References

References

Archambault, L., & Crippen, K. (2009). K--12 Distance Educators at Work: Who's Teaching Online Across the United States. //Journal of Research on Technology in Education//, 41(4), 363-391.

The purpose of the article was to look at a breakdown of what the online teachers looks like. The authors contacted a large number of distance educators from a number of states, to compile data about the racial, ethnic, age, and educational level of these distance educators. They were unable to reach all distance educators, for various reasons but felt as though they had a large enough sampling to make educated assumptions. As the need, and desire, for more distance education grows there will be a need for more teachers to keep up with the demand. The authors pose the question what qualifications should these distance educators have. Many are required to have a minimum of years in a face-to-face setting, but the article mentions that some post-secondary schools are examining the possibility of designing courses to focus strictly on this type of teaching. What the authors did find out was that a large number of the teachers in distance education seem to have more advanced degrees than a bachelor's degree, and many of these teachers have been in teaching for a number of years. They mention the average age of these, distance, educators as 42.5, and the majority of them are White/Caucasian. While there are a lot of teachers using this model of teaching they did not all create their own curriculum, and not all are satisfied with their experiences. Many of these educators site technical difficulties, lack of support, and curriculum problems as the negatives. Many of these educators feel just the opposite, siting that they have Excellent experiences, and felt they were more connected to the students and could offer more individualized instruction. While there is still a need for more research on this subject it is an important thing to keep in mind, especially for the districts, consortiums, and virtual schools that will be hiring teachers in the near future as this portion of the educational field continues to expand to nearly 50% of all high school classes being offered in some form of distance based model in the next decade.

When we implement the project it will be important for us to know who we will be collaborating with, and this article brings about several important aspects to keep in mind. If there are, let's say, four teachers involved in this project, in four different communities, and two of them are unsure about the use of technology the project as a whole may suffer, and leave a "bad taste" in the student's mouths as well as the teacher's. If that happens we may potentially lose students from this method of teaching, across multiple districts. As we plan with collaborative teachers we may be able to use a questionnaire, similar to the one used by the authors, to get a better understanding of the teachers in our collaborative. With more understanding of our colleagues we should be able to offer support when needed, to make accommodations for our partners. Being able to know the comfort level of everyone involved will allow us not to rely on each other as equals, but allow us to better collaborate and balance the project so the ultimate goal of student achievement is fulfilled. If we can help a teacher, with little confidence, become a stronger teacher through this style they may in turn branch out and help other educators complete activities like this. So, knowing and understanding who the collaborative distance educator you are working with, better, offers a better possibility of a positive experience for everyone involved, on all sides.

Berry, G..(2011). Enhancing Effectiveness of Virtual Teams//. Journal of Business// // Communication //, 48( 2), 186-206, 21p; DOI: 10.1177/0021943610397270.

With the advancement of technology, a mere face to face conversation is a memory of the past. From Skyping to podcasting, conferencing and collaborating can be done with anyone anywhere. This article outlines the use of collaboration with a team, a group of individuals who share a common goal and a common vision by forming virtual teams. These teams use computer based software to collaborate, discuss, and work dependently. Not having to use computer based communications in order to be called virtual, all teams use technology in some aspect. However, the amount of technology usage on electronic communication determines the true virtual aspects of these teams. Outlining the six attributes of a virtual team, this article lists methods in which these teams use to communicate, through use of the telephone, e-mail, electronic bulletin boards, chat groups, electronic databases, or teleconferences. In addition, this article depicts the pros and cons of virtual classrooms and offer suggestions to enhancing them.

Collaboration is a big part of my project as well as my school setting. According to this article, collaboration allows students an opportunity to learn from one another as well as communicate with one another effectively. In addition, it gives students a sense of responsibility by being in charge of their learning. Wanting to prepare students for a global society, it is desired to introduce students to and allow them to utilize methods, strategies, and techniques that will prepare them for life after high school. Therefore, introducing students to collaborate and work as a team using technology is a skill in which my school as well as one of the aims for my collaborative project. In my project, students will work together to discuss topics, write essays, as well as to generate ideas.

