Photo Courtesy: Forensic Magazine
Research by
Salomon (1993) states that an affordance is “ perceived and actual properties
of something, essentially being those properties that determine how the element
could be possibly used in a specific situation” ( as cited in Perspectives in Edutech,
2013 para. 1). The Merriam-Webster Dictionary
(2014) defines constraints as “something that limits or restricts
someone or something” (¶ 1).
The use of email as an Informational Communication Technology (ICT) tool is supported by various theories. Constructivist Theories use student-centered approach and emphasis is placed on active construction of knowledge (Seepersad, 2014). Using email allows for this active learning, giving students the opportunity for incidental and discovery learning. Reflective Learning Theories support the use of emails as students are engaged in self regulated learning when they check emails for assignments and feedbacks, fostering self motivation, reflection and problem solving. Emailing is a tool that acts as a mediator of communication and promotes dialogue and collaboration among students, thereby, supporting Social Learning Theories.
The affordances of email as an ICT tool for learning include the promotion of social interaction, communication and collaboration among students. One of the major benefits of using emails in my classroom is for communication. Emails provide a forum for exchanging ideas and information. Emails affords the students immediacy or provides an opportunity for asynchronous learning, where students have the option to communicate at a later time giving students the opportunity to think carefully or research article before responding.
Tack (2010) suggests that constraints may include a “shut down on users’ inbox due to a flood of emails” (¶ 5). There is also the problem of students using abbreviations in their formal writing, there may be a lack of verbal communication among students. Emails provides no help for pronunciation of words leading to poor reading levels among students. One of the major constraints with using email in my classroom is the digital divide, all students may not be privileged to have a computer and internet access. This can affect the students’ self esteem and motivation to learn. It will hinder active participation from the entire class.
Solutions for this constraint can be addressed with the use of a router to enable wireless access to available computers at school. Teachers can set up a ‘donate-a-computer’ program with businesses in the community. Many businesses upgrade their computer systems regularly and readily donate used computers to educational institutions.
In order to achieve maximum success with this program all stakeholders to the institution must be aware and involved in this process. A staff meeting must first be held where teachers develop strategic plans of implementation and monitoring. If necessary, a committee can be formed to ensure that regular monitoring and evaluation of the program is done. A parent-conference is also important to inform parents on plans and to enlighten them on the benefits of emailing for the students. From this meeting, many of the students without computers or internet access may be furnished with this technology as parents are always willing to supply their children with whatever necessary for a quality education. The available computers at school and donations from businesses, through the donate-a-computer drive can be set up using the router thus forming a simple, workable computer lab. To ensure equal opportunities for all classes, a timetable should be established. A computer club can be formed, giving priority to students with no computer and internet access so that they will have ample time to attend to their assignments.
Constraints of using emails in the classroom can be overcome by simple recommendations, giving students the opportunity to learn in an enjoyable environment.
References
An Encyclopedia Britannica Company. (2014). The merriam webster-dictionary. Retrieved from http://www.merriam-webster.com/dictionary/constraint
Perspectives in Edutech. (2013). Affordances & constraints of email as an ice tool for learning. Retrieved from http://perspectives-in-edutec1.webnode.com/affordances-constaraints-of-email-as-an-ict-tool-for-learning/
Tack, S. (2010, March 27). H807-8. The affordances of emails and blogs Retrieved from http://practicebasedresearch.blogspot.com/2010/03/h807-8-affordances-of-email-and- blogs.html
Seepersad, R. (2014). Lecture on Unit 2 - learning theories that guide ict-mediated learning. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030_Unit 2_Learning Theories that guide ICT.pdf
The use of email as an Informational Communication Technology (ICT) tool is supported by various theories. Constructivist Theories use student-centered approach and emphasis is placed on active construction of knowledge (Seepersad, 2014). Using email allows for this active learning, giving students the opportunity for incidental and discovery learning. Reflective Learning Theories support the use of emails as students are engaged in self regulated learning when they check emails for assignments and feedbacks, fostering self motivation, reflection and problem solving. Emailing is a tool that acts as a mediator of communication and promotes dialogue and collaboration among students, thereby, supporting Social Learning Theories.
