Taks 3 resources collection

These are some of the resources I want to use for my 3rd assessment piece so I am keeping them here so I can find them easily!

You tube on Fossil fuels


Energex website on power and energy
http://www.energex.com.au/switched_on/power_up/index.html

Google Map oil spill site
http://www.ifitweremyhome.com/disasters/bp#loc=Noosa%20National%20Park%2C%20Queensland%2C%20Australia&lat=-26.4516684&lng=153.0883543&x=152.45938701484374&y=-26.466421715986282&z=7

solar energy - dream time story
http://www.solarschools.net/resources/stuff/dreamtime.aspx
http://www.schoolgen.co.nz/ss/schools/raglan.aspx

oresome resources site
www.oresomeresources.com

You tube brain box
http://www.youtube.com/watch?v=Ac0BjaV5e08&feature=related

E Learning Journey Synopsis

Mrs Daisy's Managing E Learning Synopsis

I am a digital immigrant. How do I know this? I was born in 1972, I am a proud member of generation X however as a developing teacher of Generation Y and New Millennial students, most of whom are as Prensky describes digital natives, I cannot in good conscious stick my head in the sand and say “Oh it’s okay I learned primarily with books and paper so can they!” This synopsis supports my journey into the world my students and my own children already inhabit.

Having been charged with the task of researching digital tools that as a classroom teacher I feel would best support my learners I discovered that I had already started my immigration process to digital residency. This inspired me to continue my journey and to experiment and reflect on some tools I had never used or even seen before to enable me to gain a better digital pedagogy for myself before I could begin to improve the established skill set of my native students.

Queensland Education defines “Digital Pedagogy as the convergence of technical skills, pedagogical practices and understanding of curriculum design appropriate for digital learners. Digital Pedagogy used effectively supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation.”

Upon discovering this website 21st Century Schools I am ready to enhance my digital pedagogy and embrace these definitions of my role, the century I am working in and the learners I will encounter:

“*Teacher - From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.

*The 21st century will require knowledge generation, not just information delivery, and schools will need to create a “culture of inquiry”.

*Learner -Today we must see learners in a new context:
First – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world.
Second – we must instil curiosity, which is fundamental to lifelong learning.
Third – we must be flexible in how we teach.
Fourth – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.”

In this synopsis and reflections on the tools I feel would work well in the classroom, I will refer back to these four ways of seeing learners to ensure the tools actually support their learning and foster a culture of inquiry.

1: Tools that aide students to access and gain information : You Tube
This what the You Tube website says about You Tube
YouTube provides a forum for people to connect, inform and inspire others across the globe and acts as a distribution platform for original-content creators and advertisers, large and small.
You Tube as a broadcasting medium is one that I was familiar with before I started my BLM course but only as one of entertainment. It wasn’t until I was in the classroom situation having to produce lessons that were engaging and not just “ chalk and talk that I discovered it has so many educational benefits. For myself as stated in my blog Week 5- You Tube, I used a You Tube clip to educate myself further about Wikis.
As an example of its use in the classroom, recently in a unit about Antarctica with my current class I showed 2 You Tube clips about an expedition of students to Antarctica. The awe and wonderment, the questions, the excitement that these 2 clips garnered from my students was inspiring. I now have 27 students all excited about protecting Antarctica and desperate to visit themselves one day.
The comments from Juliet and Ornella on my blog regarding my You Tube reflection showed that so many of us view You Tube as entertainment but as I have reflected it can be used by students to gain and access information in an engaging way. Information presented often in easy to understand language and presented by experts. It is also a tool that they can go home and share with their families thus covering the fourth context for learners – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.

2: Consolidate and Refine Information: Bubblus.com
Marzano(2006) Dimensions of Learning Framework suggests that using a graphic organiser to assist students to acquire and integrate knowledge ensures their ability to store it and use it at a later stage in their learning journey.
Concepts maps are an organisational tool that is valued by both teachers and learners however if we are going to accommodate our digital natives and scaffold their learning in ways that they immediately connect with, it makes sense to use a 21st Century method.
Brady(2006) suggests that concept maps enable students to understand essential components of a topic or concept they can be more complex the higher the school grade and thinking process you wish your students to use.From life cycles to planning an investigation or project to be collaborated on , the possibilities are endless and bubbl us does this electronically so that not only is it a great visual learning tool but can be saved to a student’s USB or class computer to be added to during later sessions. In my blog Week 1 Concept Maps I created one of my own and as commented on by Red Zebra, she too felt the tool would be great in the classroom.
I think this tool satisfies student context 2 – we must instil curiosity, which is fundamental to lifelong learning, as concept maps enable students to think outside the square and let their imaginations take them much further simply by adding their ideas in bubbles.