Beutel. D, Tambyah. M, Walker, S. & Heirdsfield, A. (2009). Blackboard as an online learning Environment:. //Austialian Journal of Education Leadership,36(7).// 1-16 Many of us have heard of the famous Blackboard classroom. This technological site is used by many schools to conduct online learning. Many students, faculty, and staff have mixed reviews about this application. This article conducted a study of the views expressed by students and faculty on utilizing Blackboard. The results displayed that many of the participants in this study see ways in which Blackboard is positive and some expressed their negative viewpoints about it. From the fact that it is easy to use and lessens trips to the actual classroom and campus to the faculty’s ideas that face to face interaction is the best learning tool, this article concluded that Blackboard is favorable among the students and with proper training and allocations for more time, faculties can buy into the idea. As it relates to my collaborative project, I want to allow my students the opportunity to use a site to interact with the educator as well as with their peers. For my project, this will be done by using wikis and blogs. I want my students to use technology to learn and show them that learning can be interactive and worthwhile without actually being in the classroom setting, looking at the teacher.

Clettenberg, S., Gentry.,J., & Held, M., (2011) Traumatic Loss and Natural Disaster: A Case Study of a School-Based Response to Hurricane Katrina and Rita //School Psychology International//, v32 n5 p553-566 (EJ937293 ) The major point of the research study was to documenting the impact of Hurricanes Katrina and Rita on the physical, emotional, and mental well -being of families uprootedby the natural disasters. A case study was conducted on the challenges encountered by the7th largest school district in America and a children center in supporting the thousands of displaced Louisiana citizens. The study included information on the experiences of trauma victims, demographics, and information received from a survey.

The material is relevant to my project because how we respond to tragedies defines our civilization. It is important that our students understand how events big or small have a ripple effect on everyone. While creating the project, I expect my students to embrace how similar we are in responding to events and we bond in bad times as well as the good times. These are two significant events, but there are events on a much smaller scale our students should find pleasure in sharing or learning about. Coggshall, J. G., Behrstock-Sherratt, E., Drill, K., (2011) American Institutes for, R., & American Federation of, T. Workplaces that Support High-Performing Teaching and Learning: Insights from Generation Y Teachers. //American Institutes for Research//

The purpose of the study was to provide a detailed examination of the workplace of Generation Y teachers. Five crucial areas were identified and provided the basis for the findings. The component of the greatest interest was the effective use of instructional technology. Researchers identified resources such as surveys and case studies which documented the dissatisfaction the group which is becoming the majority of the teaching workforce was feeling in the last 10 years. The comparison groups from which the information was compared to were Generation X, Baby Boomers, and the Silent Generation. Charts provided confirmation of the points addressed by the researchers. The results of the study were the necessity of shared responsibility in the workplace will result in higher quality teaching and learning.

The material is relevant to my project because as the learning environment changes so must the people involved. We ask our students to share how the world changes around them and by them and the method is not limited by some antiquated method of delivery. The audience is broad and the experiences are not limited by geographic limitations. The information impacts decisions because it echoes what my students are saying about how they want to be engaged in the content. The study provides empirical evidence that communicating via web 2.0 tools provided academic support and professional security. Cole, A., (2009). Mapping students’ lives:Children’s geographies, teaching, and learning. //Educational Forum//, v73 n1 p20-32(EJ823452)

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The major point of the article was to provide the reader insight into four majort hemes in children’s geography. The article started out with a story the author shared about her experience s as a teacher in a rural school in New Mexico. The reader is able to is given detailed experiences of how limited adults have been when addressing children’s view of geography and the world around them. Additionally, the article provides insight into the children’s definition of culture, social construct of childhood, their uniqueness of geographies across the globe, and space beyond the classroom. The author concluded with reflection on the lost opportunity to see the world from the perspective of the children.======

