Annotated Bibliography

References


Benson, A., Lawler, C., & Whitworth, A. (2008, May 1). Rules, Roles and Tools: Activity Theory and the Comparative Study of E-Learning. British Journal of Educational Technology, 39(3), 456. (ERIC Document Reproduction Service No. EJ791895) Retrieved July 10, 2008, from ERIC database.

This British study introduced a concept called Activity Theory, a way to study how technologies relate to their local context (individual, class, school). In this study Moodle was used two different ways (one used Moodle with strict parameters for discussions, student posting, while in the second study Moodle was used loosely with more freedom to post, explore ideas, and communicate). The study showed how Moodle influenced the human, technological, and organization (school, community) in a positive way when used with fewer restrictions on student posting and dialogue.

Bertin, J., & Narcy-Combes, J. (2007, December 1). Monitoring the Learner--Who, Why and What For?. Computer Assisted Language Learning, 20(5), 443. (ERIC Document Reproduction Service No. EJ780855) Retrieved July 10, 2008, from ERIC database.

The authors argue that monitoring the learner should be used as a way to achieve a targeted goal, rather than as the target itself. Through scaffolding knowledge and learner, constant and immediate feedback, targeted mediation when appropriate, student monitoring is a critical component in computer-based, or computer assisted education.

Bradford, P., Porciello, M., Balkon, N., & Backus, D. (2007, January 1). The Blackboard Learning System: The Be All and End All in Educational Instruction?. Journal of Educational Technology Systems, 35(3), 301. (ERIC Document Reproduction Service No. EJ762105) Retrieved July 10, 2008, from ERIC database.

The authors present an argument that the Blackboard Learning System, while useful for presenting curricular materials and organizing student time efficiently, can be restrictive pedagogically, needs constant troubleshooting, and the cost continually increases to subscribe to the service. The authors argue that in the near future, open source management systems, such as Moodle, will be used more widely as management systems are viewed as more of a tool to allow students to learn at their own pace and direction.

Branzburg, J. (2005, August 1). How to Use the Moodle Course Management System. Technology & Learning, 26(1), . (ERIC Document Reproduction Service No. EJ726817) Retrieved July 10, 2008, from ERIC database.

This article focused on how to install Moodle on a network server and how to configure the management system to allow student and teacher access from home and school. Several troubleshooting tips are included to allow the teacher to configure the class for specific needs and foci.

Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008, March 1). Collaborative Literacy: Blogs and Internet Projects. Reading Teacher, 61(6), 504. (ERIC Document Reproduction Service No. EJ787649) Retrieved July 10, 2008, from ERIC database.

Through two vignettes, the authors share how the use of blogs allows students to connect to authentic audiences about real issues in a safe classroom setting. This leads to increased student interest and participation as students create writing with a meaningful purpose. The second vignette shows how internet-based projects allow students to take on the role of instructor and share their knowledge of computers and the Internet with a larger audience.

Cavus, N., & Ibrahim, D. (2007, January 1). Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages. Journal of Educational Computing Research, 36(3), 301. (ERIC Document Reproduction Service No. EJ760629) Retrieved July 10, 2008, from ERIC database.

While this study focused on instruction of programming languages using a management system, there were several similarities to the study by Uzunboylu, Ozdamli, and Ozcinar. Students using standard online communication tools such as messaging the instructor and each other were not as successful as students that had access to a run and compiler feature. Similar to direct instruction allowing students the chance to actively test their creations leads to higher level student work.

Dodge, T., Barab, S., Stuckey, B., Warren, S., Heiselt, C., & Stein, R. (2008, April 1). Children's Sense of Self: Learning and Meaning in the Digital Age. Journal of Interactive Learning Research, 19(2), 225. (ERIC Document Reproduction Service No. EJ789078) Retrieved July 10, 2008, from ERIC database.

Students ages nine through twelve participated in a study using a program called the Quest Atlantis environment to study how video game play promoted cognitive and communication between children in a virtual setting. Through the study students participation and communication levels were higher as they immersed themselves in this environment, promoting problem solving, dialogue between children, and a higher level of interest in the activity than a non-virtual setting.

Johnson, A. (2008, January 1). Internet Strategies for Gifted Students. Gifted Child Today, 31(2), 58. (ERIC Document Reproduction Service No. EJ789921) Retrieved July 10, 2008, from ERIC database.

Considering the needs of higher and lower performing students, the author describes several key strategies to successfully engage the gifted child in Internet and computer based instruction. To successfully engage the student the teacher needs to consider the following instructional strategies: open-ended activities, allow for choice, and have the potential for complexity and high-level thinking to engage gifted and highly creative children.

Penrod, D. (2008, January 1). Web 2.0, Meet Literacy 2.0. Educational Technology Magazine: The Magazine for Managers of Change in Education, 48(1), 50. (ERIC Document Reproduction Service No. EJ792156) Retrieved July 10, 2008, from ERIC database.

The author of this article redefines literacy along with the redefinition of the Web (Web 2.0). In order for students to gain the necessary skills to become lifelong learners, their literacy skills need to be enhanced and tailored to meet the needs of today’s society. Students need access to information databases, need to understand traditional information structures and how to access information using “tagged” resources. Students also need to be taught how to evaluate resources, and information ethics and digital citizenship skills. Through practice of these skills students can produce mastery and synthesis of information.

Perkins, M., & Pfaffman, J. (2006, October 1). Using a Course Management System to Improve Classroom Communication. Science Teacher, 73(7), 33. (ERIC Document Reproduction Service No. EJ758663) Retrieved July 10, 2008, from ERIC database.

The authors of this article, although focusing on the science classroom explain how Moodle, when used as a course management system in a science classroom increased communication among peer to peer relationships, teacher to student relationships, and teacher/student to community relationships. The article cites increased student participation and communication as reasons to use Moodle in the classroom.

Uzunboylu, H., Ozdamli, F., & Ozcinar, Z. (2006, November 1). An Evaluation of Open Source Learning Management Systems According to Learners Tools. Online Submission, (ERIC Document Reproduction Service No. ED494265) Retrieved July 10, 2008, from ERIC database.

The authors of this study evaluated the most used open source learning systems based on the systems ability to promote collaboration amongst learners. Uzunboylu, Ozdamli, and Ozcinar found that that while most systems support e-mail, discussion forums, and file sharing, the key for promoting student collaboration was the inclusion of a portfolio system for students to retrieve and share their work.