3: Transform information to develop new understandings: Learning Objects and Weebly.com
If my role as a teacher as defined by 21st Century schools is to be the orchestrator of learning and the person that enables them to transform information into knowledge then reflection on the myriad of tools I have been introduced to on this course leads me to choose Websites such as Weebly.com and Learning objects. I have specifically chosen to use these 2 tools together as I feel they really can work hand in hand. They also match nicely to the third learner context - we must be flexible in how we teach.
In my Blog E -Learning update I referred to the fact that I had created a Weebly website for my class on the Eureka Stockade. The difference in the students learning and engagement was astounding they weren’t using work sheets they were analysing and synthesising and applying the information gathered from the website. I reflected on it using a SWOT and spoke of my experience on using websites in Week 2 – Weebly.
I used the website as the learning platform, for the students to link to a learning object from the learning federation , use Google maps and watch videos directly from the website. So rather than having the students trawl around the internet locating information I had done that work for them and structured the site so that all their information they needed would be relevant, safe and useful to their final task of a Swot Analysis.
The site was built around the use of particular learning object again I have reflected on the use of this tool in Week 6-Learning Objects. Thanks to a comment left by Phillipa I discovered a fantastic paper on the benefit of using Learning objects by the British Journal of Educational Technology. My reflection on scaffolding learning objects was supported by this paper it states “ when students explore new media environments, ‘there are things that students do not know, and that they need to be taught ... this occurs both through the direct provision of information by the teacher, and through research on the part of the students’ (Vol 41 No 2 2010 227–241). These tools I will continue to explore and use as the results of this particular lesson were outstanding the participation, the questions and end results of the SWOT Analysis were fantastic. For a digital immigrant I connected with the natives!

4. Present Knowledge to an Audience: Podcast/Movie Maker and Wikis
Using the First learner context – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world. I have chosen 3 tools that would meet these needs and enable students to present knowledge to an audience.
Movie maker and Podcast to me are tools that would marry nicely with a virtual classroom. Being able to broadcast students work whether it be artwork, drama presentation, reciting their own poems or sharing a recent excursion with parents. I have used Movie Maker with my own daughter and seen it used in classrooms and am confident it is a tool that I would use with my own students as discussed. Podcasting was a new tool for me. I had never tried a podcasting tool before so was interested to find out more I did however have great difficulty creating one of my own. I have seen this tool in action in my current practical placement and I think it is a great tool , I will just need to work on my own pedagogy when it comes to creating them! My blogs on Week 4 -Podcast and Week 5 –Movie Maker support my comments and the conversations and comments from my colleagues regarding these tools helped me to see their benefits and to persevere with them.
A quick word on Wikis I have not had a great deal of experience with this tool but having looked at its uses and thought about the benefits of it as a collaborative project tool. Marzano’s Dimensions of Learning, Einsberg’s The Big 6 and Kearsley and Shneiderman’s Engagement Theory all strongly emphasise the benefits of collaboration in learning and as orchestrators of our learner’s quest of lifelong learning there are few jobs that do not require some type of collaboration so Wikis are perfect platform to instil this skill. My Blog in Week 2 Wikis and my You tube blog, discussed earlier, show my own pedagogical journey with this tool.

So In conclusion my digital immigrant passport has been stamped with a number of visits to digital tools that I had used and many I had not. There really is so many to choose from but the tools I have really connected with here in my synopsis are ones that will be in my digital tool box and hopefully lead me to residency status soon.