The affordances of email as an ICT tool for learning include the promotion of social interaction, communication and collaboration among students. One of the major benefits of using emails in my classroom is for communication. Emails provide a forum for exchanging ideas and information. Emails affords the students immediacy or provides an opportunity for asynchronous learning, where students have the option to communicate at a later time giving students the opportunity to think carefully or research article before responding.
Tack (2010) suggests that constraints may include a “shut down on users’ inbox due to a flood of emails” (¶ 5). There is also the problem of students using abbreviations in their formal writing, there may be a lack of verbal communication among students. Emails provides no help for pronunciation of words leading to poor reading levels among students. One of the major constraints with using email in my classroom is the digital divide, all students may not be privileged to have a computer and internet access. This can affect the students’ self esteem and motivation to learn. It will hinder active participation from the entire class.
Solutions for this constraint can be addressed with the use of a router to enable wireless access to available computers at school. Teachers can set up a ‘donate-a-computer’ program with businesses in the community. Many businesses upgrade their computer systems regularly and readily donate used computers to educational institutions.
In order to achieve maximum success with this program all stakeholders to the institution must be aware and involved in this process. A staff meeting must first be held where teachers develop strategic plans of implementation and monitoring. If necessary, a committee can be formed to ensure that regular monitoring and evaluation of the program is done. A parent-conference is also important to inform parents on plans and to enlighten them on the benefits of emailing for the students. From this meeting, many of the students without computers or internet access may be furnished with this technology as parents are always willing to supply their children with whatever necessary for a quality education. The available computers at school and donations from businesses, through the donate-a-computer drive can be set up using the router thus forming a simple, workable computer lab. To ensure equal opportunities for all classes, a timetable should be established. A computer club can be formed, giving priority to students with no computer and internet access so that they will have ample time to attend to their assignments.
Constraints of using emails in the classroom can be overcome by simple recommendations, giving students the opportunity to learn in an enjoyable environment.
References
An Encyclopedia Britannica Company. (2014). The merriam webster-dictionary. Retrieved from http://www.merriam-webster.com/dictionary/constraint
Perspectives in Edutech. (2013). Affordances & constraints of email as an ice tool for learning. Retrieved from http://perspectives-in-edutec1.webnode.com/affordances-constaraints-of-email-as-an-ict-tool-for-learning/
Tack, S. (2010, March 27). H807-8. The affordances of emails and blogs Retrieved from http://practicebasedresearch.blogspot.com/2010/03/h807-8-affordances-of-email-and- blogs.html
Seepersad, R. (2014). Lecture on Unit 2 - learning theories that guide ict-mediated learning. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030_Unit 2_Learning Theories that guide ICT.pdf
Photo Courtesy: The Social Workplace
An intranet is “A network
based on TCP/IP protocols (an internet) belonging to an organization,
usually a corporation, accessible only by the organization's members,
employees, or others with authorization” (Beal,
2014, ¶ 1). According
to Reece (1997), “Intranet refers to the use of
World Wide Web technology to manage information within an organization” (p. 1 ).
A school’s intranet provides guided access, through hyperlinks,
to information on relevant internet sites (Online Public Relations). The
content of a school’s intranet can be created by teachers as well as students,
this information can be tailored to the needs of the school’s community.
According to the OECD Factbook, “Investment in information and communication technology (ICT) was the most dynamic component of investment in the late 1990s and 2000s” (OECDiLibrary, 2013, ¶ 1). The government of Trinidad and Tobago, since 2010, has embarked on the distribution of free laptops to all students entering secondary schools. An article in the Trinidad Express Newspapers states, “Many a schoolchild has not had the benefit of using the laptop in the classroom” (Allaham. 2011, ¶ 2). There is a gap between the classroom and students and ICT mediated teaching and learning. Schools are not utilizing the opportunities afforded to them where students are in possession of laptops and are living in a technological era. The education system needs to capitalize on the availability of high speed networks and fast and reliable devices and include technology in schools to promote a better quality learning environment for students.