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The material is relevant to my project because we forget our students have a different view of the world and we should allow them the opportunity to share these experiences through their own eyes. Adults can become dulled to the excitement of the many wonders of geography. The activity will be a boon for all parties and this article has been an impetus to take every opportunity to help the students see the world both through adult eyes and from a children’s vantage point. ======

Greenfield, P. (2009). Linking social change and development change: Shifting pathways of human development. //Developmental Psychology//, Vol 45(2), Mar, 2009. pp. 401-418

The major point of the article was to provide the reader detailed research chronicling generational change over time and change which occurs to a specific member of the ancestral timeline. The author provides insightful information which was contradictory to previous studies on this topic. Readers are made aware of the lack of theory to support the study, but evidence is included to merit additional studies in the future. Evidence is gathered using the Gemeinschaft and Gesellschaft environments. Additional information included a discussion on collectivism and individualism as adapted environments. Furthermore, sociodemographic variables, internal social change, Flynn Effect, immigration, Kagitcibasi Theory of Family Change, Ecological Change, García Coll's Theory of Ethnic Diversity and Human Development were sources included by the author to support her position. Finally, the author summarized her research about how each components influences change.

The material is relevant to my project because it provides supportive evidence of change effecting families and communities beyond the surface responses we can observe. Furthermore, it supports the premise that change and responses to change or not isolated events and the shared experiences can and does affect people and connect them beyond time and distance. The impact this information has on my school setting and decisions I might make during the creation of my collaborative project is it pushes me to encourage my students to involve family members in discussing changes and the decisions made because of the challenges they have encountered.

Johnson, A., (2006) //Making Connections in Elementary and Middle School Social Studies//. Thousand Oaks CA Sage Publications

The author of the books provides some very well-thought ideals which are the cornerstone of exemplary instruction in Social Studies. The first chapter provides several powerful teaching and learning experiences. The example provided on making connections with students’ lives in an important concept to consider when considering assignments and activities. Additionally, the pointers provided as best practices are positive strategies which when implanted properly can result in an upbeat and engaging learning environment.

==== The material is relevant to my project because we no longer live and thrive in isolation. Making connections and evaluating of learning will require my students to be a part of a truly authentic and real world activity. My project has all the necessary parameters and the collaborative components to result in long term retention of the information. Social studies is not simply words on a paper, but the discovery of events of the past. It is from the sharing of events which provides the development and advancement of our society. ====

Kirby, D., Sharpe, D., Bourgeois, M., & Greene, M. (2010). GRADUATES OF THE NEW LEARNING ENVIRONMENT A Follow-Up Study of High School Distance e-Learners. //Quarterly Review of Distance Education//, 11(3), 161-173.

This article was very interesting the way the authors went about researching the movement of secondary students, who previously enrolled in and those who never enrolled in e-learning classes. The article discussed the process of how the authors researched students from rural areas of Canada to answer this question. Does participating in an e-learning class in secondary levels (high school) result in more participation in post-secondary levels (especially University)? The authors took an area of rural Southeast Canada, and contacted a group of students that had recently graduated to find out if they had participated in e-learning, or not, while in secondary school, and then asked them if or how this helped them prepare for post- secondary education. The selected group was a small. Then there was a random selection of that group from which to create their statistical data. They did conclude that the students they interviewed showed a higher propensity to take University level courses if they had participated in e-learning during secondary school. Some of the students that had participated in the e-learning courses in secondary school had no option to take the course in a face-to-face setting. Several of the students that reported positives from their experience in e-learning courses said this learning model helped to prepare them for post-secondary courses, face-to-face or e-learning. As the authors mentioned, this research should help any parent, student, or administrator who has apprehensions about this model of learning see the positive effects it can have on students.

As this article relates to our project, and the change we hope to see in the students, hopefully by offering students a project like this will cause them to think about the benefits of online learning. If we can offer a positive experience to any student in the project, in any district participating, then we may have an opportunity to change the way that student views their education. With a change in their view of education, they may be more apt to investigate the possibility of an online course which might be what a student needs to succeed, since documentation that not all students learn the same way. As well, many students are reporting that a traditional brick and mortar school setting does not work for them. This article helps me better understand how high school students view online learning, and how it might form a basis of their educational experience. While planning the project, it will be important to discuss this information with the other teachers in the project, allowing them to take an informal poll of their students after the project's completion. This informal poll should offer the teachers insight into the student's perception. This may allow a teacher to identify students that could benefit from a change in their educational setting, to more of a distance learning model.