For comments on my colleagues amazing journeys please see the list on my Blog titled: "Mrs Daisy's comments on my colleagues blogs"



Reference List

Brady, L. (2006). A Collaborative View of Learning. In L. Brady, Collaborative Learning in Action (p. 67). Frenchs Forest, Australia: Pearson Education Australia.
DETA. (n.d.). Smart Classrooms. Retrieved from Queensland Education: http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Einsberg, M. (2001, November 19). Big 6 skills. Retrieved from The Big 6: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/
Kearsley, G and Snheiderman, B (1999, May 04). Enagement Theory. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Lowe, Kat, Lee,L ,Shibeci,R, Cummings,R , Phillips,R,and Lake,D (2010 Vol4 no 2). Learning objects and engagement of students in Australiand and New Zealand Schools. Brisitsh Journal of Educational Technology , 230.
Marzano, R. J. (2006). Dimensions of Learning. Heatherton,VIC,Australia: Hawker Brownlow education.
Possibiliites for 21st Century Education. (2008). Retrieved from 21st Century Schools: http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Tube, Y. (n.d.). About Us. Retrieved from You tube: http://www.youtube.com/t/about





(image courtesy of clip art)

Week 7- Globes and Maps

Thinking more about accessing and gaining information in the classroom. I am thinking specifically of the accessibility in the classroom of Google Maps. Recently I used Google Maps for my students to find where the Eureka Rebellion occurred and specifically finding where the Stockade Monument is located.

The students knew that Eureka was in Ballarat in Victoria, so they were required to use a tourist map of a walking trail in Ballarat, follow the trail using Google Maps to pin point the exact location of the Monument providing street addresses. Most of the students then turned the map onto satellite and found the Eureka Museum in Eureka Stockade Park East Ballarat.

For me this enabled them to not only gain access to information but combined KLA skills for geography,history and Maths.

This tool has such scope using scribble maps for instance allows the students to place a grid over a real 3D map of places that they are familiar with rather than a flat 2d version in a text book.

Google Earth shows them places far removed from their own backyards, Google Lit Trips enables them to see into history. Why would we ever just teach mapping skills using only 2d flat maps or old globes.

Week 6- Learning Objects

17 August 2010
I have just been reading the article Phillipa sent to me via a comment on my blog and found this defintion of a learning object from the British Journal of educational technology 2010:
"A learning object is defined by The Le@rning Federation as a reusable computer-based
resource comprised of one or more files of material that might include graphics, text,audio, animation, calculator and interactive notebook and that is designed to be used as a stand-alone learning experience."


15 August 2010 I love learning objects. I use them quite a lot in my lessons with my current class of 6/7 students. The ability for the students to not only have fun whist learning but the information that they garner, collect, and then synthesis using these objects is fantastic. My most recent is the Maggie O Rourke object on my weebly website A journey to Eureka. I place the object into a learning path and this provides me with passwords the students use to access the object in the computer lab or at home on the virtual classroom.

I use the learning federation objects the most as they are easy to access and have already been screened for educational use so you know they will work in the classroom.
You do need ensure that you provide worksheets or specific questions that the students need to answer by using some of the objects oitherwise they can become purely a time filler or game in the students eyes.

I have also used the gizmo tools referred to in moodle. I used this system for a Science lesson on tides and also one for natural and processed materials. The objects are well scaffolded for teachers with great worksheets and answers to them as well once you become a memember.

The learning objects enable you to create visually engaging hand on lessons but as many teachers are only just discovering these tools it is important to ensure your students know how to use them and do not assume they can do all the task and leave them to it. Guide them through the object show them as a group first and then give them an instruction and task sheet to follow so they can naviagate thhrough them as some are quite complex.


(image courtesy of clipart)

Week 5 - You Tube

To enable me to learn more about e learning tools I searched for a you tube video about wikis and blogs as I am still trying to get a handle on how wikis work if 2 students are working on them at the same time.
This is Wikis in Plain english. I love the explanations used in this format they are so simple to understand and this Digital Immigrant is now clearer about the Wiki editing process.



I have used You tube a number of times in my lesson plans in schools and have always found them to be engaging but tiresome to load so thanks to one of my Uni colleagues fFor sharing benderconvertor.com this allows you to convert you tube to other media types and save them to your usb to play in schools already loaded Hurray!!!

