text:
LPI Linux Certification/Securing FTP Servers

Detailed Objective (212.2)
(LPIC-2 Version 4.5)

Weight: 2

Description: Candidates should be able to configure an FTP server for anonymous downloads and uploads. This objective includes precautions to be taken if anonymous uploads are permitted and configuring user access.

Key Knowledge Areas:
 * Configuration files, tools and utilities for Pure-FTPd and vsftpd.
 * Awareness of ProFTPd.
 * Understanding of passive vs. active FTP connections

Terms and Utilities:
 * important Pure-FTPd command line options
 * important Pure-FTPd command line options

Overview
Description: ''The candidate should be able to configure an anonymous download FTP server. This objective includes configuring an FTP server to allow anonymous uploads, listing additional precautions to be taken if anonymous uploads are permitted, configuring guest users and groups with chroot jail, and configuring ftpaccess to deny access to named users or groups.''

Key files, terms, and utilities include:

ftpaccess, ftpusers, ftpgroups /etc/passwd chroot

Securing an FTP server will include :

 * FTP Warning Banner customization
 * FTP Greeting Banner customization
 * Securing, denying and restricting User Accounts
 * Securing Anonymous Access
 * Securing Anonymous Upload

FTP protocol
The File Transport Protocol (FTP) is an older TCP protocol designed to transfer files over a network. Because all transactions with the server, including user authentication, are unencrypted, it is considered an insecure protocol and should be carefully configured.

wu-ftpd FTP server
We will focus on the wu-ftpd FTP server from Washington University

Wu-ftpd's main configuration files are in /etc : ftpusers,ftpaccess and ftpconversions the ftpusers file contains a list of all those users who are not allowed to log into your FTP server. As you can imagine, user root should be listed here. You should also make sure that other special user accounts such as lp, shutdown, mail, etc. are included here.

the ftpaccess file is used to configure issues such as security, user definitions, etc. It's actually the general configuration file. Some interesting settings that you can establish here are: loginfails [number]

where number is a number that stands for the amount of times that a user is allowed to fail to authenticate before being totally disabled. shutdown [filename]

where filename is the name of a file that, if it exists, automatically shuts down the FTP server without a need to actually close the port in the /etc/inetd.conf file and then restarting inetd. Finally, the ftpconversions file is used to allow the clients special "on-the-fly" conversions of files, i.e automatic uncompression of files on download

FTP Warning Banner
Returning a customized banner to FTP clients when they connect is a good idea, as it helps disguise what system the FTP server is running on. ou can send banners to incoming connections either using TCP wrappers, or as described below.

Add the ollowing line to its configuration file, /etc/ftpaccess : banner /etc/banners/warning.msg

The contents of the banner file should look something like this : Hello, all activity on ftp.example.com is logged.

FTP Greeting Banner
After login, all users are presented with a greeting banner. By default, this banner includes version information useful to crackers trying to identify weaknesses in a system.. To change the greeting banner for wu-ftpd, add the following directive to /etc/ftpusers: greeting text  Securing FTP servers

Because FTP passes unencrypted usernames and passwords over insecure networks for authentication, it is a good idea to deny system users access to the server from their user accounts. To disable user accounts in wu-ftpd, add the following directive to /etc/ftpusers: deny-uid * To disable specific user accounts in wu-ftpd, add the username to /etc/ftpusers

Anonymous Access
The best way to setup anonymous FTP is by configuring a chroot jail : instead of allowing total access to the system, this will limit access to a given directory. In other words, after an anonymous user logs into the system she will only have access to the user ftp's home directory and nothing else. If she enters cd /, which in most other cases should take her to the system's root directory, it will only take her to /home/ftp most likely (it's the default home directory for the user ftp).

Most distributions like RedHat provide an anonymous ftp package, to help prepare the chroot jail It's important to give to your strictly FTP users no real shell account on the Linux system. In this manner, if for any reasons someone could successfully get out of the FTP chrooted environment (see below for definition), it would not have the possibility of executing any user tasks since it doesn't have a bash shell. First, create new users for this purpose. This has to be separate from a regular user account with unlimited access because of how the chroot environment works. Chroot makes it appear from the user's perspective as if the level of the file system you've placed them in is the top level of the file system.

Setup these new users with a shell as /dev/null, and add /dev/null in the list of allowed shells, /etc/shells. Make sure also that in /etc/passwd, their home dir is listed as /home/./ftp (for user ftp), even though the real dir is /home/ftp

Setup a chroot user environment : what you're essentially doing is creating a skeleton root file system with enough components necessary, binaries, password files, etc. to allow Unix to do a chroot when the user logs in. Note that wu-ftpd may be compiled with the --enable-ls option, in which case the /home/ftp/bin, and /home/ftp/lib directories are not required since this new option allows Wu-ftpd to use its own ls function. We still continue to demonstrate the old method for people that prefer to copy /bin/ls to the chroot'd FTP directory, /home/ftp/bin and create the appropriated library related tools. The following are the necessary steps to run Wu-ftpd software in a chroot jail: first create all the necessary chrooted environment directories:

[root@deep ] /# mkdir /home/ftp/dev [root@deep ] /# mkdir /home/ftp/etc [root@deep ] /# mkdir /home/ftp/bin [root@deep ] /# mkdir /home/ftp/lib

Change the new directories permission to 0511 for security reasons: The chmod command will make our chrooted dev, etc, bin, and lib directories readable and executable by the super-user root and executable by the user-group and all users :

[root@deep ] /# chmod 0511 /home/ftp/dev/ [root@deep ] /# chmod 0511 /home/ftp/etc/ [root@deep ] /# chmod 0511 /home/ftp/bin [root@deep ] /# chmod 0511 /home/ftp/lib

Copy the /bin/ls binary to /home/ftp/bin directory and change the permission of the ls program to 0111. You don't want users to be able to modify the binaries:

[root@deep ] /# cp /bin/ls /home/ftp/bin [root@deep ] /# chmod 0111 /bin/ls /home/ftp/bin/ls

Find the shared library dependencies of the ls Linux binary program: :

[root@deep ] /# ldd /bin/ls libc.so.6 => /lib/libc.so.6 (0x00125000) /lib/ld-linux.so.2 =7gt; /lib/ld-linux.so.2 (0x00110000) Copy the shared libraries identified above to your new lib directory under /home/ftp directory:

[root@deep ] /# cp /lib/libc.so.6 /home/ftp/lib/ [root@deep ] /# cp /lib/ld-linux.so.2 /home/ftp/lib/

Create your /home/ftp/dev/null file:

[root@deep ] /# mknod /home/ftp/dev/null c 1 3 [root@deep ] /# chmod 666 /home/ftp/dev/null

Copy the group and passwd files in /home/ftp/etc directory. This should not be the same as your real ones. For this reason, we'll remove all non FTP users except for the super-user root in both of these files, passwd and group.

Edit the passwd file, vi /home/ftp/etc/passwd and delete all entries except for the super-user root and your allowed FTP users. It is very important that the passwd file in the chroot environment has entries like:

root:x:0:0:root:/:/dev/null ftpadmin:x:502:502::/ftpadmin/:/dev/null

(notice two things here: first, the home directory for all users inside this modified passwd file are now changed to reflect the new chrooted FTP directory i.e. /home/ftp/./ftpadmin/ begins /ftpadmin/, and also, the name of the user's login shell for the root account has been changed to /dev/null) Edit the group file, vi /home/ftp/etc/group and delete all entries except for the super-user root and all your allowed FTP users. The group file should correspond to your normal group file:

root:x:0:root ftpadmin:x:502:

Now we must set passwd, and group files in the chroot jail directory immutable for better security.

[root@deep ] /# cd /home/ftp/etc/ [root@deep ] /# chattr +i passwd

Set the immutable bit on group file:

[root@deep ] /# cd /home/ftp/etc/ [root@deep ] /# chattr +i group

Configure your /etc/pam.d/ftp file to use pam authentication by creating the /etc/pam.d/ftp file and add the following lines:

auth   required /lib/security/pam_listfile.so item=user sense=deny \ file=/etc/ftpusers onerr=succeed auth   required /lib/security/pam_pwdb.so shadow nullok auth   required /lib/security/pam_shells.so account required /lib/security/pam_pwdb.so session required /lib/security/pam_pwdb.so
 * 1) %PAM-1.0

Anonymous Upload
If you want to allow anonymous users to upload, it is recommended you create a write-only directory within /var/ftp/pub/. To do this type:

mkdir /var/ftp/pub/upload

Next change the permissions so that anonymous users cannot see what is within the directory by typing:

chmod 744 /var/ftp/pub/upload

A long format listing of the directory should look like this:

drwxr--r--   2 root     ftp          4096 Aug 20 18:26 upload


text:
LPI Linux Certification/Secure Shell (SSH)

Detailed Objectives (212.3)
(LPIC-2 Version 4.5)

Weight: 4

Description: Candidates should be able to configure an SSH daemon. This objective includes managing keys and configuring SSH for users. Candidates should also be able to forward an application protocol over SSH and manage the SSH login.

Key Knowledge Areas:
 * OpenSSH configuration files, tools and utilities.
 * Login restrictions for the superuser and the normal users.
 * Managing and using server and client keys to login with and without password.
 * Usage of multiple connections from multiple hosts to guard against loss of connection to remote host following configuration changes.

