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Blogs, Wikis, Podcasts, And Other Powerful Web Tools for Classrooms (Gnv64)

Blogs, Wikis, Podcasts, And Other Powerful Web Tools for Classrooms (Gnv64)

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new technologies in education
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Blogs,
Wikis,
Podcasts,

and Other Powerful Web Tools for Classrooms

Blogs,
Wikis,
Podcasts,

and Other Powerful Web Tools for Classrooms

Will Richardson

~

CORWIN

A S

E C

p

Copyright © 2010 by Corwin

All rights reserved. When fonns and sample documents are included, their use is authorized

only by educators, local school sites, and/or noncommercial or nonprofit entities that have

purchased the book. Except for that usage, no part of this book may be reproduced or utilized

in any form or by any means, electronic or mechanical, including photocopying, recording, or

by any infonnation storage and retrieval system, without permission in writing from the

publisher.

For information:

Corwin

A SAGE Company

2455 TeUer Road

Thousand Oaks, California 91320

(800) 233-9936

Fax: (800) 417-2466

www.corwin.com

SAGE Ltd.

1 Oliver's Yard

55 City Road

London EC I Y I SP

United Kingdom

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Richardson, Will.

SAGE India Pvt. Ltd.

B 111 1 Mohan Cooperative

Industrial Area

Mathura Road. New Delhi 110 044

India

SAGE Asia-Pacific Pte. Ltd.

33 Pekin Street #02-01

Far East Square

Singapore 048763

Blogs, wikis, podcasts, and other powerfl Web tools for classrooms/Will Richardson.-3rd ed.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-4129-7747-0 (pbk.)

1. Interet in education. 2. Educational Web sites. 3. Teaching--Aids and devices.

I. Title.

LBI044.87.R532010

371.33' 44678--

2009051376

This book is printed on acid-free paper.

10 II 12 13 14 10 9 8 7 6 5 4 3 2

Acquisitions Editor:

Associate Editor:

Editorial Assistant:

Production Editor:

Copy Editor:

Typesetter:

Proofreader:

Indeer:

Cover Designer:

Graphic Designer:

Contents

Preface to the Third Edition

ix

About the Author

xi

1. The Read/Write Web

1

A New World Wide Web

2

Extraordinary Changes

3

The ReadlWrite Web in Education

6

Social Learning

7

Learers as Teachers

8

The Toolbox

9

Keeping Students Safe

I I

2. Web logs: Pedagogy and Practice

17

Weblogs in Schools

20

The Pedagogy of Web logs

26

Blogging Across the Curriculum

33

Blogs as Resources

37

Classroom Uses of Web logs

39

Standards for the English Language

Arts Sponsored by NCTE and IR

41

3. Weblogs: Get Started!

43

Start Small

44

Blogging With Students

45

Blog Safety

46

Blog Sofware

47

Blogging Step by Step

48

Adding Pictures and More to Blog Posts

52

4. Wilds: Easy Collaboration for All

55

The Challenge ofWikipedia in Schools

59

Wikis in Schools

60

Examples ofWikis in K-12 Education

63

Wiki Tools for Schools

66

Other Wiki Tools and Resources

68

5. RSS: The New Killer App for Educators

71

Setting Up an RSS Feed Reader

73

Reading and Sharing

76

Using RSS Feeds in the Classroom

77

Combining RSS Feeds

81

Including RSS Feeds in Your Weblog

81

Reading RSS Feeds

82

6. The Social Web: Learning Together

85

Welcome to the Twitterverse!

86

Social Bookmarking Services

89

7. Fun With Flickr: Creating, Publishing,
and Using Images Online

101

Introducing Flickr

102

Learing With Flickr

103

Flickr in Practice

108

More FIickr Fun

109

8. Pod casting, Video and Screen casting, and
Live Streaming: Multimedia Publishing for the Masses

111

Podcasting

112

Pod casts and Schools

lIS

Getting Started With Podcasting

117

Screencasting

123

Live Streaming-Web TV for the Classrooms

125

9. Social Networks: Facebook, Ning,
Connections, and Communities

131

Facebook for Personal Connections

133

Facebook in the Classroom

136

A Ning for All Passions

139

Ning in the Classroom

141

Setting Up Your Ning Site

144

10. What It All Means

New Literacies

The Big Shifs

Just the Beginning

Epilogue: The Classroom of the ReadlWrite Web

References

Index

147

148

149

155

157

161

165

Preface to
the Third
Edition

It's been over four years since the first edition of this book was published

and now, over 50,000 copies later, it's feeling like the world is a bit of a

diferent place. Whereas blogs and RSS feeds and wikis were still just blips

on the radar back in 2006, today, social Web media and online networks are

a part of the mainstream conversation when it comes to politics, media, and

business. And, yes, to some extent, education. Not that schools are rushing to

embrace these tools in any systemic way ... yet. However, there's no doubt

that more teachers, more administrators, more parents, and more students are

beginning to understand how learing is changing because of the connec

tions we can make on the Web. That's the good news.

The not-so-good news is that those numbers are still nowhere near large

enough. Just like we did four years ago, we live in a world where the follow

ing condition still exists: A growing majority of students are immersed in

social networks and technologies outside of school, and most have no adults

in their lives who are teaching them how to use those connections to lear. At

a time when our access to information, people, and ideas is exploding online,

that reality is simply unacceptable. Our collective inability to recognize a

"tectonic shif" in the way we learn stems, I believe, fom one fndamental

fact-not enough of us have experienced that shif for ourselves. These shifs

will not come under the guise of "twenty-first-century skills" reforms which

are actually nineteenth-century skills being remarketed for a new day. They

will only come when enough educators fully understand the open connec

tions, open conversations, open content, and open learing that come as a part

of a community of leaers who arc invested in their own passions.