Lee, P., Leung, L., Lo, V. Xiong, C., & Wu, T. (2011). Internet **communication** versus face-to-face interaction in quality of Life. //Social Indicators Research//, 100(3), 375-389. This article provided results from a study that was conducted in four Chinese regions. The purpose of the survey was to determine whether using the Internet to communicate can improve the quality of life rather than face to face interactions. The conclusion of this study displayed that the quality of life cannot be accurately determined between face to face interactions and internet communication.

I want my students to understand that communicating with the Internet may not improve the quality of life but it is a way of life. Since technology is all around us, it is impossible to know that technology is taking away the face to face interactions. Instead of being face to face, we are able to talk with others from miles away via Skype, social networks, as well as other applications and sites.

<span style="color: #161313; font-family: 'Times New Roman',Times,serif;">Lehman, C., DuFrene, D., & Lehman, M. (2010). YouTube Video Project: A "Cool" Way to Learn Communication Ethics. //Business Communication Quarterly//, //73//(4), 444-449.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many students today, create videos and upload them to YouTube. In addition, they use this site to watch their favorite videos. As a form of entertainment, this site provides laughs and entertainment for its viewers. In addition to the entertainment, this site also provides educational lessons. This article provided an outline of a “cool” lesson that tie in learning with fun, In addition, the article provided its viewers with ethical considerations, an outline of the project, the requirements, as well as a grading rubric.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using such sites as YouTube is a favorite for many students. They use it for entertainment and their personal reasons. However, this site is one that house educational videos as well. In my school setting, we often incorporate this site into our lessons. Our students enjoy the theatrics of the videos and sometimes forget that they are leaning. This is the momentum and feeling in which I wanted to create with my collaborative project. Allowing students to learn <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">and display their learning in creative ways is one of the goals for this project as well as an aim in my school setting.

<span style="color: #161313; font-family: 'Tahoma','sans-serif'; font-size: 12px;">MELLON, E. (2011). Virtually Possible. //District Administration//, 47(2), 56-61.

This article focuses on the journey of one teacher, Diane Lewis, who found her way back to her home school district as a teacher and became the “guru” for distance technology. She never thought teaching was her calling, but she found herself teaching science after graduating from a nearby University. After embracing what little technology the school had she found that it could truly make a difference in the learning of her students. Her stepping stone was a promotion to a district level job, in curriculum, that led her to a small “broom closet” where she created something amazing. She started with a few temporary staff members, and has grown it into two virtual schools, offering a wide variety of students 1,200 courses. The “guru” talks about what teaching with technology should be and that if teachers are simply using high priced gadgets they are really not teaching in a new way. She likes to utilize Universal Learning by Design to help individualize the lessons for each student. In the article, Ms. Lewis outlines her tips for starting an online school; from being clear with your purpose, to checking with your State about laws and restrictions. She insists that this type of school will work for a wide range of students, with a wide range of needs. It allows teachers get to know their students much better than in a “brick and mortar” setting.

Diane Lewis has shown that change can take place on a grand scale and that it can have far reaching benefits for everyone involved. Having students work on a cross district collaborative project may have effects far beyond those that we can plan for. As this article relates to our project, I feel it makes the case for more collaboration like this to take place. This type of project has the opportunity to reach all types of students, especially those students that do not perform well in a traditional face to face, drill and practice, type of setting. By allowing students to move into a virtual learning environment it might engage them to show another side of themselves academically. By moving from a simple book work or worksheet type of activity to an activity that urges them to be creative a student might find strengths they did not realize they possessed. Another important aspect brought about in this article is the interest in which has been shown, by students in this type of learning. As more and more students look to a technology based alternative, a project such as this one may be a stepping stone for a student that has had apprehension about distance learning. As we move though this project the hope is to create a virtual world, a second life type setting, for students and teachers to display the work they have created. The article discusses how a virtual world (second life) scenario is very beneficial to the students. By helping our students collaborate across geographic boundaries we may be opening doors for them that they have never thought possible, and that could be the change needed for unlocking their potential, and that is change worth contemplating.

