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==//Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging //==

Robyn McBride and April Lynn Luehmann
 This article illustrates the support of cooperative and reflective learning through the use of blogs within secondary mathematics classrooms. The author focuses on the use of blogs, the teacher’s intent of the blogs and the perceived value of these classroom blogging preferences. The author observed a public “Analytical Geometry” unit blog of an 11th grade pre calculus class during her study. The instructor of the course, Mr. K, is a teacher in Winnipeg, Manitoba. In addition, the author structured an interview via Skype with Mr. K about his primary intentions and goals for integrating blogging into his classroom instruction.  As I read the article, a question continued to rise for me. I often thought, “Could this be students scaffolding one another?” As I continued to read, I thought to myself, “How did Mr. K generate these different approaches in his blogs?” The aspects of his diverse styles of blogging all served a unique purpose for his students and their conceptual understanding. In fact, they all seemed to fit perfectly with what he wanted them to gain from the experience. That is, they aiding student’s content knowledge while providing an environment where students felt comfortable speaking with one another. In addition, I enjoyed the way he incorporated a lot of writing habits into his blog. For instance, he implemented reflective writing as well as teacher-student correspondence writing. He also made the writing more meaningful to his students by allowing outsiders to access the blog.  I admire the way that Mr. K used the use of technology within his math classroom. I believe that it is an excellent way for students to engage in co-constructivism while using writing to learn strategies. It allows students an opportunity of growth in their habits of thinking in an environment where they are not afraid to say what is on their mind. Specifically, the components of his blogs paralleled the ideas in some Edutopia Portraits. It also shares the notion of playing in a global learning environment, similar to a film illustrating a teacher’s implementation of architecture through a project in a mathematics classroom. Click here to view. The aspects that make up Mr. K’s blog aid to educators understanding that his blog is truly a valuable pedagogical tool in a secondary mathematics classroom. Which is why, as a future educator, I would utilize this learning tool in my mathematics classroom.

==Digital Story Telling: A Tool for Teaching and Learning in the YouTube Generation ==

Oliver Dreon, Richard M. Kerper, & Jon Landis
This article provides information on incorporating digital storytelling in the middle grade classrooms. Educator Tyler Binkley, creates and broadcasts YouTube videos providing digital storytelling for math students in order to enhance and accelerate his student’s comprehension. During the article, the authors express how instructional technology and content-specific courses in the teacher education program develop beginning teachers, such as Tyler Binkley’s understanding of digital story telling as an educational tool. They do so by informing readers about the educational program and the practical benefits it gives future educators. Moreover, the article demonstrates how Tyler Binkly applied the knowledge that he learned through his courses to incorporate technology effectively in his classroom. That is, he carefully and considerably creates his own YouTube videos portraying stories to help students understand content knowledge. Similarly, students can create their own videos that portray their learning habits. When students are given this opportunity, they need to draw upon their writing skills, organizational abilities, and creativity. While doing so, this requires them to use cognitive, interpersonal, organizational and technical skills that are very beneficial to their understanding and content knowledge. As students engage in this form of construction, they are using their writing and math skills in conjunction with technology to enhance understanding and exemplify their knowledge. In fact, other forms of integrating technology within classrooms produce similar benefits. Such forms are demonstrated in Edutopia portraits of young students. These portraits illustrate the passion that students have for technology and that student’s care about this form of learning in the classroom because they enjoy the benefits they bring. Like, providing them an opportunity to think divergently and show their creativity. I find that Tyler Binkley’s experience in his education classes prepared him for the integration of his math curriculum and technology for his students. I believe that as a future educator, without taking a course similar to the ones Tyler did, it would be difficult to structure videos appropriately for students to gain understanding. As a result, I think that enrolling in a class similar to Instructional Technology in Elementary Education would be a unique experience for teachers to try.