The intranet allows students the opportunity to gain access to activities that will provide situations to collaborate, brainstorm and exchange ideas in an informal setting. Students communicate through chats and discussion thus providing opportunities that support Social Learning Theories. “The benefits identified in the literature include increased collaboration, greater engagement and persistence, more on-task behavior and better conceptual understanding” (Condie, Munro, Seagraves & Kenesson, 2007, p. 4 ).
“Self-regulation occurs through a set of psychological subfunctions that must be developed and mobilized for self directed change” (Bandura, 1996, p. 249). The use of intranet in schools will help develop this self determination and self motivation in students. Teachers can make use of intranet accessibility to post notes, assignments and have quizzes for students. Students will be expected to check emails for assignments, quizzes, notes and feedbacks from teachers. To perform these tasks, students will be displaying self-regulation.
In the Discovery Learning approach, students are “presented with a problem and some evidence: they must see to reconcile that information and “discover” the solution to the problem” (Bruner, 2005, ¶ 3). In schools, the intranet can provide students with this opportunity. They can be given work where they will be required to research appropriate information. For example, students may be asked to identify the unit that is best suited for measuring the area of shapes. They will have the option to choose from various units to cover circles, rectangles and squares. Students are actively participating in this task. Learning becomes meaningful and everlasting instead of reading and memorizing notes. Here they are stirred to discovery learning, where they are presented with a problem from the curriculum and they explored and manipulated objects to arrive at the best solution (University of the West Indies, Open Campus, 2014).
The use of intranet in schools will assist with learning and since students are naturally excited about technology, it will create interest to want to learn. The intranet provides a wonderful experience that promotes active learning.
References
Allaham, A. (2011, June 11). Trinidad express newspapers. Retrieved from http://www.trinidadexpress.com/news/Free_laptops__nightmare_-123700084.html
Bandura, A. (1991). Social cognition theory of self-regulation. In Organisational Behaviour and Human Decision Processes., pp. 248-287). Retrieved from http://www.uky.edu/~eushe2/Bandura/Bandura1991OBHDP.pdf
Bruner, J. (2005). Discovery learning. Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Beal, V. (2014). Intranet. Retrieved from http://www.webopedia.com/TERM/I/Intranet.html
Condie , R., Munro, B., Seagraves, L., & Kenesson, S. (2007, January). The impact of ict in schools – a landscape review. Retrieved from http://dera.ioe.ac.uk/1627/1/becta_2007_landscapeimpactreview_report.pdf
McCullough, W. (2013, February). Innovative schools. Retrieved from http://www.wazmac.com/teaching_learning/intranet/
OECDiLibrary. (2013). : Investment in ICT. Retrieved from http://www.oecd- ilibrary.org/sites/factbook-2013- en/08/02/02/index.html?content&itemId=%2fcontent%2fchapter%2ffactbook- 2013-65- en&mime%2fhtml&containerItemId=%2fcontent%2fserial%2f18147364&accessItemIds=
Online Public Relations. (n.d.). Why use an intranet. Retrieved from http://www.online- pr.com/intranet.htm
Reece, M. D. (1997). An intranet for the systems management, curricular office. (Master's thesis), Available from UWIlinc. http://www.dtic.mil/get-tr-doc/pdf?AD=ADA340442
University of the West Indies, Open Campus. (2014). Unit 2 - learning theories that guide ICT -mediated learning. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030 _Unit 2_Learning Theories that guide ICT.pdf
University of the West Indies, Open Campus. (2014). Unit 5 – developing higher order skills with ICT mediated instructions. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5473/mod_resource/content/2/EDTK2030_Unit%205_Developing%20Higher-Order%20Skills.pdf
According to the OECD Factbook, “Investment in information and communication technology (ICT) was the most dynamic component of investment in the late 1990s and 2000s” (OECDiLibrary, 2013, ¶ 1). The government of Trinidad and Tobago, since 2010, has embarked on the distribution of free laptops to all students entering secondary schools. An article in the Trinidad Express Newspapers states, “Many a schoolchild has not had the benefit of using the laptop in the classroom” (Allaham. 2011, ¶ 2). There is a gap between the classroom and students and ICT mediated teaching and learning. Schools are not utilizing the opportunities afforded to them where students are in possession of laptops and are living in a technological era. The education system needs to capitalize on the availability of high speed networks and fast and reliable devices and include technology in schools to promote a better quality learning environment for students.