Terms and Utilities:
 * Private and public key files
 * Private and public key files
 * Private and public key files
 * Private and public key files
 * Private and public key files

Overview
Description: ''The candidate should be able to configure sshd to allow or deny root logins, enable or disable X forwarding. This objective includes generating server keys, generating a user's public/private key pair, adding a public key to a user's authorized_keys file, and configuring ssh-agent for all users. Candidates should also be able to configure port forwarding to tunnel an application protocol over ssh, configure ssh to support the ssh protocol versions 1 and 2, disable non-root logins during system maintenance, configure trusted clients for ssh logins without a password, and make multiple connections from multiple hosts to guard against loss of connection to remote host following configuration changes.''

Key files, terms, and utilities include:

ssh, sshd /etc/ssh/sshd_config ~/.ssh/identity.pub, ~/.ssh/identity ~/.ssh/authorized_keys .shosts, .rhosts

OpenSSH
OpenSSH is a free, open source implementation of the SSH (Secure SHell) protocols. It replaces telnet, ftp, rlogin, rsh, and rcp with secure, encrypted network connectivity tools. OpenSSH supports versions 1.3, 1.5, and 2.0 of the SSH protocol.

If you use OpenSSH tools, you are enhancing the security of your machine. All communications using OpenSSH tools, including passwords, are encrypted. Telnet and ftp use plaintext passwords and send all information unencrypted. The information can be intercepted, the passwords can be retrieved, and then your system can be compromised by an unauthorized person logging in to your system using one of the intercepted passwords. The OpenSSH set of utilities should be used whenever possible to avoid these security problems. Another reason to use OpenSSH is that it automatically forwards the DISPLAY variable to the client machine. In other words, if you are running the X Window System on your local machine, and you log in to a remote machine using the ssh command, when you execute a program on the remote machine that requires X, it will be displayed on your local machine. This is convenient if you prefer graphical system administration tools but do not always have physical access to your server.

The ssh command is a secure replacement for the rlogin, rsh, and telnet commands. It allows you to log in to and execute commands on a remote machine.

Logging in to a remote machine with ssh is similar to using telnet. To log in to a remote machine named penguin.example.net, type the following command at a shell prompt: ssh penguin.example.net

The first time you ssh to a remote machine, you will see a message similar to the following: The authenticity of host 'penguin.example.net' can't be established.

DSA key fingerprint is 94:68:3a:3a:bc:f3:9a:9b:01:5d:b3:07:38:e2:11:0c. Are you sure you want to continue connecting (yes/no)? Type yes to continue. This will add the server to your list of known hosts as seen in the following message: Warning: Permanently added 'penguin.example.net' (DSA) to the list of known hosts.

Next, you'll see a prompt asking for your password for the remote machine. After entering your password, you will be at a shell prompt for the remote machine. If you use ssh without any command line options, the username that you are logged in as on the local client machine is passed to the remote machine. If you want to specify a different username, use the following command:

ssh -l username penguin.example.net

You can also use the syntax ssh username@penguin.example.net. The ssh command can be used to execute a command on the remote machine without logging in to a shell prompt. The syntax is ssh hostname command. For example, if you want to execute the command ls /usr/share/doc on the remote machine penguin.example.net, type the following command at a shell prompt:

ssh penguin.example.net ls /usr/share/doc

After you enter the correct password, the contents of /usr/share/doc will be displayed, and you will return to your shell prompt.

The scp command can be used to transfer files between machines over a secure, encrypted connection. It is similar to rcp.

The general syntax to transfer a local file to a remote system is scp localfile user@hostname:/newfilename. The localfile specifies the source, and the group of user@hostname:/newfilename specifies the destination. To transfer the local file shadowman to your account on penguin.example.net, type the following at a shell prompt (replace user with your username):

scp shadowman user@penguin.example.net:/home/user

This will transfer the local file shadowman to /home/user/shadowman on penguin.example.net. The general syntax to transfer a remote file to the local system is scp user@hostname:/remotefile /newlocalfile. The remotefile specifies the source, and newlocalfile specifies the destination.

Multiple files can be specified as the source files. For example, to transfer the contents of the directory /downloads to an existing directory called uploads on the remote machine penguin.example.net, type the following at a shell prompt:

scp /downloads/* username@penguin.example.net:/uploads/

The sftp utility can be used to open a secure, interactive FTP session. It is similar to ftp except that it uses a secure, encrypted connection. The general syntax is sftp username@hostname.com. Once authenticated, you can use a set of commands similar to using FTP. Refer to the sftp manual page for a list of these commands. To read the manual page, execute the command man sftp at a shell prompt. The sftp utility is only available in OpenSSH version 2.5.0p1 and higher.

Generating Key Pairs
If you do not want to enter your password every time you ssh, scp, or sftp to a remote machine, you can generate an authorization key pair.

Note: Separate Authorization Key Pairs You must have separate authorization key pairs for SSH Protocol 1 (RSA) and SSH Protocol 2 (DSA).

Warning : Each User Needs Their Own Key Pair ! Keys must be generated for each user. To generate keys for a user, follow the following steps as the user who wants to connect to remote machines. If you complete the following steps as root, only root will be able to use the keys.

Use the following steps to generate a DSA key pair. DSA is used by SSH Protocol 2 and is the default for Red Hat. 1. To generate a DSA key pair to work with version 2.0 of the protocol, type the following command at a shell prompt:

ssh-keygen -t dsa

Accept the default file location of ~/.ssh/id_dsa. Enter a passphrase different from your account password and confirm it by entering it again.

(A passphrase is a string of words and characters used to authenticate a user. Passphrases differ from passwords in that you can use spaces or tabs in the passphrase. Passphrases are generally longer than passwords because they are usually phrases instead of just a word.)

2. Change the permissions of your .ssh directory using the command chmod 755 ~/.ssh.

3. Copy the contents of ~/.ssh/id_dsa.pub to ~/.ssh/authorized_keys2 on the machine to which you want to connect. If the file ~/.ssh/authorized_keys2 doesn't exist, you can copy the file ~/.ssh/id_dsa.pub to the file ~/.ssh/authorized_keys2 on the other machine.

Use the following steps to generate a RSA key pair for version 2.0 of the SSH protocol.

1. To generate a RSA key pair to work with version 2.0 of the protocol, type the following command at a shell prompt:

ssh-keygen -t rsa

Accept the default file location of ~/.ssh/id_rsa. Enter a passphrase different from your account password and confirm it by entering it again. [1]

2. Change the permissions of your .ssh directory using the command chmod 755 ~/.ssh.

3. Append the contents of ~/.ssh/id_rsa.pub to ~/.ssh/authorized_keys2 on the machine to which you want to connect. If the file ~/.ssh/authorized_keys2 doesn't exist, you can copy the file ~/.ssh/id_rsa.pub to the file ~/.ssh/authorized_keys2 on the other machine.

Use the following steps to generate an RSA key pair, which is used by version 1 of the SSH Protocol.

1. To generate an RSA (for version 1.3 and 1.5 protocol) key pair, type the following command at a shell prompt:

ssh-keygen

Accept the default file location (~/.ssh/identity). Enter a passphrase different from your account password. Confirm the passphrase by entering it again.

2. Change the permissions of your .ssh directory and your keys with the commands chmod 755 ~/.ssh and chmod 644 ~/.ssh/identity.pub.

3. Copy the contents of ~/.ssh/identity.pub to the file ~/.ssh/authorized_keys on the machine to which you wish to connect. If the file ~/.ssh/authorized_keys doesn't exist, you can copy the file ~/.ssh/identity.pub to the file ~/.ssh/authorized_keys on the remote machine.

X Forwarding
You can forward the X11 port through SSH to enable encrypted X11 connections. There's no need to export a DISPLAY variable or to call the xhost utility.

On the server-side you must check the file /etc/ssh/sshd_config to be sure that the "X11Forwarding" option is set to "yes".

On the client-side, use the -X option :

ssh -X user@remotehost

When the remote host prompt appears, start a X11 application:

xterm &

A xterm window from the remote host will open on your local desktop.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
LPI Linux Certification/TCP wrappers

Detailed Objective
Weight: 1

Description: Candidates should be able to configure tcpwrappers to allow connections to specified servers only from certain hosts or subnets.

 * Key knowledge area(s):
 * tcpwrappers configuration files, tools and utilities
 * (x)inetd configuration files, tools and utilities

 * The following is a partial list of the used files, terms and utilities:
 * /etc/xinetd.conf
 * /etc/xinetd.d/*
 * /etc/inetd.conf
 * tcpd
 * /etc/hosts.allow
 * /etc/hosts.deny

Overview
Description: The candidate should be able to configure tcpwrappers to allow connections to specified servers from only certain hosts or subnets.

Key files, terms, and utilities include:

inetd.conf, tcpd hosts.allow, hosts.deny xinetd

TCP_wrappers
The TCP wrapper is a system to control access to network services For each service protected by TCP wrappers, the tcpd program is used and consults 2 files where access rights are defined, in search order :

/etc/hosts.deny: if a rule here is met, access is denied /etc/hosts.allow: if a rule here is met, access is allowed

Rules are constructed to match all services or specific services. If no match occurs in the two files, access is granted.

