Description/summary of main ideas in the chapter.
In the chapter reading the focus is on the Web 2.0 tool social bookmarking. The great benefit of social bookmarking is it helps to keep what is discovered; found. The chapter does a thorough job of showcasing teaching ideas for incorporating this web 2.0 feature in all types of class settings. The author showcased lower level undergraduate, upper level graduate and graduate at different stages of research abilities which I found particularly interesting.
The chapter gives and in depth look at taxonomies versus folksonomies. Prior to reading the article I was familiar with the term taxonomy which is a subject based classification that arranges terms. However, I was not familiar with folksonomy which is a collaborative informal categorization of materials.
Through this type of teaching pedagogy it helps expand students vocabulary, help ensure they can relate to course objectives to relevant information, encourages students to research information, promotes the discovery of web resources and much more.
Discussion of the strengths and weaknesses of the chapter.
The chapter did a great job of discussing how the web 2.0 tool social bookmarking can be used in education; however it did a poor job of discussing the different types of social bookmarking sites. In the chapter reading I liked how they used pictures from Blackboard showing examples along with the Tag cloud. While I realize the author may have been trying to be general with the application; I believe there should have been a section designated for different social networking sites and the pros and cons of the various ones.
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
Teachers most likely could use the material presented in the chapter as an add-on to an assignment they already teach in the classroom. If they have students research a topic and write a paper they could easily incorporate this as part of the research part of the assignment. Students can share information with their classmates, and include tags with relevant information the site contains. If the teacher is concerned about privacy he/she can create a group for the class and make the group private.
In terms of professional development social bookmarking is a wonderful way for teachers to share resources and foster relationships in a teaching community. Through this scholarly collaboration teachers can share their research with groups of users in an academic community much more quickly than ever before. Through the social bookmarking medium resources are shared cross-disciplinary, multi-institutional, and intercontinental.
What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?
I believe teachers will begin to use these techniques more and more in classrooms of all ages as tagging becomes more popular. Students now are very accustomed to tagging as a result of working with other Web 2.0 technologies. This knowledge could easily be applied to social bookmarking and tagging resources by topic.
What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).
I have worked with social bookmarking sites such as Diigo and Delicious in the past, but currently have not implemented them in the classroom. The chapter reading did a good job of showing the various ways this could be done such as treasure hunts or incorporating bookmarking into another assignment currently taught. This seemed to make a lot of sense particularly if the assignment was research related. I could really see how motivated students would be to conduct the research and tag it based on relevance. This would show the teacher if they were just finding websites or finding applicable websites to the material/content that was relevant to the lesson.
Did you feel the chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?
The chapter did not really help my understanding of technology in education but I did like how the chapter looked at social bookmarking at different levels of learning. The way the chapter broke down the different levels into lower level undergraduate, upper level undergraduate, and graduate was particularly interesting. Since I teach lower level undergraduate I could relate to their limited vocabulary and understanding of research. I also could relate to upper level undergraduate lack of understanding of formal research and really believe I didn’t possess a formal understanding of research until after completing my Master’s degree. This section of the chapter I found particularly interesting.