The tools that are discussed in this book are simply that: tools. And as

the chapters herein illustrate, learning how to use the tools is not difficult. If

• ix

x • Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms

you're looking for complex code, you won't find it here. But just because

learing the tools is easy, learing with the tools is more nuanced. While

each one of these technologies allow us to publish easily to the Web, simple

publishing does not guarantee connection and network building. While a

great many teachers have taken steps to use these tools to publish student

work to the Web, far too ofen those pieces reflect work that we used to do

with pen and paper simply published in a diferent way. None of the pedago

gies have changed to reflect the fact that the real learning takes places afer

we publish, through the connections we make with others to extend the

meaning of what we publish in new and profound ways. That's the real power

of "The ReadlWrite Web."

And so, this remains the central message of this book: In order for us to

prepare our students for what is without question a future filled with net

worked learing spaces, we must first experience those environments for

ourselves. We must become connected and engaged in learing in these new

ways if we are to fully understand the pedagogies of using these tools with

our students. We cannot honestly discuss twenty-first-century learning skills

for our students until we make sense of them for ourselves. So while this is

a book about tools, I have made more of an efort to contextualize all of these

technologies in ways that will help you grow your own connections, your

own networks, and, in the process, your own learning. Read this book for

yourself first, for your classroom second.

What continues to amaze me is the way my own learning deepens and

evolves, due in large measure to my personal passion as a parent to under

stand these shifs for my own kids, and due also to the incredible people in

my personal learing network who contribute so much to the conversation,

push my thinking at every tur, and sustain me with their own passions for

their students and classrooms. In particular, Id like to acknowledge my

friend and Powerful Learning Practice partner Sheryl Nussbaum-Beach

whose infectious "change-the-world" attitude continually motivates my

thinking and my work, and my friend Chris Lehmann, whose work as princi

pal at the Science Leadership Academy in Philadelphia serves as a model for

any educator seeking excellence in a fast-changing world. In addition, Id like

to thank the likes of Bruce Dixon, Alec Couros, David Jakes, Gary Stager,

Sylvia Martinez, Dean Shareski, Karl Fisch, Bud Hunt, Clarence Fisher,

John Pederson, George Siemens, Stephen Downes, Jay Rosen, Jef Jarvis,

Warren Buckleitner, Rob Mancabelli, and the hundreds of others of generous

people who share their learning with me on a regular basis.

It's an amazing time to be a learner. My sincerest hope is that the ideas

and examples captured here will bring you a sense of just how amazing this

moment could be in your own learning life.

About the
Author

Will Rchardson is an internationally known "evangelist" for the use

of Weblogs, RSS, and related Interet technologies in classrooms

and schools. A former classroom teacher for more than 20 years, he inte

grated social Web technologies into his curriculum for over four years, and

over the past four years has spoken to thousands of educators around the

world on the merits of "The ReadlWrite Web." In various Weblog projects,

his students collaborated with best-selling authors, Pulitzer Prize-winning

jouralists, and students in classrooms from around the globe. One of the

first educator bloggers, his own Weblog at www.weblogg-ed.com has been

featured in the New York Tmes, Washington Times, Sylabus, and others,

and it is a primary resource for the creation and implementation of Weblog

technologies on the K-12 level. His articles have appeared in Educational

Leadership, English Joual, Edutopia, and Principal Leadership, among

others, and he has presented and given workshops about Weblogs, RSS, and

other technologies at national conventions such as the National Education

Computing Conference (NECC), Association for Supervision and

Curriculum Development (ASCD), Jouralism Education Association, and

many others. He also writes "The Online Edge" column for District

Administration Magazine and is an adjunct instructor in the Seton Hall

University Executive EdD program. In addition, he is a national advisory

board member for the George Lucas Education Foundation.

Will is cofounder of Powerful Learning Practice (plpnetwork.com),

which delivers long-term, job-embedded professional development to thou

sands of teachers around the world each year.

• xi

Te Read/
Write Web

Tim Berners-Lee had a grand vision for the Internet when he began

development of the World Wide Web in 1989. "The original thing I

wanted to do," Berers-Lee says, "was make it a collaborative mediwn, a

place where we [could] all meet and read and write" (as cited i Carvin,

2005). At the time, the Internet was not much more than a network of com-

puters that researchers and goverment oficials used to share text and data;

it was just a small blip on the radar screens of all but the most technologi-

cally savvy. But Bemers-Lee saw the potential to construct a vast "web" of

linked information, built by people from around the globe, creating the abil

ity to share not just data but personal talents and experiences in new and

powerful ways.

The first part of Bemers-Lee's dream came to fuition in 1993, with the

development of the Mosaic Web browser. Seemingly overnight, the Internet

went from a text-and nwnbers-based research tool for the few to a colorful,

graphic world of information for the masses. Even though content was lim-

ited in those early days, millions of people soon started going online to read

or "surf" the Web for information and entertainment. And as access spread,

connections became faster, and more and more Web designers and authors

set up shop, the twentieth century ended with the Interet taking its place as

an essential communications and research network connecting people around

the globe.

But even with that initial period of immense and rapid growth, the orig-

inal vision of being able to read and write to the Web was slow (in Internet

terms, at least) to be realized. Writing to the Web required knowledge of the

HTML codes that make Web pages work and of the protocols to get those

pages up and running. To be sure, there were text-based newsgroups to share

ideas and some sites like Amazon.com where readers could leave reviews

and opinions. But for the most part, the ability to create content on the Web

• 1

2 • Blogs, Wikis, Podeasts, and Other Powerful Web Tools for Classrooms

was nowhere near as easy as consuming it, and even those who could create

did so with little means for easy collaboration.

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