<span style="color: #161313; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Millard, E. (2011). Going the Distance. //University Business//, 14(3), 34-39.

The article brings up a lot of interesting points that the general student of Distance Education may not think about initially. Should we have all of our distance education under one roof? Should we have departments control their particular distance education? Should there be a blending of the two systems (a hybrid model)? The author discusses universities that fall into each category, and why particular systems are chosen by them and why it works for them. Given the amount of interest for distance education, and the growing interest in distance education, Universities desire to make sure they are staying up to date with the demand as well as the ability to serve the students, and teachers, of distance education. The article also gives a brief pro versus con breakdown of each system. For example, Centralized; Pro – a uniform look and feel, Con – less department control. Another example is Decentralized; Pro – departmental control, Con – weaker technical support. The Hybrid approach offers the following; Pro – centralized functions, Con – communication challenges. It is interesting to see why some Universities choose the system they choose, and why it works for them, and why they feel it works for their staff and students.

The interesting thing about this article as it pertains to our project is not so much how are we going to operate the collaboration, since we are not running this through single department, but how we need to think about the manner in which we plan to get our students together. There will need to be a change in the way we, the collaborating teachers, put this project together. This will be a change from collaborating with teachers in my physical department. There will need to be a plan in place for the changes that will take place in planning and implementation. Will we be using a system that one school district tends to block, like a popular social network, or will we need to do something as basic as email to collaborate. When building a project to share with other areas and other students we need to think about the technology we have and what might be a “universally accepted” piece of technology most districts will have. We will, most likely, need to step outside of our comfort zone when planning and implementing this project, and we may need to prepare our students in a different manner to change how they use technology. Working with a different school district on a project of this nature will force us to look at how we currently do things, with technology, and how we may need to do things to complete this assignment. Something as simple as an asynchronous set up like email might accomplish our goal, but it might not be best for the parties involved. A system as advanced as Skype might have more appeal to the students, but just may not be feasible in a school’s network configuration or usage agreement with their ISP due to bandwidth. Taking these things into consideration for us, building our project, may prove to be just as important as the universities taking time to work through the questions about which system works for them, Centralized, Decentralized, or Hybrid. There will inevitably be more time and energy used to change the way the collaborating teachers prepare, for this project, as opposed to collaborating with a person you see each day.

<span style="color: #161313; font-family: 'Times New Roman',Times,serif;">Ovortrup, D. (2008). Culture and Technology. In //Changing Media, Changing Europe//. (5th ed.)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This book depicts the reality of the advancement of technology in Europe. Contributing from economic interest, new innovations are being introduced to society and have impacted the everyday lives of a culture. Communication and information are very intricate components of a person’s existence. In addition, these attributes are governed by the constant change of technology, and are relayed, released, and adopted by these new norms. However, many researchers argue that due to the ever-changing role of technology, many people may not be able to keep up with this change. This in return creates a technological gap with the potential of spreading across generations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many issues in which we have in schools now are trying to bridge the gap between cultures and technology. Many students are only able to access technology during school hours. The library is a mere fantasy in which many of the <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">students do not utilize. Therefore, the technology gap and information gap is increasing. Therefore, in my school as well as for my collaborative project, it is our goal to expose students to as much technology as we can during school hours. We encourage these students to utilize the local library to enhance their technological skills. Being exposed to technology, utilizing technology, and embracing its importance, students will gain a love for learning and will have a more hands on approach to their learning.