It is common to set specific rules in /etc/hosts.allow, and provide a blanket denial in /etc/hosts.deny (i.e deny everything except when specifically allowed) Rules format are :

[list of services] : [list of hosts]

i.e : deny all incoming requests except FTP from the local domain

/etc/hosts.allow : ftp : LOCAL

/etc/hosts.deny : ALL : ALL

title: LPI Linux Certification/TCP wrappers


text:
LPI Linux Certification/Security Tasks

Detailed Objectives (212.4)
(LPIC-2 Version 4.5)

Weight: 3

Description: Candidates should be able to receive security alerts from various sources, install, configure and run intrusion detection systems and apply security patches and bugfixes.

Key Knowledge Areas:
 * Tools and utilities to scan and test ports on a server.
 * Locations and organisations that report security alerts as Bugtraq, CERT or other sources.
 * Tools and utilities to implement an intrusion detection system (IDS).
 * Awareness of OpenVAS and Snort.

Terms and Utilities:

Overview
Description: ''The candidate should be able to install and configure kerberos and perform basic security auditing of source code. This objective includes arranging to receive security alerts from Bugtraq, CERT, CIAC or other sources, being able to test for open mail relays and anonymous FTP servers, installing and configuring an intrusion detection system such as snort or Tripwire. Candidates should also be able to update the IDS configuration as new vulnerabilities are discovered and apply security patches and bugfixes.''

Key files, terms, and utilities include:

Tripwire nessus netsaint snort telnet nmap

Kerberos
Reference: Red Hat Enterprise Linux 4: Reference Guide - Chapter 19. Kerberos (http://www.redhat.com/docs/manuals/enterprise/RHEL-4-Manual/ref-guide/ch-kerberos.html)

1. Installing Server

2. Installing Client

3. Basic Configuration (e.g. krb5.conf ..)

Security tasks
Use atelnet client to test/debug your servers This implies you know a little about the protocol used : read the corresponding RFCs Check security mailing lists such as Bugtraq, CERT, et al. regularly Patch your systems ASAP !

Run a security scanner on your system regularly Network security scanners Nessus and Netsaint are widely used, highly considered and open-source Bastille Linux is a great host-based security scanner Use some Intrusion Detection Systems (IDS), both network- and hosts-based Tripwire Snort

Don't forget : security is a never-ending process, not a state or a product !

title: LPI Linux Certification/Security Tasks


text:
LPI Linux Certification/Troubleshooting Network Issues

Detailed Objective (205.3)
(LPIC-2 Version 4.5)

Weight: 4

Description: Candidates should be able to identify and correct common network setup issues, to include knowledge of locations for basic configuration files and commands.

Key Knowledge Areas:
 * Location and content of access restriction files
 * Utilities to configure and manipulate ethernet network interfaces
 * Utilities to manage routing tables
 * Utilities to list network states.
 * Utilities to gain information about the network configuration
 * Methods of information about the recognized and used hardware devices
 * System initialization files and their contents (SysV init process)
 * Awareness of NetworkManager and its impact on network configuration

Terms and Utilities:
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal
 * System log files such as,   and the systemd journal


text:
User:Arceus fan

I gonna make books! lwikipedia profile

title: User:Arceus fan


text:
User talk:Arceus fan

D00de wanna send me messages?

I've deleted your unnecessary link to Wikipedia at Wikibooks encyclopedia. If you have concerns, please ask on my talk page. More useful info below:

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 03:26, 14 October 2007 (UTC)
 * Did you know if you type 'lwikipedia' using ask.com your user page is the third page? That's awesome! --w:User:Ye Olde Luke (Hey, are you the same user as Wikipedia's Arceus Fan?)

title: User talk:Arceus fan


text:
User talk:64.75.119.10

This message is regarding the page Human Physiology/Integumentary System. Please refrain from adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Az1568(Talk) 16:14, 25 September 2007 (UTC)

title: User talk:64.75.119.10


text:
User talk:216.56.16.82

This message is regarding the page Wikijunior:Ancient Civilizations/Akkadians. Please refrain from adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Az1568(Talk) 16:15, 25 September 2007 (UTC)

Regarding the page Wikijunior:Ancient Civilizations/Akkadians, please stop. If you continue to vandalize pages, you will be blocked from editing Wikibooks. Az1568(Talk) 16:17, 25 September 2007 (UTC)

 * Az1568(Talk) 16:19, 25 September 2007 (UTC)

title: User talk:216.56.16.82


text:
User talk:217.216.192.20

Thanks for experimenting with the page Pediatrics/Congenital Anomalies/Tetralogy of Fallot on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks.

Az1568(Talk) 16:16, 25 September 2007 (UTC)

title: User talk:217.216.192.20


text:
A-level Geography/AS AQA Geography

AQA Geography Specification A
Geomorphology Hydrology Climatology

Introduction
AS of January 2009 and subsequent examinations, the new syllabus applies, see: specification.

The AS comprises two papers,
 * Unit 1: Physical and Human Geography (70% of AS, 35% of A-Level)
 * Unit 2: Geographical Skills (30% of AS, 15% of A-Level)

The A2 comprises two papers,
 * Unit 3: Contemporary Geographical Issues (60% of A2, 30% of A-Level)
 * Unit 4A: Geographical Fieldwork Investigation OR Unit 4B: Geographical Issue Evaluation (each worth 40% of A2, 20% of A-Level)

Core

 * /Physical, Rivers, ﬂoods and management/
 * /Human, Population change/

Optional Physical

 * /Cold environments/
 * /Coastal environments/
 * /Hot desert environments and their margins/

Optional Human

 * /Food supply issues/
 * /Energy issues/
 * /Health issues/

Unit 1
Sample Questions: Specimen Paper:
 * Question Paper
 * Question Paper
 * Mark Scheme

title: A-level Geography/AS AQA Geography


text:
Cyber Guide to ODU Career Management/Get Answers

Part-time Jobs FAQ
How do I get a part-time job?

ICAP Step by Step
ICAP –Step-by-step process

1.	Attend orientation and/or meet with ICAP coordinator 2.	Begin researching possible ICAP placements (there will be a useful spreadsheet which will list many possible internship companies, and areas to consider when researching) 3.	Short list top 3/4 programs that interest you. If needed meet with ICAP coordinator for additional help deciding between programs 4.	Meet with Mike Dean-Study Abroad Office?? Traveling abroad orientation and info 5.	Apply for program according to the requirements of the specific company 6.	Once accepted on program meet contact ICAP coordinator so that a placement record can be made, at this point discuss possibility to get credit 7.	If internship is degree related, student should then meet with Program Director (or specific person) in their college. This will determine whether the internship is suitable for credit. 8.	If eligible for credit student should inform ICAP coordinator once they have registered for credit.

Breakdown of responsibilities ICAP coordinator-Assists with general program information, conducts orientations, attends fairs, advises students on general program questions

Liaison/Program Director-Assists student obtain credit for internship if suitable

Study Abroad Office-Conduct general orientation for students going abroad.

Updates and changes for ICAP •	Update website with clear instructions on how to apply and what the process involves •	Detailed and extensive list of companies that provide internships •	Articulate for website of ICAP orientation •	ICAP will most likely be NOT for credit, unless their internship specifically meets requirements of college •	Updated list of methods of fundraising for ICAP •	Group appointments will be available on ICAP coordinator's calendar in order to meet with groups of 5/6 students at one time


text:
Template:Latin/Table

style="background: #ecf1fb; border: solid 10px #cff2ce" rules="all" ! style="background-color: #cff2ce; height: 50px; text-align: center" colspan="" | Latin •  •

title: Template:Latin/Table


text:
User:Whiteknight/Perl Tk

I want to write a short book about graphical interface design using Perl/Tk. This is mostly because of the dearth of information available on the internet about this topic. A google search for Perl/Tk help will return multiple copies of the POD library documentation, which isn't helpful.

The Plan

 * Target Audience: Computer programmers
 * Scope: Will cover graphical interface design using Perl/Tk
 * Prerequisites: Perl
 * Corequisites: None.

Table of Contents

 * Introduction
 * Obtaining Perl-Tk

Tk Basics

 * Graphical User Interfaces
 * Perl-Tk Program Structure

Widgets

 * MainWindow and TopLevel
 * Widget Handles
 * Text and Labels
 * Forms: Buttons, Checkboxes, Inputs
 * Menus

Geometry Managers

 * Frames and Notebooks
 * The Grid
 * The Pack Algorithm
 * Forms
 * Dialog Boxes

Bindings and Events

 * Bindings
 * Scrollbars
 * Input Bindings
 * Balloons and Tooltips
 * Event Handlers
 * Timing and Synchronizing

Images and Graphics

 * Images
 * Canvas
 * Animations

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User talk:209.175.88.10

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Latin/Spoken/Lesson 1

Chapter One, Lesson One - Basic conversation: In this chapter you'll study basic conversations.

Vocabulary
In this conversation you have heard the most basic phrases of Latin. A complete textbook for spoken Classical Latin can be found on Google Books. This textbook can also be heard read out aloud at My Podcast
 * Salve means "hello"
 * Vale means "good-bye"
 * Gratias (tibi) ago means "thank you", literally "I give thanks to (you)"
 * ob and pro are used after this to say thank you for...
 * Quaeso (often inbetween commas) means "please"
 * Sum means "I am".
 * Quid agis/Quid agit means How are you/How is it

Exercises
Latein/ Gesprochenes Latein/ Lektion 1

title: Latin/Spoken/Lesson 1


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Web 2.0 and Emerging Learning Technologies/Global Education

=Global and International Education and Interaction = Introduction

The advancement of science and technology has made all parts of the world much more interconnected and mutual interdependent. It is truly a global village. Global economic and social trends will have impacts on the educational development. Thus, global and International education is necessary to open the door for better mutual understanding and appreciation of rich diversities. In an increasingly knowledge-based economy, almost one in every four dollars made by Americans is tied to world trade; a good education fostering global thinking is more important than ever before. What people earn depends on what people learn. Global education can teach students to understand these changes and enable people to become more competitive internationally. (Tye and Tye, 1992) This means that it is important to understand the interconnectedness of world and develop a world outlook.