Update on my E learning journey

Since starting this course I have discovered some incredible E tools that I believe with be invaluable in making even the basic tasks or learning exercises more engaging. I have been able to over the week use 3 learning tools within my university studies

1. Our English presentation group created a fantastic Power point presentation for our Visual Literacy presentation that I had already discussed in my images blog. This is the presentation.
   

Visual literacy

1. Our Ensureing Student Success group presentation will feature a Prezi as we felt this tool would would clearly show the progression of our graphic organizer.

1. This week I created and used a Weebly website in my Prac Classroom that I am very proud of. I created a WebQuest website for my students to use to learn about the Eureka Stockade as part of their unit on Australia from settlement to Federation. My Mentor teacher loved it, the students could not believe that I had created a website that and I quote " was on the world wide web for anyone in the world to see?"

So I feel that by using these tools my self I am seeing their true uses and how powerful, engaging and " real" they can make learning in the classroom.

Week 5 - Digital Video

I have just attempted to upload a video of a farm stay I took with my family last year. This movie was made by my then 5 year old daughter using the photos she took with her own camera to show her prep class as she missed a few days from school to go to the farm.
We were shown in Art (one of our first subjects at Uni last year) how to use Windows Movie Maker it really is so easy to use and my daughter had a ball choosing the music and the titles for each photo.

However it was taking forever to load it up almost 20 minutes and it still wasn't up so I am not sure if that is what will happen all the time and my fears would be the time wasted waiting for things to upload to a virtual classroom or blog???

5 August update: I have just realised the size of the file is too big it is over 800kb so I will try my own and post that take a screen shot of it to post on the blog as suggested by Jacqui

In the spirt of the Big 6 I want to use my daughters creation as it just shows how easy some tools are to use and how beneficial they are in the classrooom. In Yesterdays lecture discussing how photos taken on an excursion then made into a video for parents to share and see what the children were doing on the excursion, the class to dicuss what they had, seen a permanent record to be used again and again.

I would be interested to know what KB can be uploaded to a virtual classroom as I think even the most basic movie will be larger than 51kb

Week 4- Podcasts

Due to technical difficulties and my voice being a little lost I have not yet had a chance to play with creating a podcast of my own.

I was interested to see that Pod cast stands for Personal On Demand (broad) Casting and was created so that you might download a tv show, film or perhaps radio program to listen to at a later date.

I like the idea of the radio program and being able to create a radio show with the class and then ahving the ability for their parents to listen to what they have been creating in class at home. I remember doing this as part of english myself way back in the X gen day but having to record our voices to tape and use a tape player!!!

So I have been doing some reading. The langwitches blog has an interesting post about his experiences with using this type of technology in the classroom. He states that although students will probaly go home and tell mum and dad "we recorded our voices today" their parents need to understand that by podcasting they developed or improved important skills:

• Collaboration skills : working in groups on different segments of the podcast, tying in and back to a story that was developed by the entire class.
• Writing skills: creative & descriptive writing, sequencing, editing and revising scripts
• Speaking skills: speaking slowly, fluently, clearly and with expression in their voices
• Presentations skills: being able to express themselves orally
• Communication skills: being able to convey and teach information to others (not only in their physical location and presence, but also in virtual time and from places around the world.
• Oral fluency: increase awareness of their voice, speed and its rhythm.
• Auditory skills: practice listening skills, address auditory learning styles
• (Digital) storytelling skills: being able to weave information and facts preciously learned into a creative story, form a “relationship” with the content presented, entertain others through creative narrative.
• Media literacy: different types of podcasts (narrative, informational, storytelling, conversational, collaborative, interview style, etc), understanding different components of a podcast episode, being able to express themselves in different media.
• Information literacy: integrating, expressing and transmitting information in a variety of media.
• Technology skills: exposure to sound editing software, such as Garageband

As I am yet to create my own pod cast I am going to reserve judgement as to whether podcasts actually arean easy tool to use and not going to become a time consuming exerise that is used simply to tick a box on a unit plan that ICT is being intergrated.

I have been seraching for podcasts to share in this and have found a podcast of a poetry reading I used Podomatic to publish it in my account and dowloiaded it to this blog using the HTML code,it loaded quickly so that is promising for future use.
The poem is about "The good old days" before technology!