Parker, D. & Karner. C.,(2010). Reputational geographies and urban social cohesion. //Ethics & Racial Studies//, Vol.33Issue 8, p1451-1470, 20p; DOI: 10.1080/01419870903549011

The major point of the article was to provide the reader a clinical analysis of social diversity and the role of community and social cohesiveness. The author provides insightful information about a 2006 quote attributed to Stuart Hall about defining the multicultural question. The article used a bombing in a previously quiet area around the Alum Road in Saltley, Birmingham as the backdrop to discussing reputational boundaries. Interviews were conducted with 40 local residents. They offered a glimpse into the emotions and feeling of a similar event and their detailed provided support on how galvanizing traumatic events can be for a local population. The authors identified weaknesses associated with previous research and components of measurements. Additionally, the authors provided a definition on reputational geographies, place, power and relationships. Readers were providing some very graphic dialogue concerning how outsiders view their town. Finally, the authors offered their position on the viability of community advocacy.

==== The material is relevant to my project because all community have challenges it must face. This community was the scene of a violent crime and like many of our neighbors near and far they faced economic hardships and cultural indifference. The residents shared their pain and troubles. The impact this resource will have on my projects is it will allow me the opportunity to show my students we all have similar struggles and the intangible walls of distance does not shelter of from similar struggles. Sharing these experiences will help bring us closer to our global neighbors. ====

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pifarre, M. & Kleine, J. (2011) Wiki-Supported Collaborative Learning in Primary Education: How a Dialogic Space Is Created for Thinking Together. //International Journal of Computer Supported Collaborative Learning//, 6(2), 187-205.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In classrooms today, students are going beyond collaborating and conducting group activities in the classroom. Many students and schools are utilizing Wikis in order to communicate and work effectively to get tasks done. This article conducted a study to see if students learned effectively in a Wiki environment. However, this study argued that students must be able to critically think and relate to the ideas of others in order to effectively use an application of this sort to complete tasks. Therefore, an idea entitled “Thinking Together” was introduced to see if this would improve the results of Wiki learning. The results of this study showed how this approach set the tone for the members of the Wiki. Such approaches as this can be used in order to produce more thought provoking and effective responses and participation in the Wiki environment.

====<span style="font-family: 'times new roman','serif'; font-size: 16px;">This article is exactly what I needed to read as it relates to my collaborative project. Wanting to incorporate an assignment that requires my students to use a Wiki, I want my students to be able to have meaningful and effective discussions as well as opportunities to collaborate and work with one another. In order for me to set the tone as well as provide my students with an effective learning opportunity, approaches such as “Thinking Together” will be utilized as I present and prepare my collaborative project. ====

<span style="color: #121013; font-family: 'Tahoma','sans-serif'; font-size: 12px;">Richardson, J. E. (2010). Conceptions of learning and approaches to studying among White and ethnic minority students in distance education. //British Journal of Educational Psychology//, 80(4), 535-556.

This is an extensive article that discusses data compiled and run on various ethnic groups, of students at the University level. A British Open University completed most of the research. It focusses on why students from certain backgrounds supposedly perform better at higher levels of education. The research was split between students in distance education and students in campus settings, but the research was gathered, mainly, by postal surveys. Many ideas are brought up in the article, from the way different ethnic groups view education, to the idea that some ethnic groups are entering the system with a better baseline of knowledge. It even suggests that some ethnic groups are simply trying to gain enough knowledge of the information to pass an assessment. The participants were selected from disparate groups on a couple of separate survey models, but mainly White, Asian, and Black students were the focus of the research. There was a distinction made for segments within those ethnicities, such as Asian non- English, Black-Caribbean, and Black-African. Through extensive statistical data and pain staking research completed by many researchers, all focusing on similar questions, the ability to say that one group does better with higher education than another is still too difficult to say definitively. There seem to be reasons for certain groups to show more gains than others, and still reasons other groups to explain how their culture views higher education. There is more than enough statistical information to keep any mathematician intrigued in this article, but the bottom line is that their seems to be multiple reasons for different students to perform in the manner they do within higher education.