The Definition and Aim of Global Education

Global education is a diverse and highly decentralized movement. This movement is a cumulative response to a variety of events on the world stage. All of the activities are manifestations of ways where events outside our national borders affect the daily live (Alger and Harf, 1986). Global education encompasses the strategies, policies and plans that prepare young people and adults for living together in an interdependent world. It is based on the principles of co-operation, non-violence, respect for human rights and cultural diversity, democracy and tolerance. It is characterized by pedagogical approaches based on human rights and a concern for social justice which encouraged to make links between local, regional and worldwide issues and to address inequality (Osler, 2002).

The aim of global education is to build a global culture of peace through the promotion of values, attitudes and behavior which enable the realization of democracy, development and human rights (Osler, 2002).

Global Education and Wiki

It is the generation now for the development of open source software, such as music sharing, YouTube, blog and the Wikipedia. Open source software is a form of intellectual engagement that the users are no longer readers, or audiences, – they have the ability to become active producers of the content. It is also a significant paradigm shift for the higher education. Wikis are Web sites on which multiple users can easily create, modify, and delete content, and enjoy collaborative writing. Multiple users are from different countries. The creators of Wikipedia created an online encyclopedia that can be updated by almost anyone. Since 2001, this Web site now has more than five million entries in over 200 languages created collaboratively by people from all over the world. It is just like a global community which includes different thoughts, information and knowledge from all over the world. It results in a different way of global education which can develop a culturally diverse learning community, deepen discussions on controversial issues, and increase educational equity. (feedback by Cheng-hong Liao: Wiki is a revolutionary change in the diffusion of knowledge, it not only can increase the speed of information dissemination, but also beyond the limit of language, wiki will be very useful in education, business, political, economy and some other areas.)

How Wiki can be used to respond to the opportunities of global education

There is an example to support that Wiki has the power to help enable global education. The followings are the description of this website named World Almanac of Educational Technologies (WAET). WAET is a Wiki-based interactive educational book which was developed by a group of students who studied in the department of instructional technology, The University of Georgia.

The World Almanac of Educational Technologies (WAET) is an evolving web resource designed to explore the concepts, conditions and uses of technological tools within global education initiatives. By examining the different meanings and applications of technology around the world, WAET seeks a greater understanding of how appropriate technology can impact teaching and learning in its many perspectives. The chapters herein attempt to describe national and local situations richly, including at least one case study illustrating students, teachers, or schools for each country.”(Amiel, T., 2006).

These editors are from different countries including Brazil, Canada, China, South Korea, Turkey, Italy, USA etc. They described the educational structure and policy of their own country. It is found that for almost every country, the quality of education is directly related to the quality of life. It is an obvious example of wikibook which facilitates knowledge sharing and collaboration experience across different cultures. It indirectly contributed to the opportunity of global education as well.

The use of wiki is at its beginning stage. Educators and researchers in advance should be aware of some challenges of wikis. Misunderstanding for the sake of cultural difference or lacking related cultural background knowledge is one of the big issues. Culture and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted. Culture is the foundation of communication. (Porter and Samovar, 1998).

Reference

Amiel, T. (2006). Wiki-based interactive educational books. Retrieved August 21, 2007, from http://www.waet.uga.edu/

Alger, C. F., & Harf, J. E. (1986). Global education: Why? For whom? About what? In R. E. Freeman, Promising practices in global education: A handbook with case studies. New York: National Council of Foreign Language and International Studies, 1–13.

Osler, A. (2002) Citizenship and the challenge of global education. Stoke onTrent : Trentham Books.

Porter, R. E. & Samovar, L. A. (1998). Cultural influences on emotional expression: Implications for intercultural communication. In: P. A. Andersen & L. K. Guerrero. (Eds.), Handbook of communication and emotion: Research, theory, applications, and context. San Diego, CA: Academic Press, 449-462.

Tye, B.B. and Tye, K.A., (1992). Global education, A study of school change, State University of New York Press, Albany, NY.


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Web 2.0 and Emerging Learning Technologies/Issues

=Legal, Cultural, Social, and Political Issues in the Web 2.0 =

Legal Issue
The development and application of Web 2.0 emphasizes on users’ participation and sharing and aiming to collect distributed intelligence with low technical barriers and discussion (O’Reilly, 2005). Recent years, with the prevalence of Blogger, YouTube and et cetera, users’ information behaviors shift from downloading and reading to uploading and sharing. Everyone could easily be both a “consumer” and “producer.”

In such an open and free Web 2.0 era, users might take internet resources as public property, make use of them without due consideration, nor care about how others use their works or creations. These information behaviors can cause probability of the violation of cyber copyright law (Lin, 2006). As Chou, Chan and Wu (2007) concluded, students usually have three major misconceptions toward cyber copyright law: (1)The Internet content is all open for the public to use, (2) the Internet is always free and (3)all educational use is fair use. Among these three misconceptions, (1) and (3) are easily for students to encounter and violate the cyber copyright law unconsciously. For example, can I record “Lust, Caution” and upload it onto YouTube? Can I copy, transmit and broadcast others’ creation without permission in advance? If my creation is misappropriated by others, can I tolerate? For the conveniences and economic consideration, can I save a whole copyrighted journal volume?

In Web 2.0 era, students would assess richer Internet content and resources and they might produce or publish many works, widely used and cited by others. It’s very important and emergent to foster their cognition, attitudes and behaviors toward cyber copyright laws.

References

1.Chou, C., Chan, P. S., & Wu, H. C. (2007). Using a two-tier test to assess students’ understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 1072-1084.

2.Lin, K. H. (2006). Web 2.0 的資訊可互通性再想想DRM. Retrieved December 07, 2007, form http://mag.udn.com/mag/dc/printpage.jsp?f_ART_ID=50955. (in Chinese)

3.O’Reilly, T. (2005). What is Web 2.0?. Retrieved December 07, 2007, from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html


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Web 2.0 and Emerging Learning Technologies/Assessing

=Assessing and Evaluating the Impact of Web 2.0 and Emerging Learning Technologies =

Virtually Learning: The Education Experience in Second Life
Introduction

School is outdated and out of touch with the lives of today’s students. For the most part, our academic institutions continue to follow a model put forth in the nineteenth century (Herz, as quoted by Foreman, 2004). And, when asked to describe their school experiences, “boring” and “dry” are two words that often enter into the students’ conversation (Prensky, 2001). Oblinger (2003) asserts that these new students - individuals “raised on the Internet and interactive games” (p. 44) - may have expectations that are not met by the current “skill and drill” system of learning (e.g., Gee, 2003; Steinkuehler, 2005).

They, and more specifically the Net Generation or the Millennials (Carlson, 2005; Oblinger, 2003), come into the classroom equipped with different attitudes toward education, as well as a diverse array of technological skills. Scholars, such as Dede (2005) take this line of thought a step further by suggesting that information technology is reshaping the mindset of students of all ages and creating a “neomillennial” learning style. Regardless of the label, these new students want more than the traditional lecture format; instead, they are seeking out authentic and active educational experiences, like those found in virtual worlds.

According to the Entertainment Software Association (2007), the typical game player is 33 years old and has been playing games for more than 10 years; 38% of these game players are women. But, this is not to say that younger individuals – male and female – are not playing games. As Lenhart, Madden, and Hitlin (2005) report, the majority of teenagers are now using the Internet; further, 81% of these teens (or approximately 17 million individuals) play games set in online virtual worlds (p. 35). More importantly, though, the exposure to certain technologies, like video games and virtual worlds, may have altered the minds of these students, or “digital natives,” in such a way that educational theories that worked in the past may not in today’s world (Prensky, 2001). These technologies also raise flags about what exactly is learning.

What is Learning?

Behaviorism versus Constructivism

Learning means different things to different people. Vygotsky (1978) writes that learning is “more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things” (p. 83). To those who follow a behaviorist pedagogy, learning is viewed as an activity that takes place inside the head of a person. The assumption is that the child’s mind is like a blank slate waiting to be written on or an empty container ready to be filled. Drill and skill techniques and the standardized tests that accompany them often underlie this theory, yet they may not be able to account for higher-order thinking found in society. Papert (1993) points to the work of Paulo Freire (1987) who uses a ‘banking model’ to describe the behaviorist approach to education. Based on Papert’s interpretation of Freire’s metaphor, “information is deposited in the child’s mind” (p. 14) and knowledge is “treated like money to be put away in a bank for the future” (p. 51). With such an approach, learning is always about the future potential to use it, not about the present.

Today Web 2.0 and other emerging technologies make immediate use of learner skills and competencies more salient. Some scholars have attempted to extend the facets of constructionist theory to incorporate the use of technologies to facilitate the teaching and learning process. This is not to say that these scholars believe that computers alone will save education. They do not. In fact, Papert (1993) states that “nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else has changed” (p. 149). Following this lead, Jonassen (2000) argues that students do not learn from teachers or computers. Instead, Jonassen asserts that they both merely foster learning and views computers as cognitive tools, which he refers to as Mindtools.

