase for work and also as a more basic workspace that bridges collaborators and content consumers across continents. E-portfolios are also discussed in terms of their potential as vehicles for reflective learning and as assessment tools in support of learning. [¶3]

Alt. ¶3:
E-portfolios are specific foci of four chapters in this section, which illustrate not only the global reach that successful e-portfolios can achieve, but also difficulties that institutions on the leading edges of e-portfolio development have encountered. E-portfolio technology can serve both to build showcases for best works and as more basic workspaces that connect collaborators and content consumers across continents. Chapter authors frame e-portfolios in terms of their potential as vehicles //for// reflective learning as well as tools to support assessments //of// learning. [¶3] 1298629994

Three chapters are devoted to analysis and case studies of blogs and microblogs. This perhaps most accessible of technologies is covered from historical and analytical perspectives. We are introduced to the common features of blogging and blog hosting. Ways to personalize blogs and to encourage and motivate student blogging in ways that optimize the online learning experience are covered. Links between blogging and social networking are explored and discussed. [¶4]

Alt. ¶4
Three chapters focus on analysis and case studies of blogs and microblogs. They examine blogs, perhaps the most accessible of online technologies, from historical as well as analytical perspectives. Authors outline the common features of blogging and blog hosting, and suggest ways to personalize blogs and to encourage and motivate student blogging in ways that optimize students' online learning experiences. These chapters also explore and explain links between blogging and online social networking. 1298629994

Middle school and college case studies are among the approaches used to explore the use of wikis in the classroom. Wiki coverage is rounded out by comparative case studies of microblogs and wikis. Advantages for collaborative writing are discussed in detail along with approaches used in response to student writing. In one example, use of wikis entirely shifted the tone of one middle school’s writing from finding "correct answers" to a more inquisitive inquiry-based approach. [¶5]

Alt. ¶5:
Middle school and college case studies in this section provide springboards for exploring and understanding uses of wikis in blended or virtual classrooms. These case studies reflect advantages of wikis for collaborative writing, and detail approaches used in responding to student writing. In one case, use of wikis entirely shifted the tone of a middle school’s writing program from finding "correct answers" to a more inquisitive inquiry-based approach. Comparisons of microblogs and wikis round out this collection of case studies. 1298629994

Web 2.0 activity and web presence in general results in a trail of both active and passive contributions to the digital world that is probed in one chapter. This “digital footprint” requires conscious and thoughtful management. An educator’s digital footprint establishes an online presence that should reflect the individual’s professional standards. Administrators and educators have opportunities to highlight effective grooming of one’s digital trail. Cautionary examples are provided to illustrate impacts of digital footprints on students' future prospects. [¶6]

Alt. ¶6
Web 2.0 activity as well as web presence in general result in trails of both active and passive contributions to the digital world that another chapter in this section explores. These so-called digital footprints require conscious and thoughtful management. An educator’s digital footprint establishes an online presence that should reflect individual professional standards. This chapter shows how administrators and educators have opportunities to highlight effective grooming of their digital trails, and provides cautionary examples to illustrate potential impacts of digital footprints on students' future prospects. 1298629994

This book section provides the reader with effective tools and examples to illustrate some of the diverse ways one can choose to tap into Web 2.0 tools. Advantages of varying approaches to achieve collaboration within single classrooms and among far-flung collaborators are highlighted. Pitfalls inherent in online activity are discussed, and more importantly, ways to sidestep these pitfalls are provided in the chapters and the case studies therein. [¶7]

Alt. ¶ 7:
All in all, this section of the book provides readers with introductions to effective tools and illustrations of diverse ways educators can choose for tapping into technology. This section highlights advantages of various approaches educators can use to achieve collaboration within independent classrooms or among far-flung collaborators. The chapters in this section also illuminate pitfalls inherent to online educational activities with Web 2.0 tools, and more importantly, point out ways for educators and learners to avoid such pitfalls. 1298629994

Contributors
In the order in which you'd like authors to appear In case you //do// plan to publish section intro. contributors names in print, PDF, and e-book versions, but //don't// go for one or more alternate paragraphs I've proposed (above), the strike through in the table of Contributors (above) represents my wishes. 1298661346
 * **Family names** || **Given names** ||
 * McCabe PhD || Declan ||
 * Lavin || Richard S. ||
 * Beaufait || Paul A. ||

**Alt. Order of Contributors**
In the order in which //I//'d like authors to appear, //if// you go for one or more alternate paragraphs above. 1298633656
 * **Family names** || **Given names** ||
 * McCabe PhD || Declan ||
 * Beaufait || Paul A. ||
 * Lavin || Richard S. ||

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