Working with this article, as a basis for our group project, will help us to have a better understanding of the students in the collaborative project. While we will not be completing any in depth statistical research on the breakdown of the ethnic member's participation or grade, it will help us to go into this work understanding that different groups of students will gain different things from it. As the teachers collaborate, to plan, we need to keep an open mind about our students and the assessments we give them. Teaching in a more affluent area of a metropolis, my students may "bring more to the table" educationally than my colleague's students from a "disadvantaged" rural environment. I think this is important as we move forward, so we do not get stuck on how to complete certain tasks that will be utilized as a summative assessment. We should understanding that all three of our, initial, student groups will be expecting to get three, or more, things from this project educationally. We also need to be aware that one specific outcome may not be possible. While there may be one assessment at the end, we may find after further, and deeper, investigation that our students actually did not attain the, single, result we may have been looking for. Knowing that there may be differences in each class of students that participate will help us to change our point of view when we design the final project. Reading an article like this helps me change my point of view to get back to reality that not every student in a class like mine, across different districts, is going to be like my students, educationally.

<span style="color: #141013; font-family: 'Times New Roman',Times,serif;">Rooney, J. (2009). Teaching Two Literacy’s. //Educational Leadership//, //66//(6), 92-93.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As we think about the methods of communication years ago versus the methods of communication in today’s society, we will see a drastic change. This journal article exemplifies this very thought. Social networking sites, text messaging, chat rooms, instant messaging, and other features located in the palm of their hands, has captivated and changed ways of communicating. Due to this technological driven change, trips to the library and simple letter writing are all distant memories. This is truly a disservice to the students. Therefore, allowing and preparing students to be literate in pre and post digital worlds. This article outlined several ways to allow students to embrace communicating before the invasion of technology by continuing to encourage students to relish good books, cherish the beauty of expressive writing, and communicate through powerful and correct language, redefine “literacy,” and principals and teachers should embrace a rock-solid belief that reading, writing, and thinking are what we do in school (Rooney, 2009).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As I think about my project title as well as the school in which I work, my students are ruled and governed by technology. Instead of going to the library, my students choose to search the internet for summaries on Sparknotes or utilizing E-books and Nooks. Instead of writing, my students choose to text message, blog, or chat with their desired parties. Continuing in this direction, students will never be able to appreciate and use the essential skills that will affect them for the rest of their lives. Therefore, this article, allows me to embrace the technology of today while allowing my students to take part in the basics of reading and writing in my school and for my collaborative project. Allowing students to utilize their nontraditional methods of communicating with “traditional” skills and objectives will effectively result in true learning.

Terry, A. W., & Panter, T. (2010). Students Make Sure the Cherokees Are Not Removed. . . Again: A Study of Service-Learning and Artful Learning in Teaching History. //Journal for the Education of the Gifted//, 34(1), 156-176.

The study chronicled an 8th grade gifted class in Cobb County Georgia. The researchers documented the experiences the students had with service-learning. The program the studentsparticipated in was a cross curriculum activity based on the Trail of Tears. The research studycovered four states and it was developed from a previous study which was much larger in scope. More than 90% of the students who participated were white. Key perspectives such as viewing history through multiple points of view and implementing the Artful Learning Model played large roles in helping the students grow as historians. The hands-on participation in an authentic performance task provided the students with opportunities to develop a more sophisticated objectivity.

The study is relevant to my project because I am asking them to take a much broader view of the world beyond their comfort zone. They are being challenged to see experiences through and with the eyes of strangers. Yet in completing the task they are able to create a bond forge on a shared need of community belonging. The information impacts my decisions because I know by allowing students to create their own spin on the world this empowers them to absorb the information in greater details. It becomes more than a grade, but the impetus to explode more in the future.

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 12px;">WILHELM, I. (2011). Big Foundations' Africa Partnership Offers Lessons for U.S. Universities. //Chronicle of Higher Education//, 57(35), A16-A18.