The intranet allows students the opportunity to gain access to activities that will provide situations to collaborate, brainstorm and exchange ideas in an informal setting. Students communicate through chats and discussion thus providing opportunities that support Social Learning Theories. “The benefits identified in the literature include increased collaboration, greater engagement and persistence, more on-task behavior and better conceptual understanding” (Condie, Munro, Seagraves & Kenesson, 2007, p. 4 ).
“Self-regulation occurs through a set of psychological subfunctions that must be developed and mobilized for self directed change” (Bandura, 1996, p. 249). The use of intranet in schools will help develop this self determination and self motivation in students. Teachers can make use of intranet accessibility to post notes, assignments and have quizzes for students. Students will be expected to check emails for assignments, quizzes, notes and feedbacks from teachers. To perform these tasks, students will be displaying self-regulation.
In the Discovery Learning approach, students are “presented with a problem and some evidence: they must see to reconcile that information and “discover” the solution to the problem” (Bruner, 2005, ¶ 3). In schools, the intranet can provide students with this opportunity. They can be given work where they will be required to research appropriate information. For example, students may be asked to identify the unit that is best suited for measuring the area of shapes. They will have the option to choose from various units to cover circles, rectangles and squares. Students are actively participating in this task. Learning becomes meaningful and everlasting instead of reading and memorizing notes. Here they are stirred to discovery learning, where they are presented with a problem from the curriculum and they explored and manipulated objects to arrive at the best solution (University of the West Indies, Open Campus, 2014).
The use of intranet in schools will assist with learning and since students are naturally excited about technology, it will create interest to want to learn. The intranet provides a wonderful experience that promotes active learning.
References
Allaham, A. (2011, June 11). Trinidad express newspapers. Retrieved from http://www.trinidadexpress.com/news/Free_laptops__nightmare_-123700084.html
Bandura, A. (1991). Social cognition theory of self-regulation. In Organisational Behaviour and Human Decision Processes., pp. 248-287). Retrieved from http://www.uky.edu/~eushe2/Bandura/Bandura1991OBHDP.pdf
Bruner, J. (2005). Discovery learning. Retrieved from http://www.learning-theories.com/discovery-learning-bruner.html
Beal, V. (2014). Intranet. Retrieved from http://www.webopedia.com/TERM/I/Intranet.html
Condie , R., Munro, B., Seagraves, L., & Kenesson, S. (2007, January). The impact of ict in schools – a landscape review. Retrieved from http://dera.ioe.ac.uk/1627/1/becta_2007_landscapeimpactreview_report.pdf
McCullough, W. (2013, February). Innovative schools. Retrieved from http://www.wazmac.com/teaching_learning/intranet/
OECDiLibrary. (2013). : Investment in ICT. Retrieved from http://www.oecd- ilibrary.org/sites/factbook-2013- en/08/02/02/index.html?content&itemId=%2fcontent%2fchapter%2ffactbook- 2013-65- en&mime%2fhtml&containerItemId=%2fcontent%2fserial%2f18147364&accessItemIds=
Online Public Relations. (n.d.). Why use an intranet. Retrieved from http://www.online- pr.com/intranet.htm
Reece, M. D. (1997). An intranet for the systems management, curricular office. (Master's thesis), Available from UWIlinc. http://www.dtic.mil/get-tr-doc/pdf?AD=ADA340442
University of the West Indies, Open Campus. (2014). Unit 2 - learning theories that guide ICT -mediated learning. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5455/mod_resource/content/2/EDTK 2030 _Unit 2_Learning Theories that guide ICT.pdf
University of the West Indies, Open Campus. (2014). Unit 5 – developing higher order skills with ICT mediated instructions. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5473/mod_resource/content/2/EDTK2030_Unit%205_Developing%20Higher-Order%20Skills.pdf
Photo Courtesy: Oxford University Press
Web 2.0 tools for the development of higher-order thinking skills.