In Jonassen’s assessment, Mindtools are “intellectual partners that enhance the learner’s ability to think” (p. 17). Wedemeyer (1981) takes a similar position on the ways to enhance learning but argues that “learning via technology is not merely a matter of substituting technology for the classroom” (p. 111). While Wedemeyer believes that teachers will not be replaced by computers, he does acknowledge that technology is beneficial in that it can “free faculty members from custodial duties so more of the teacher’s and learner’s time can be given to truly educational needs” (p. 36). Perhaps today, more than a quarter century after Wedemeyer's writing, we can realize some of his predictions and ideals. Like Wedemeyer, Jonassen, and Papert, Michael and Chen (2006) agree that educators will continue to be an essential element in the teaching and learning process, no matter how important video games become; in fact, their vision of video games is one where they become “part of the new educational toolbox” (p. 142)

Computer technologies are attractive because they provide students the opportunity to engage in complex thinking through active learning and autonomy. One example is Papert’s Logo project and the creation of “microworlds.” Logo was a computer-based environment where students could explore the concepts they learned by using programming languages to create and build creatures, as well as directing the movements of their design in this space. In this active and experiential environment, students were able control their learning and set their own goals. It is also in this type of space that multiple ways of understanding are acceptable and encouraged.

Jonassen (2000) considers this move toward different approaches to knowing to be beneficial, and believes that the reason why students have a “deficient understanding of content” is because “they were required to represent what they know in only one way” (p. 281). According to Jonassen as well as Papert, that is the beauty of environments such as Logo; understanding surfaces from meaningful activities rather than memorizing the correct solution. This approach is in direct opposition to the current educational system that “insists on the student being precisely right” (Papert, 1993, p. 167). It is also in this space where teaching and learning are freed from the constraints and barriers of what Wedemeyer's (1981) referred to as “time-place conditions” (p. 37) – education can happen anytime, anyplace. Wedemeyer also suggests that this technological affordance “opens up the doors to greater learner independence by permitting physical distance between teacher and learner” (p. 112). And the opportunities for student and teacher being physically distant from one another have certainly exploded in the decades since Wedemeyer was espousing such views.

Scholars have argued that the incorporation of technology into the teaching and learning process is complementary to the constructivist approach to education. Even though technology is viewed as a tool that fosters learning, it alone will not be enough to move education away from the behaviorist approaches that are entrenched in our current system. Wedemeyer (1981) suggests we may have to look beyond the classroom model for answers. He writes, “If America is on the threshold of becoming a Learning Society, non-traditional learning may be its most genuine ingredient” (p. 219). Nontraditional is certainly apparent today with Wikis for virtual collaboration, podcasts for playing lectures while driving in your car or on a morning jog, and subscribing to someone's blog posts or YouTube channel. It would fascinating to invite someone like Wedemeyer to comment on how he perceives the technologies of today in light or his writings and predictions from a few decades ago.

Situated Learning Theory

One way to effectively develop knowledge or skill in a topic area is through experience and learning in a rich, authentic context (Lave, 1988; Vygotsky, 1978). Lave and Wenger (1991) claim that learning “implies becoming a different person with respect to the possibilities enabled by these systems of relations” (p. 53). Individuals go through this process of knowing and learning in a variety of ways, but traditional education does not always take this into consideration. Instead, traditional education practices tend to regard thinking as a process that is consistent across all learners (Greeno, 1989).

There are a number of factors that enable learners to take knowledge and apply it. In the current environment, educators have stressed the importance of transmitting facts to learners with the hope that information will transfer come test time. And therein lies the rub; the exchange value may be such that learners are able to perform well on tests and other assessment measures; however, this does not mean they will be able to activate that knowledge spontaneously. The knowledge may actually lie inert and unusable outside the context of classroom. Emerging technologies have helped make this more evident as learners are able to engage in more authentic and real-world contexts where, unlike traditional learning situations, they apply as well as reflect on their knowledge through interactive sharing.

Unlike simulations and gaming, virtual worlds, and online tele-apprenticeships and problem-based learning, traditional education has created its own type of learning culture. Technically, it qualifies as a situated environment, but it is one in which the real world context is de-emphasized or completely severed from classroom learning. Instead of developing knowledge or tools that will assist them in solving problems, learners passively acquire a collection of facts from an all-knowing teacher. This type of knowledge is fragile and creates a situation where the learning becomes meaningless. At the time of this writing, however, the teachers’ perceived need to sacrifice deep understanding for broad material coverage overshadows such issues. There is a pervasive fear that valuable class time will be spent on initiatives that will not transfer is a real one. Therefore, traditional education focuses on microcontext teaching methods where subsets of larger problems are examined and oftentimes drilled into passive learners. With this approach, topics can change on a daily basis, without providing adequate time for learners to obtain a deep and rich understanding of the material.

Learners may face a number of obstacles while attempting to develop their own knowledge skills, but there are ways to circumvent these issues. One is for educators to create communities of practice that foster the emergence of robust knowledge rather than the acquisition of applications and procedures. For learning to be valuable and for knowledge to emerge, Brown and his colleagues (1989) argue that there must be a combination and interaction of activity, culture, and concept. Along these same lines, Lave and Wenger (1991) refer to a dynamic interaction with these elements as Legitimate Peripheral Participation (LPP). According to Lave and Wenger, LPP occurs when “learners inevitably participate in communities of practitioners and that the mastery of knowledge and skill requires newcomers to move toward full participation in the sociocultural practices of a community” (p. 29).

Anchored instruction – or apprenticeship-like learning experiences – is another way to integrate activity, culture, and concept into the teaching and learning environment (CTGV, 1990). In fact, Lave and Wenger (1991) suggest that in the United States today, much of the learning that requires higher-order thinking skills (e.g., medicine, law, business, engineering, etc.) is done through apprenticeship-like instruction. By becoming ingrained in the participatory process, learners understand how to actively use knowledge within an authentic context. This allows them to view information as a tool that evolves with use rather than a futile fact that remains inert. Instruction that is placed in a complex macro-context environment, like ones employed in anchored instruction, enable learners to sustain thinking about a particular topic over a period of time. Such a process allows them to move closer to becoming “experts.” Anchored instruction methods also enable learners to find ways to use elements that are available in the environment to assist them in solving problems. Through teacher-guided discovery and coaching, learners can develop a basis for their understanding.

Once learners have gained self-confidence and understanding of the material, they can rely less on the teacher and more on others in the community via collaboration. In an attempt to avoid situating the activity within one particular context, multiple perspectives are provided to layer the content. The goal is to create a situation where the knowledge can be decontextualized in such a manner that it allows the learner to use it in other contexts. Another way to promote the possibility of transfer is by creating an environment that not only supports the process of thinking about novel problems, but also encourages the articulation and reflection of ideas. Learners who articulate and reflect on their problem-solving procedures develop metacognitive skills that enable them to compare their learning and knowledge to others. It also makes visible any misconceptions that may exist in the learner’s understanding, while allowing the teacher to determine what is simply being regurgitated to complete assignments.

Overall, in order for learning and knowledge to be effective, they should be situated within a triangle of meaningful activities, culture, and concept (Brown, Collins, & Duguid, 1989). Taken out of its indexical context, learning loses its use value and becomes opaque. However, concerns over transferability have traditionally created a learning environment within the culture of schools that emphasizes the regurgitation of facts, rather than the development of deeper understandings and appreciations of the content. The acquisition of facts can be valuable in certain situations, but this type of knowledge can be rendered meaningless outside the confines of the classroom. In order for learners to take ownership for their learning and accurately assess their metacogntive skills, the learning and the knowledge cannot be extracted from the situation. By creating communities of practice like those described by Lave and Wenger (1991), learning and the development of knowledge can move out of the academic factory and into an environment that will enable learners to develop tools they can use in the world. As noted below, emerging technologies, such as virtual worlds and simulations, can be used to do just that.

A Virtual Educational Model

Learning is not what it used to be. Simply put, today’s students obtain knowledge differently from those of previous generations. It is important to emphasize that the interests and expectations in computers and video games of these technologically savvy students is not part of a quest to find an easier alternative; on the contrary, as Steinkuehler (2005) suggests, such tech savvy individuals are seeking out cognitive challenges via video games. Gee (2003) continues this line of thought, and argues that in the world of video games, “hard is not bad and easy is not good” (p. 165).

Kurt Squire (2005, February) is another scholar who recognizes the appeal of complexity within video games, as well as the objections players have toward easy games. He argues that what players do not like are “‘uninteresting decisions’, or games that leave them confused with too many ‘easy’ decisions – decisions where there is no learning to be had” (p. 25). Therefore, some educators, such as Sasha Barab et al. (2005), propose a different type of educational model. This alternative is one that blends together games and learning, while adding one ingredient that is typically absent in education – fun. In addition to creating an enjoyable experience, virtual worlds, like Second Life, provide students scaffolded spaces that can support practical experimentation, critical thinking, and other information literacy skills – important qualities needed in our technology-focused real world.