This article is discussing how American Universities and Granters of Funds have worked together to bolster some African Universities. The article focuses on the benefits of collaboration, with the American Universities, as well as how they were able to work together, regardless of the distances. There were issues pointed out in the article, such as connectivity. The Foundations that were providing the funds, through the grants, paid for their internet connection. This project took place over a ten year period, and states that the work could not have been completed without the help of the philanthropy of the Grantors. The collaboration allowed opportunities for young Africans to continue into a higher level of education than they would have, otherwise, been able. It also allowed students that were considered “disadvantaged” to take part in higher levels of education. According to the article this collaboration helped to create a dialogue between the two areas of the world to help solve problems that were faced in Africa. This program also allowed students to travel to areas, such as Cape Town, to study and then for the professors to study in that visiting student’s home area. Overall, the program opened the way for many students, from many areas, of Africa to obtain higher levels of education than ever before imagined. There was a foundation official that said the African universities should begin to look for ways to raise funds, rather than rely on public entities to provide the needed monies. There seemed to be a benefit for the American Universities, as well as the African Universities, as a result of this project.

While our project does not, specifically, discuss the need to collaborate with Africa, it does make clear points that we are trying to embrace. In the article the author discusses the change that has taken place, due to the efforts of the foundations and the American Universities, in African higher education. The article, also, discusses the “disadvantaged” areas of Africa, and we will undoubtedly be reaching “disadvantaged” areas of our own Country, to affect change with the students. For example, one of our group members lives in a rural part of Mississippi that by her own admittance is “disadvantaged”, so reading this article brings perspective to how we can handle working between areas of “advantage” and “disadvantage”. Not only will we be making a change from the "disadvantaged" to the "advantaged", in the sense that most people would think that we would merely be making something better. The students in the "advantaged" areas would be likely to have their lives change as well. Many of the students I work with are not truly aware of the outside world, or the real world, since many of them have never been outside their affluent, upper-middle class, metropolitan city world. Just as, I am sure, the American Universities underwent a change after helping the African students, and their Universities, my students should see a change in themselves. Having read the article will give me insight when we begin to implement a plan for collaboration, to affect change.

<span style="color: #000000; font-family: Tahoma,sans-serif; font-size: 12px;">CHAPTER 2: WEAVING WOMEN'S ELECTRONIC WEBS ON THE NET. (2000). //Signposts on the Superhighway: African Gender// (pp. 7-19). Panos London.

The chapter of this book brings about some very compelling points, concerning women, the use of the technology, and change. It specifically focusses on women in Africa, and how the connectivity of the internet is allowing them to have their voice heard around the world. Through the use of various technology tools; like e-mail, mailing lists, databases, and the world wide web women are able to speak out about a range of topics from rape, sexual abuse, racial issues, and class issues. Through these technologies, women can come together and prove to be more powerful with advocacy groups that form, and sign petitions to let law makers know how the masses feel. Women have gathered, electronically, to show support for women that fight for their causes, through mailing lists. They have shown solidarity through petitions they have been able to share and sign. It is thought many times that technology is a place for equality, but it has been a place for males in many instances. Many women, especially in male driven societies, have been without a voice, or have had a censored voice, but the technologies available to many of them now is allowing them to speak out as their “sisters” in many other places around the world have been able to do.

This article brings about an intriguing thought, and one that I have noticed with many of my own female students. Many of my female students are not the first to jump to a project like this. My male students are more likely to want to collaborate online, using the technology we have available to us. My female students, while connected to a lot of social media, seem to be more reluctant to engage in a project like this. My female students do not see the use of technology, in my classes, as something “cool” to use, as the males do. I believe this keeps them from trying to learn more about the capabilities of the internet, and the power that technology can have in their life. Seeing that this may not be an isolated incident, but more of a global concern, helps me to get a better perspective on how I can help my female students change their perspective. After reading this chapter, I can take a different view when it comes to my female students, and not assume that just because we are using technology that all of my students are going to be very eager to work on this type of assignment. I may have to do extra research to get my female students involved in something, other than social media, on the internet that focusses more on them and less on the class as a whole. While I am not sure what that might be, at this time, I now realize there is a difference in how females view technology.