O’ Reilly (2006) defined Web 2.0 as “the business revolution in the computer industry caused by the move to the Internet as the platform” (para. 3). Web 2.0 permits sharing, collaboration and communication where users can create and publish their work easily. Web 2.0 tools can be used in the classroom to encourage higher-order thinking skills. Some Web 2.0 tools that will be effectively used in the classroom include blogs, wikis and social bookmarking (Anderson, 2007). Research by Saeed (2010) found that students were satisfied using technologies and that in using Web 2.0 tools, there was a well-balanced academic performance regardless of the learning styles of students.
O’ Reilly (2006) defined Web 2.0 as “the business revolution in the computer industry caused by the move to the Internet as the platform” (para. 3). Web 2.0 permits sharing, collaboration and communication where users can create and publish their work easily. Web 2.0 tools can be used in the classroom to encourage higher-order thinking skills. Some Web 2.0 tools that will be effectively used in the classroom include blogs, wikis and social bookmarking (Anderson, 2007). Research by Saeed (2010) found that students were satisfied using technologies and that in using Web 2.0 tools, there was a well-balanced academic performance regardless of the learning styles of students.
Figure 1: Web 2.0 Tools to develop higher-order thinking skills. | Photo Courtesy Digital Pedagog
“ " "A blog (short for weblog) is a personal online journal that is frequently updated and intended for general public consumption” (Rouse, 2007, para. 1). Blogs can be used with students to share ideas and opinions on various topics. In the classroom, blogs can be used to write daily journals and book reports where teachers can post questions about stories that were done in class and students respond giving their views. Zawilinski (2009) advocates that blogs develop higher order thinking skills through reflection, response to literature and sharing class news and students' work. Students are also given the opportunity to read a wider range of print that will broaden their intellect and experiences. Students engage in analyzing and evaluating what was read, then apply to their situation or existing knowledge to gain understanding. Blogs also gives students the opportunity to write creatively and critically. They not only engage in reading posts from classmates and teachers but they also respond to these posts and in so doing engage in different styles of writing to meet the needs of the audience. Zawilinski (2009) stated that “Blogging provides opportunities for questioning texts, thinking critically about an author’s message, and synthesizing across diverse perspectives- all higher order thinking skills” (p. 656). According to Carberry (2011), “blogging not only supports students’ comprehension growth, but it also provides them with opportunities to write for a wide audience within an engaging culture of collaboration” (p.33).
According to Dictionary.com (2014), “A wiki is any collaborative website that users can easily modify via the web, typically without restriction” (para. 8). According to Chetty (2006), “The basic philosophy of a wiki website is that the information on the site is produced collaboratively” (p. 17). Research done by Nordin (2012) shows that students performed better when wikis were integrated in their learning instructions. In the classroom, wikis can be used to create a collaborative book review or “class encyclopedia” based on special topics. These activities are continuous and students are free to add and edit at any time. Students will be involved in research, analysis and evaluation of information before publishing on these blogs thus encouraging the development of higher-order thinking skills. Students may be asked to create an encyclopedia on “Animals.” Using wikis, give students the opportunity to do research to make initial posts and read and edit the posts of others. Research done by Storch (2005) indicated that students were able to correct mistakes in other students’ work rather than their own. This collaborative writing will engage students in reflective thinking as they will have to analyze and evaluate work to understand what peers have written before making contributions or editing. Students also need to confirm information before making their contribution to wiki posting so that careful research of materials is required.
Investopedia (2014) described social networking as “the use of internet-based social media programs to make connections with friends, family, classmates, customers and clients” (para. 1). According to McLoughlin and Lee (2010), social networking affects students’ behaviors, they develop a sense of the communities which leads to a nature to share and participate with each other creating an environment that facilitate social interactions and self presentation. Social networks can be used to reinforce the concept of letter-writing taught in class, where students can practice this skill and email letters to friends within and outside of their school. Narciss, Proske and Koerndle (2007) found that social networks support self regulated learning approaches. Students are involved activities that promote inquiry and problem solving methods. These activities give students the opportunity to develop critical thinking skills through collaborative learning. According to Cooper and Burford (2010) collaboration supports the constructivist theory where students learn by building and reflecting on experiences, students knowledge and understandings. Using this approach, students are required to analyze and evaluate new information and existing knowledge to determine what is relevant before accepting that new knowledge. Students become active in their learning rather than being passive and accepting all that is given to them.