Modern players’ expectations for video games and virtual worlds are high. Increasingly, they want complex special effects and high quality graphics that create an immersive and “realistic” experience. In virtual worlds, students are able to experiment with identity, explore online role playing, and develop shared values. As they handle tools and materials, observe and interact with others, student-players can experientially develop a deeper understanding of a theme, a topic, a period of time, or a concept. Situated within a visually rich and engaging space, players are encouraged to interact with each other and travel to virtual lands by selecting from a diverse array of paths at various points. In addition to information obtained through player-to-player interactions, designers utilize feedback such as hue, lighting, and shape to guide player’s activities, as well.

Along with feedback that guides the players’ activities, the development of visual skills and creativity can enrich the students’ learning experiences. In worlds like Quest Atlantis and Second Life (SL), students can customize the appearance of their avatar, and, because the content in SL is created entirely by users, students may build content or interact with artifacts created by others. Students can also plan by mapping-out strategies to overcome challenges and navigate charted and uncharted paths. What’s more, they may explore alternatives or different viewpoints by modifying the visual display; for example, by selecting the avatar’s expression or switching between first- and third-person viewpoints. Even the physical act of controlling an avatar in real time may raise the students’ consciousness of the architectural constraints and possibilities. Also, students are able to create a sense of space through a process that Kalay (2004) contends is a “combination of context, activities, and action” (p. 196); they employ intellectual decision-making in order to accomplish both personal and in-game goals.

Virtual worlds, such as Second Life, are powerful in that they enable students to learn through seeing, knowing, feeling, and doing within visually rich and mentally engaging spaces. Rather than reading about events, such as the bloody conflicts between the colonists and the British soldiers, students who navigate Williamsburg in the history-themed, role playing game Revolution become part of the events through the adoption of a pre-set persona. In more fictional constructs such as Prospero’s Island, students interact and collaborate with Shakespearean characters and other players, as well as experience scenes as images mapped to text. As an added benefit, scaffolded activities are far more likely to create a safe environment with minimal risk of failure or embarrassment (Steinkuehler, 2004). Since games offer many options and respond to player choices, student-players often feel as if they are in control of their learning, and, as a result, own their learning process (Herz, 2001). Some students even assert that they learned more in these environments than they would have if they had only read the text (Van, 2007). Table 1 provides a summary of the possible educational uses of Second Life.

'''Table 1. Educational Uses of Second Life'''

However, teaching and learning through video games or in virtual environments is not without its problems or concerns. First, while the power of play is motivating for some students (c.f., Squire, 2005), not everyone prefers to learn in a visual manner, which is privileged in virtual worlds. Additionally, there is a significant commitment by both instructors and students involved in such activities; for instance, educators who introduce students to a virtual experience should plan on prior instruction and hours of playing time before students grasp the main concepts that are introduced in the environment. In an examination of learning with commercially available video games in the classroom conducted by Kirriemuir and McFarlane (2004), they found that the “amount of time taken for both the student and teacher to orient themselves within the game” (p. 19) was one of the main disadvantages.

Students’ expectations may skew the experience, as well; if they anticipate that the virtual world will be game-like, they may expect the look and feel of slick, commercial products. As Elliott and his colleagues (2002) discovered, this is an experience that is not always available in education-themed spaces. In virtual worlds, like Second Life, other problems encountered by players may include banishment from the world for violations of community standards, encounters with griefers (i.e., players who cause grief to others in the virtual world through harassment), and even the costs associated with inflation. Hayes (2006) adds that as the teaching and learning opportunities available and exploited in SL expand, educators will also have to address issues regarding the proliferation of sexually explicit content as well as other sensitive and controversial topics.

In addition to such issues and concerns, students may feel initially frustrated as they learn how to be in-world. As Johnson (2005) points out, “The dirty little secret of gaming is how much time you spend not having fun. You may be frustrated; you may be confused or disoriented; you may be stuck” (p. 25). But, as Clark Aldrich (2005) contends, this can be a positive sign in that “frustration during the learning program and then the feeling of resolution afterward is the most reliable sign that learning is going on” (p. 243). Gee (2007) would agree with this position and adds that while good video games are ones that are challenging yet do-able, it is through guidance that learners can “prepare for action” (p. 80).

By overcoming these challenges, mastering tasks, and participating in communal activities presented within these virtual places, though, students are typically rewarded by gaining both points and status among other players (e.g., Herz, 2001). One study by Green and Bavelier (2003) also suggests that regular participation in these games can improve visual skills; skills that allow a student-player to decipher complex scenes, adapt more readily to distractions, and quickly and efficiently process fast-changing imagery and visual feedback. At least initially, some learners may become overwhelmed and frustrated with the virtual world, but Gee (2005) argues that these complex and cognitively challenging spaces are good not just because they are games; rather, he contends that the cutting edge is “realizing the potential of games for learning by building good games into good learning systems in and out of classrooms” (p. 21).

Conclusion

Despite those who suggest that there are benefits to the interactions that take place within these rich, complex virtual worlds, there is evidence to suggest that the educational community has been slow to adopt the use of new technologies in the classroom (Hitlin & Rainie, 2005). In some cases, parents are more accepting of incorporating video games and virtual worlds into the curriculum than teachers (Michael & Chen, 2006). Rather than relying on commercial game designers to exploit the learning potential of these environments, though, Lombardi and McCahill (2004) argue that it will take the efforts of educators to further these educational initiatives. In a recent report on game-based learning from the Joint Information Systems Committee (JISC) in the UK, Sara de Freitas (2007) from the Serious Games Institute in Coventry and Visiting Researcher at the London Knowledge Lab agrees with this perspective. She argues that designers, educators, and learners need to come together to move toward the creation of serious (i.e., educational) games and other immersive worlds. At the same time, scholars such as Coffman and Klinger (2008) remind others that even if educators do get involved in these efforts, they will continue to face the challenge of determining how to effectively integrate these virtual worlds into the curriculum.

Nonetheless, educators are beginning to recognize the potential of Second Life and the ways in which this world could enhance learning in their own classrooms, as well as fostering student collaboration worldwide. Shaffer and his group (2005) observe that a shift toward games is happening in corporations and the military, but not education. However, Diana Oblinger (2004) points out that the interest in the concept of informal learning is on the rise. Currently, there are also signs to suggest that educational entities have started to explore the possibilities associated with virtual world environments, like Second Life. According to the Horizon Report (2007), “educational use of these spaces is already underway and growing” (p. 18). Moreover, a survey conducted by the New Media Consortium (2007) found that educators believe that Second Life has great potential and consider this world to be a taste of the 3D future.

There are many directions for virtual learning across educational settings. Large-scale adaption, effective training, and innovative uses are among the goals of many of the scholars and educators reviewed in this chapter. Inroads into awareness, pedagogy, and training will likely not overnight, but will be interesting to watch, analyze, and help promote during the coming decade.

References

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco: Pfeiffer.

Barab, S. A., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107. Retrieved September 27, 2007, from the EBSCO Academic Search Premier database.

Brown, J. S., Collins, A., & Duguid, P. (1998). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.

Carlson, S. (2005, October 7). The net generation goes to college: Tech-savvy ‘Millennials’ have lots of gadgets, like to multitask, and expect to control what, when, and how they learn. Should colleges cater to them? The Chronicle of Higher Education, 52(7), A34. Retrieved October 5, 2007, from

Coffman, T., & Klinger, M. B. (2008). Utilizing virtual worlds in education: The implications for practice. International Journal of Social Sciences, 2(1), 29-33. Retrieved November 2, 2007, from

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.

de Freitas, S. (2007). Learning in immersive worlds: A review of game-based learning. Retrieved October 8, 2007, from the JISC website:

Dede, C. (2005). Planning for neomillennial learning styles. EDUCAUSE Quarterly, 28(1), 7-12. Retrieved October 31, 2007, from

Elliott, J., Adams, L., & Bruckman, A. (2002). No magic bullet: 3D video games in education. Proceedings of ICLS 2002 Seattle, WA. Retrieved September 27, 2007, from http://www.cc.gatech.edu/~asb/papers/aquamoose-icls02.pdf

Foreman, J. (2004, October). Game-based learning: How to delight and instruct in the 21st Century. EDUCAUSE Review. Retrieved November 15, 2007, from

Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. New York: Bergin & Garvey.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave/St. Martin’s.

Gee, J. P. (2005). Why are video games good for learning? Retrieved October 5, 2007, from

Gee, J. P. (2007). Good video games + good learning: Collected essays on video games, learning and literacy. New York: Peter Lang.

Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534 – 537. Retrieved October 9, 2007, from the Nature Journals Online database.

Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134-141.

Hayes, E. (2006). Situated learning in virtual worlds: The learning ecology of Second Life. Proceedings of the Adult Education Research Conference 2006. Retrieved November 13, 2007, from

Herz, J. C. (2001). Gaming the system: What higher education can learn from multiplayer online worlds. EDUCAUSE, 169-191. Retrieved October 7, 2007, from

Hitlin, P., & Rainie, L. (2005). Teens, technology, and school. Pew Internet & American Life Project. Retrieved September 22, 2007, from

Horizon Report. (2007). The Horizon Report: 2007 Edition. A collaboration between The New Media Consortium and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE program. Retrieved September 20, 2007, from

Johnson, S. (2005). Everything bad is good for you (2nd ed.). New York: Riverhead Books.

Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Kalay, Y. E. (2004). Virtual learning environments [Special issue]. Journal of Information Technology in Construction, 9, 195-207. Retrieved October 8, 2007, from

Kirriemuir, J. & McFarlane, A. (2004). Literature Review in Games and Learning. A Report of NESTA Futurelab. Retrieved November 15, 2007, from

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Lombardi, J., & McCahill, M. P. (2004). Enabling social dimensions of learning through a persistent, unified, massively multi-user, and self-organizing virtual environment. Proceedings for the Second International Conference on Creating, Connecting and Collaborating through Computing (C5’04). Retrieved October 3, 2007, from the IEEE Digital Library database.

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Web 2.0 and Emerging Learning Technologies/Tools

=Technology Tools Currently in Development and Beta =

Some believe that Web 2.0 is giving way to "Web 3.0". What is Web 3.0? Some have identified this as the creation of the semantic web, a term coined by Tim Berners-Lee (the inventor of Web 1.0). The semantic web is based on the addition of metadata to Internet- and network-based information, so that systems can be more context-aware. In terms of hardware, mobile technologies and devices continue to improve in terms of being context- and locationally-aware, so that information can be delivered "just in time." Whether it be for education, business, military and other fields, such in-time learning has been a goal for a long time and networks are continuing to grow and evolve.

As environmental sensors begin to be networked, learners can have access to real-time information. For example, my brother-in-law, who was in Californina, was monitoring the changes of the bouy elevation levels in the Gulf when Hurricane Katrina was pummeling his home town. He was experiencing the horror of the storm as he saw 25' elevational changes as the storm surge hit the coast. The real-time monitoring allowed him to be aware of more than FEMA appeared to be monitoring.

This type of real-time data access and the information that can come through mobile devices can bring information to learners about their environment; the history and significance of the place they are located; and allow them to provide real-time feedback on how a relevant object or issue might be improved.

Another candidate for Web 3.0 is immersive online virtual environments (like Second Life). There are already free software tools available for converting 2D Web sites into 3D virtual environments navigable by avatars. This may be part of a growing trend toward visualization of information in virtual environments and augmented reality.


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Web 2.0 and Emerging Learning Technologies/Future

=The Future: Tools, Technologies, and Trends in the Coming Decade =

Introduction---What we already have now and look forward to in the future

Nowadays, we live in the age of various emerging technologies, such as high power LED technology. The emerging technologies shape our lifestyle and thinking in the term of mediated-immersion (Dede, 2005). Take computer using in education for example, in contrast to traditional learners that learning is almost individual, today’s learners can use online discussion communities to discuss with other students asynchronous to acquire the different perspectives; or use instant messaging software(e.g., msn) to contact with the students in the different countries synchronous. Today we live in the world that technology is just like the air---you barely feel it, but you can’t live without it.

Take highlight on computer science and Internet, Web 2.0 provides almost everybody opportunities to be knowledge providers and more choices to decide. Take blog (weblog) for instance, users can use the characteristic of blog---flexibility and self-determination to create users’ own world that the elements of the world may include his/her daily life, mood, interests, studies, or any other sources that you could imagine. Some tools of web 2.0 such as wiki, blog, video sharing website (e.g., youtube), Really Simple Syndication (RSS), online web service (e.g., eBay) change our Internet using habits sharply. We could even say the web 2.0 is just like a revolution to overthrow the traditional, read-only websites of web 1.0. Like success and popularization of web 2.0, trends of the Internet and websites must be user-based and community-based to share the knowledge, information without any limit.

Although we live in the age which “looks like” good and convenient, there are some problems and drawbacks still to be solved. Like almost every common user couldn’t afford some expensive and monopolistic software. Unfortunately, the software is sometimes the main stream of the field that we have to use it everyday. In order to use the software, the users who couldn’t afford the price of some specific software will try to get the “warez” (illegal copy). Software corporations need to receive some money from users in order to do researches and develop new product, but what we really look forward to is to use the software by free, open sources, and easy ways, just like the effort that Linux and free software made, rather than the vicious circle of big software companies, users, warez, and intellectual property rights (IPR). We also expect that the different company can cooperate with each other by using technologies and software, like latest notebook computer of Apple company --- Macbook provides not only Macintosh OS X operating system, but also popular Microsoft Windows XP and Windows Office. In the future, we will hope that more and more company can share technologies, and knowledge to create better, free, or cheaper products.

New technology, tools, and trends

1.	web 3.0

Sun Wu (2006) indicated that Web 2.0 lets web users not only be users, but also content providers. The success of Web 2.0 is that hundreds of thousands of users participate in it enthusiastically. (So we will not be frustrated by the favorite TV program that we missed to watch anymore, because we have YOUTUBE!) To sum up, Web 2.0 represents “for the user, by the user”. But behind the bright side of web 2.0, we can’t ignore the dark side. The serious problem is --- most top web 2.0 sites got sold. Just like a farmer, we (content providers) got free tools and land from landlord (big web 2.0 websites). We irrigated our land (e.g., blog) hardly but the big websites get the harvest and glory for free! We users create our world at the platform of big websites, just like users are free workers who provide the content of big websites. The big problem we face is emerging --- the platform for users and communities to use and share is hold by some super big portal websites, so that we face the drawbacks such as, limit of sharing, not real autonomy, and privacy. So web 3.0 aims for the new era, the era of “U”. “U” means user’s power and user’s web; unlimited sharing, uncompromised autonomy; ubiquitous webilization; university (web from university, not big business websites). In the past, content is the king, search engine is the king, and money is the king. But in the era of web 3.0, user is the king, to reach the goal of: for the user, by the user, of the user. The concrete proposal of web 3.0 is “Net User’s Web Project” (NUWeb). NUWeb is a new web system which is user centric, distributed portal website and information sharing platform. It can set up one’s own website on one’s PC for free, a blog on one’s own website, with content cached in NUWeb space. It can even share directly with friends through PC to PC connection without size limitation! In short, NUWeb is a platform for sharing, searching, community, and management. 2.	OLPC

OLPC represents “One Laptop Per Child”. OLPC was advanced by the Chairman of MIT Media Lab Nicholas Negroponte. The five principles of OLPC are: (1) child ownership; (2) low ages; (3) saturation; (4) connection; (5) free and open source. It is a trend that all ages of users could afford cheap and appropriate computers to get information in the era of computer technology. The prospect of OLPC is to cut down the digital divide by providing “$100 laptop” to the child of developing country, or poor child. Although the prospect of OLPC is beautiful, some criticism like “the specification of $100 computers must be low-efficiency”, “you want to give a computer to the child in the country without sufficient food and electricity?”

3.	smart phone

Smartphone is similar to Personal Digital Assistant (PDA). It is hard to differentiate between smartphone and PDA because they have familiar functions like e-mail, instant messaging software, Bluetooth, and operating system. In general, we can say that the smartphone is a mobile phone offering more advanced functions than typical cell phone. Smartphone runs operating system like Windows Mobile, Symbian, Palm, Linux, Blackberry, OS X…and etc. Smartphone offers the user computer-function-like mobile phone to let their life more convenient, especially for people about business. In the future, we can use mobile phone not only to take pictures, but also to get more and more capabilities such as chat with friends by MSN and write your blog through smartphone.

4.	various USB device

Universal Serial Bus (USB) is a serial bus standard to connect interface device. It is widely use in the computer and peripheral. The advantage of USB includes: support hot plug and plug & play (PnP); high speed dada rates; provide power. Although there are various electric equipment using USB to get the power, such as USB fan and light, it doesn’t use the particular feature of USB --- to connect with computer to control and communicate. In the future, USB will be more and more important to be the standard of some electric equipment to take control by computer and become wireless.

5.	new trends of the technology

The advance of technology is endless. We enjoy some joyful and convenient technology in our life. Although the development of technology seems mature, there are still advancement need to head for. One of the new trends of the technology is simplicity. Although technology products today can accomplish very complex mission and function, complex user interface will let some users feel baffled and distracted. So the “Technological Minimalism” emerged. Simplicity doesn’t mean the decrease of function, but to simplify the barriers and needs of the users. Ericsson corporation indicated “0, 1, 2, 3” four principles which represent 0 menu, 1 point to entry, 2 seconds response time, 3 clicks away. The four principles need to be considered around “knowing who is consumer”. The four principles can represent the key concept of Technological Minimalism, and no user will hope to use the technology equipment hard and painstaking.

Think about the other side

Technology can undoubtedly make our lives more convenient and comfortable, but there is a price. For instance, a smartphone can let a user own the PDA-like mobile phone (of course, it cost much money than typical mobile phone), but whether all of users need complex function smartphone? Or it is just a waste of money for general users? Before we use the technology, we need to think carefully and make the decision if the technology is appropriate or not. Like the slogan of Nokia translated in Chinese: “technology is always from humanity.” Users must be aware that to control the technology, don’t let technology control humans. Some technology research such as Robotic, Artificial Intelligence, Neural Network all concern about high-level automation. It seems that we will have comfortable life through the service of these technology “slaves”, but someday in the future, if we don’t be careful as possible, we could be “slaves of technology”.

Summary

The development of technology is still growing up rapidly. Web 2.0 changes our use of Internet enormously, so that we could provide some information and create our own land at Internet. In the coming decade, we must often amaze and shock by the newly, amazing, beautiful technology devices, but as a user, we will also be awareness of the need of us and think carefully if the technology appropriate to us.