6 August 2010 I am still trying to create a podcast of my own using audacity but can not seem to hear my voice once it is recorded? I have checked all my volumes and even tried a mic gheadset but my voiuce is still really soft? Back to the drawing board.

Week 4 - Images

This week I played with still images. I have been researching still images for a presentation I am doing with some colleagues. As a teacher I think still images are an extremely important resources for teaching not just art but so many other KLA's. Students are bombarded with images every day it has been suggested that sour students will watch 20,000 hours of television comare that to the 12,500 hours they will spend at school! It is more important than ever that we engage our digital natives with resources and material they identify with.

Flikr is a great free resource to be able to access photographs and using a program like Picnik to manipulate the image is one possible way to use technology to scaffold critical visual literacy. Asking the students to look at the image is it real? What has been done to it? Why does it look strange?

I chose to manipulate an image I have used in my postings to compare a before and after using Picnik. I changed the colours, the size, the shading and contrast, by using rotation I flipped the image around.

(These images are from Flikr)

Week 3- Prezi

Powerpoint as a presentation or information sharing tool is a tried and tested one but quite frankly death by powerpoint is a phrase that suits. I have used power point previously and have always found it useful but some what over used, especially all the sound effects and animations.

Prezi has shown me a way of sharing information with students in an interactive way. I felt a little sea sick when I first started looking at the Prezi presentations on the Moodle site and was unsure if I would use the tool but having learnt that using frames allows you to group like information together and avoid that sea sickneess feeling I will definately use it.

Students in upper primary and secondary are so used to using powerpoint that I think Prezi would be a fantastic digital tool for them. It is creative and interactive. It does require some experimenting to use at first but once the students had used the program a few times I believe they would be producing professional presentations in no time.

All the learning theory framworks we have been lookign at Engagements theory, Dol the big 6 all embrace the ideas of collaborative, creative thinking and Prezi certainly enables studnets to use those skills.

This is the Prezi I just created about E Learning (after signing up for the free educators version) just to see how it all worked.

Week 3 -Blogs and RSS

After reading more about blogs this weeks I have discovered a fantastic blog all about project based learning. I found this by reading "beyond school" the blog mentioned in the digital tools section of this weeks activities. I really connected with ClayBurell's concern in "teaching grammar on the titianic" that we are not developing our students to be real word adults that we are not giving them units of work that make a difference, that are relevant and useful to their development and the community. He feels that as teachers we fear being controversial, that we are teaching our students to be critically literate but on safe subjects. He suggests teachers redfine themsleves as community leaders afterall isnt that why most of us have gone into teaching to make a difference to our communities youth to help them be the best they can be.

So rather than using digital tools for the sake of using them because our students are digital natives, we need to use these digital tools to help our students make a difference in their community. Help them to build real life skills and undersatnaidng of what happens in the real world not just at school.Project based learning is one such way of doing it.

This blog has fantastic ideas and webinars to follow to gain a better understanding of how project based learning can work http://reinventingpbl.blogspot.com/

So today not only have I found a blog that so accurately describes my vision of teaching that I dont want to be "schooly" or to be "like other teachers" I have subscribed to these two blogs using the RSS link so I can stay up to date and to read like minded comments. I have never subsribed to a blog ( other than my elelarning cohort) before and it really was simple syndication!

I can see a vital a time saver RSS is. As a teacher trying to monitor class blog, how important to be syndicated to each one will be. I have also found reading my fellow e learners posts as they are sent to me far easier than searching for their blog each time I want to see what they are up to. A time saver that I wish I had taken note of before! This digital immigrant is learning fast.

(Image courtesy of clipart)

Week 2 - Weebly website

So today I created my weebly website. http://mrsdaisy.weebly.com/.

I have actually worked on my own business website before and created intranet pages in my previous life with Flight Centre Ltd so I found creating the website quite easy as I have some skills already when it comes to adding pages etc.

When looking at this tool from a teaching perspective and using the suggestion of a SWOT analysis this is what I found:

Strengths: permanent record of information
Digital native engagement
Easy to create
Notes and homework cannot get lost
Parents can be a part of the class and see what their children are creating and learning
Web quests are a fantstic use of the tool to make investigative learning interactive

Weakness: Could be time consuming if you get carried away with designs
Not all students will have access at home so may need to find alternative place to access site


Opportunities: Learning oppportunity for all students and the teacher together
creating real life skills for students future


Threats: what platforms does QLD Education support?
is weebly one of those or is there others?