Web 2.0 applications can be used in the classroom to develop higher-order thinking skills in students by encouraging active learning and collaboration. “Web 2.0 takes learning beyond the constraints of the classroom, to the entire world” (Unit 4 EDKT 2030, 2014, p. 98). McMahon (2007) established that “studying within a technology-rich learning environment improves students higher order thinking skills, determined by measuring their critical and creative thinking” (p. 3).
References
Anderson, P. (2007). What is web 2.0? ideas, technologies and implications for education. Retrieved from http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf
Carberry, B.J. (2011). Blogging and poetry: Fourth graders develop their higher order thinking skills. (Master’s thesis). The College at Brockport: State University of New York. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1179&context=ehd_the ses.
Chetty, G. (2006). An investigation into the use of wikis for collaborative writing in 12 academic writing workshops. (Master’s thesis). The University of Edinburgh. Retrieved from https://www.era.lib.ed.ac.uk/bitstream/1842/2069/1/gchetty1.pdf
Cooper, L., & Burford, S. (2010). Collaborative learning: Using group work concepts for online teaching. (Chapter 3, pp. 37-52). United States of America: IGI Global. Retrieved from http://www.igi-global.com/viewtitlesample.aspx?id=36948&ptid=555&t=collaborative learning: using group work concepts for online teaching
Dictionary.com. (2014). Wiki. Retrieved from http://dictionary.reference.com/browse/wiki
Investopedia. (2014). Social networking. Retrieved from http://www.investopedia.com/terms/s/social-networking.asp
Falaro, J. (Photographer). Are we overloading our plates when choosing from the tempting buffet of web 2.0 tools? [Print Photo]. Retrieved from http://www.digitalpedagog.org/?p=1590
McLoughlin, C., & Lee, M.J.W. (2010). Personalised and self regulated learning in the web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. Retrieved from http://www.ascilite.org.au/ajet/ajet26/mcloughlin.html
McMahon, G. (2007). Getting the hots with what’s in the box: Developing higher order thinking skills within a technology-rich learning environment. (Doctoral dissertation). Curtin University. Retrieved from http://espace.library.curtin.edu.au:80/R?func=dbin-jump-full&local_base=gen01-era02&object_id=17067
Narciss, S., Proske, A., & koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Bahavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006
Nordin, N.M. (2012). Wikis as tools for computer-supported collaborative learning and knowledge sharing in schools. (Doctoral dissertation). University of Western Australia. Retrieved from https://repository.uwa.edu.au/R/-?func=dbin-jump- full&object_id=32658&local_base=GEN01-INS01
O’Reilly, T. (2006, December 10). Web 2.0 compact definition: trying again. [Weblog message]. Retrieved from http://radar.oreilly.com/2006/12/web-20-compact-definition-tryi.html
Rouse, M. (2014). Blog. Retrieved from http://searchwindevelopment.techtarget.com/definition/blog
Saeed, N. (2010). Integration and acceptance of web 2.0 technologies in higher education. (Doctoral dissertation). Swinburne University of Technology. Retrieved from http://hdl.handle.net/1959.3/91899
Seepersad, R. (2014). Lecture on Unit 4 Educational Application of Web 2.0 tools. EDTK 2030 Information and Communication Technology in Education, Faculty of the Open Campus University of the West Indies, St. Augustine, Trinidad. Retrieved from http://2014.tle.courses.open.uwi.edu/pluginfile.php/5467/mod_resource/content/2/EDTK 2030_Unit%204_Educational%20Application%20of%20Web2.0%20Tools.pdf
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, (14) 153-173. doi:10.1016/j.jslw.2005.05.002
Zawilinski, L. (2009). A framework for blogging to promote higher order thinking. The Reading Teacher, 62 (8) 650-661. doi: 10.1598/RT.62.8.3