Reference

1. Wu, S. (2006). NUWeb: A Project for Web 3.0. Retrieved December 09, 2007, from http://yukico.cc.ccu.edu.tw/jp/monkia/press/951227_print.ppt

2. The OLPC Wiki/lang-zh-TW (n.d.). Retrieved December 09, 2007, from http://wiki.laptop.org/go/The_OLPC_Wiki/lang-zh-TW

3. Su, C. W. (2005). How smartphone be smart? Analysis of smartphone. Retrieved December 09, 2007, from http://www.eprice.com.tw/news/?news_id=2706

4. Chen, G. H. (2007, February). 2007 is the first year of era of high-power LED technology. Compound Semiconductor & Opto Tech Taiwan version, 11. Retrieved December 09, 2007, from http://csot.acesuppliers.com/meg/meg_1.asp?idxid=7846&mgzid=8069932120072329298456958

5. Marconi, M. (2006). The Top 10 Most Bizzare USB Devices Of All Time. Retrieved December 09, 2007, from http://www.postchronicle.com/news/strange/article_21212746.shtml

6. Chen, S. Y. (2007, March). 【Web Only】technology marketing --- the most clever integration is simplicity. Common Wealth Magazine, 368. Retrieved December 09, 2007, from http://www.cw.com.tw/article/techvantage/tech_article.jsp?page=1&AID=147

7. Deng, G. M. (2005, March). The main trends of technology in the future: Technology of simplicity and disappeared computer. Digital Time. Retrieved December 09, 2007, from http://mag.udn.com/mag/dc/storypage.jsp?f_MAIN_ID=3&f_SUB_ID=2&f_ART_ID=8559


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Web 2.0 and Emerging Learning Technologies/Informal Learning

=Nontraditional, Alternative, and Informal Learning with the Web 2.0=

Sub chapter
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User:Reece/Main Page/Introduction

About us What to do
 * Wikibooks is a Wikimedia project that was started on July 10, 2003 with the mission to create a free collection of open-content textbooks that anyone can edit.
 * Since our founding, volunteers have written about Special:Statistics modules in a multitude of textbooks.
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Web 2.0 and Emerging Learning Technologies/Professional Development

=Professional Development and Overcoming Instructor and Administrative Assistance =

Classifying technology learning for educators
Technology can be used as a wonderful tool to support instruction in kindergarten through 12 classrooms. It can bring a prospective that is not normally available in a non-technology classroom. Technology has the opportunity to prepare our students for the demands placed upon them by the “real world;” enhance communication; enrich lesson plans; and diversify instruction. Based from Rem Jackson’s (2002) article, “Just in Time Web Delivered Instruction,” Walter McKenzie suggests a startling notion: Seventy percent of the jobs available in the workforce will somehow be related to the acquisition and manipulation of digital knowledge. Workers will need to be able to access information, evaluate it for its worth, use it in creative ways, and be flexible enough to change their work product as the information changes. Ninety percent of those jobs will go unfilled if this need is not addressed today in the schools. We, as educators, are not preparing our students in the classroom for the demands our students will meet in the workforce. Technology is a tool that is essential to the growth of our students’ potential. Instead of the normal “drill and kill” technique of teaching, technology allows students to research and evaluate information and make a decision based on the information that is found. Technology also spawns better team-working capabilities for students. Students using technology in their education will have to rely on others for information to be successful. Therefore, they will need to effectively communicate with others to reach their goals. By interweaving technology in everyday classroom lessons, students will have better chances to collaborate on common tasks. A student will also enhance his or her communication skills to transfer information and find support for his or her ideas. McKenzie (2012) suggests, They create collaborative online projects that involve students in long-term problem-solving and product-generating tasks that utilize Internet resources and a variety of digital communications.

Communication is not just with verbal contact with other students. It is also the ability to use media, internet, and digital communication for more information. Technology will not only allow the students access to more information, but more ways to interpret and use information given. How a teacher delivers information is also changing with technology. Again, drill and kill, was once the way America educated its children. Today, rote memorization is still expected with some tasks. However, we are now looking for students to explain how they arrive at different conclusions. We want them to use critical thinking skills to support claims. We want them to seek outside the textbook and “look outside the box.” Well, we as teachers need to do the same. Many of our boxed text series now include a technology component to help enrich the series. These enrichments are only the starting point where teachers may integrate technology in their lesson plans. Yet, before teachers can use technology effectively, they need to be provided the tools in order to succeed.The tools most commonly needed to successfully use technology in lesson plans are at minimum: a computer; television; and a television-computer connector or an LCD projector. These tools help the teacher explore while teaching. The Third Millennium Education Project suggests:

"The first important thing about educational technology is to replace it with learning technology. The shift from a technology of teaching to a technology of learning is an important trend we should encourage."

By providing these tools to teachers, they can focus more on the technology of learning instead of the trying to teach technology. Teachers coming out of teacher preparation programs are being taught how to teach in many different ways to appeal to all learners. If teachers use more technology in their instruction, they will find they can appeal to their visual, auditory, and kinesthetic learners all at the same time. Using technology can help teachers explore the solar system by using a computer program that will travel through the universe. It can also help explain how the allied forces invaded Normandy during World War II by showing an interactive map. Teachers can appeal to all learners by using programs for geo-boards and help explain important mathematical concepts. The possibilities are endless for way to help change teachers styles of delivery using technology. In this paper, I have explained the benefits to the students by using technology. I will also share where I believe teachers should strive with technology based on my research. I base much of my suggestions from McKenzie’s article on teachers being “techno-constructivist.”

Scott Noon from Connect University created four stages of teachers with technology: Scott Noon has developed a wonderful framework so teachers may progress from stage to stage. I believe, me included, that many teachers entering the teacher workforce today are in the electronic traditionalist stage. How we shift from that stage to techno-constructivist is the battle. McKenzie (2012) defines techno-constructivist as, “More than anything else, becoming a techno-constructivist is an attitude. It is the ability to open up to the new possibilities presented in this age of wonder.” I think many teachers need to follow McKenzie’s definition and have a change in attitude. He suggests four many ways teachers can use technology in a positive manner to redefine their instruction methods. Those four ways to use technology:
 * Preliterate Users- Those who have little training or wish to avoid technology all together.
 * Software technicians- Teachers who can use basic programs such as Word, e-mail, and surf the internet.
 * Electronic traditionalist- Teachers who are proficient in technology, but mainly use it as an extension of everyday classroom functions
 * Techno-constructivists- These are the teachers who integrate technology into the curriculum so that it not only complements instruction, but redefines it.
 * Online Projects
 * Virtual Field Trips
 * Virtual Simulations of real-life experiences
 * Promote information literacy through online activities

Teachers have the ability to take their students anywhere they care to go. Many teachers need to be pro-active in changing the attitudes of themselves as well as their communities. In a time of increasing cuts, technology is a way to provide a higher level of education at a lower cost. Field trips in many schools are become obsolete because of the rising cost and liability of conducting them. However, students will still have the opportunity to see first-hand, via technology, the wonders of the world. However, it depends on the teacher to unlock those potentials for his or her students. When they unlock those doors, the potential for the real world will be opened; lesson plans enriched; communication skills heightened; and the ability for diversified instruction obtained. Technology is the tool by which the world can come to the classroom.

Gardner and Veenema (2001) said it best in their article “Multimedia and Multimedia Intelligence” when they said, “Technology does not necessarily improve education. It could become a valuable education tool, but only if we use it to capitalize on our new understanding of how the human mind works.” Here is where most educators struggle with implementing technology. As Richard Clark (1994) has argued, “Learning is not the receptive response to the instruction's ‘delivery.’ Rather, learning is an active, constructive, cognitive and social process by which the learner strategically manages available cognitive, physical, and social resources to create new knowledge by interacting with the information in the environment and integrating it with the information already stored in memory (Shuell, 1988). These three researchers are not claiming that technology does not assist in learning, it is just not the silver bullet that will solve all the pains in the classroom.

In closing, technology is often looked upon as the solution to the problems in the classroom. Schools and educators routinely spend millions of dollars each year buying technology that they do not understand. They try to put in the hands of teachers that are software technicians or at best electronic traditionalist. The technology is mostly under used by teachers because they have not developed ways to incorporate technology to enhance the learning experience of the students. As Millennials move into leadership ranks of schools and institutions, we will begin to see the benefits of a generation that has had technology at their fingertips since they were born. Our schools will continue to become more integrated with technology and data. Educators will be able to leverage real-time data coming from technology tools in the classroom to differentiate lessons,  reinforce personalize learning, and make performance decisions not only on the students, but the teachers in the classroom. In order for techno-constructivists to take control of the educational process, leaders of both the school and teacher unions that are electronic traditionalist or below need to get out of the way. In the beginning of this decade, techno-constructivists were spread in small populations in schools. Now, they are the becoming the majority and require the tools in order for their lessons to be fully realized.

Works Cited Jackson, Rem. (n.d.). Just in Time Web Delivered Instruction. T.H.E. Journal. http://www.thejournal.com/magazine/99/mar/industry.html

May, S. M. (2003). Integrating Technology Into a Reading Program. T.H.E. Journal. http://www.thejournal.com/magazine/vault/A4352.cfm

McKenzie, W. (2012). Are you a Techno-Constructivist? Education World. http://www.education-world.com/a_tech/tech005.shtml


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User:Reece/Main Page/Featured

Selected article Some Featured Books

title: User:Reece/Main Page/Featured