(image from disney cartoons)

Week 2 - Wiki

(courtesy of google pictures)


Hi All

This week I have been charged with the task of creating my own wiki.
I used wiki spaces and this is the address http://mrsdaisytrieselearning.wikispaces.com/.
It was quite simple to create and I was able to easily put up a picture and a you tube clip.

Having read 50 ways to use a wiki I can see what an amazing collaborative tool it would make. Whether using Engagement Theory or the Big 6 or even Dol as a learning frawework, a wiki is an ideal learning environment for students to collabortate together on a project. I really like the idea of using it as a class word wall, encylopedia or glossary for specifc units of work. The students can add their defintions, after researching the words, on the wiki rather than on paper or card up on the wall as a permanent tool to refer to.

I still need to get a clearer understanding of how the wiki works. Can students type at the same time and what happens of 2 students create the same idea or in fact delete some one elses work either by mistake or deliberatley? I need to work on my own skills before I would use this tool with a class but I can see endless possiblities once I have the knowledge. If any pof you have the answer please let me share it with me.

I used "Open content" to understand the difference between a wiki and a blog:

The open style of a wiki can be useful for group projects, while a blog may aid in brainstorming or generating discussion. Also, a combination of the two may best suit educational purposes.

Because a wiki can limit which users can login and edit the content, facilitator control can virtually be the same as a blog, where comments and posts can be pre-screened. The main difference, then, between a wiki and a blog becomes the layout and organization of information. A wiki becomes a continually modifiable easy-access web page, while a blog's journalistic style catalogs and dates content so readers can see the interchange of ideas related to the blog topic in question.

(http://www.opencontent.org/wiki/index.php?title=When_to_use_a_blog_vs._wiki)

Week 1 - Concept Mind Map and The Big 6 Skills

This is my mind map about the weeks topics using bubbl.us.com. Once I got the hang of being able to move the bubbles to where I wanted them it was quite an easy, efficient tool. This tool would be great when brainstorming with students. More practice on my behalf would be needed to type quicky to create the bubbles if I was to use the program live. This could also be used by students in small groups to produce their own mind maps for a particular formative assessment piece to check groups were on the right track with the topic


Looking at the Big 6 Skills as this is a process model I feel this best framework is best suited to E learning and scaffolding learning when using E learning tools. I think the big 6 would work particulary well with something like a WebQuest where the students are given a task or question and need to investigate information to be able to complete the task or answer the question.

The 6 steps
1: Task definition
2: Information Seeking Strategies
3: Location and Access
4: Use of Inforamation
5: Synthesis
6: Evaluation

These skills are skills that are lifelong skills not just skills that are applied at school and never used again .The skills assist the students to define, gather, synthesise and evaluate the knowledge they are gaining and how they will then use that knowledge in the future. As Learning managers it is our role to prepare our students to think independantly as well as collaboratively and these skills lend them selves to both processes

Week 1 - Creating a Blog

Well so far so good I have a managed to create my own blog!

A blog is a journal or diary but rather than hand write it you type your thoughts onto a web page and share it with others. It enables like minded people to share information, knowledge and ideas on any subject, any time, anywhere in the world.

By using blogger.com I was able to choose backgrounds and layouts that I liked and get started blogging straight away. I think students would really enjoy the creative construction of the site and the ability to share their thoughts, ideas, pictures and photos with other students in their class or even an epal class. I would however suggest that a time limit for creation was placed and perhaps a narrowing down of templates as it is easy to get carried away, absorbed in the creativbe process!

As an educational tool as stated by Downes (Educase, 2004) a class teacher could use a blog as a classroom website with schedule, homework etc on it, post useful links reagrding the cuurrent unit of work and have the students comment or review books,videos or other texts they have been using during class. I feel that it would be of the utmost importants, just as you would for the class room, establish rules for the students in regards to their blogs or the class blog and ensure the tool is then used to its best advantage.

(image couresy of clip art)