Because of the Internet, making information available to others can now be done with ease. Information and ideas can now taking on a variety of different forms. From infographics to digital storytelling, there is a wide variety of mediums where information can be published. This opens up a number of possibilities for the classroom as well. 

Promoting students to become web authors will move them from into the "creator" group within the context of the 90-9-1 Principle of Social Participation. Charles Arthur from The Guardian (2006) notes that finding users to build content on the web can be challenging. This is why it is important for teachers to educate students about how to interact with content online, as well as create their own. There are a number of tools that teachers have at their disposal, such as: Weebly, Wordpress, SchoolNotes, Audacity and YouTube. Allowing students to chose which application best serves their need appropriately is an important first step in web publishing. However, there are also several ways in which the teacher can model this for their students, with one method being WebQuests. 

According to Bernie Dodge, WebQuests are a form of inquiry based learning where users rely on the Internet as a source of information. They offer a great way for students to work independently or in groups. The Educational Broadcasting Corporation outlines (2012) six essential ingredients to an effective WebQuest, which include:

1. Introduction 
2. Task
3. Process
4. Resources
5. Evaluation
6. Conclusion

These different sections of the WebQuest chunk important pieces of information together, and make the assignment for manageable for students. In addition, they are logically organized, which should alleviate any potential problems or troubles for students. A more detailed explanation of these six components can be found HERE. 

In the past I've used WebQuests, and have found them to be an effective educational tool. The WebQuest assignment had the highest completion rate in my Social 10-1 and 10-2 classes. While the students were working in the computer lab virtually everyone was engaged in their work. After reading more about WebQuests in this topic, and from the posted articles, I think they are something I will try to use more of in the future. 

Infographics are another form of web publishing that I tend to use in my lessons. They convey data in a visually appealing way. Rather than spreadsheets and 2-D. black and white graphs, infographics use colors, pictures, diagrams, logos and eye-catching visuals to turn the ordinary into an interesting representation. Ashley MacQuarrie (2012) explains how infographics can spark conversation, introduce new topics, serve as starting points for research, and give students practice at reading charts and interpreting data. MacQuarrie's site also offers a number of websites where teachers can find infographics, and where students can create their own. Having students create their own requires them to employ a number of important skills. For example, they will need to research, organize and synthesize information, visually present information, and maybe even collaborate with others. Here is an example of an infographic that could be used in Social Studies:

Digital storytelling is another method students can use to communicate information. This involves a combination of creativity, research, narration and visuals. Ferrington (2011) argues that, in general, sharing stories and experiences is a fundamental part about being human, and that digital storytelling  can be conceptualized as an extension of the ancient practice of storytelling but infused and enhanced with images and sound. I think that this last idea is key. Contemporary students are so accustomed to being surrounded with external stimuli that incorporating images and different sounds into a story seems to make sense. They use social media on a daily basis, and are able to use channels such as Twitter, Instagram and Vine which include aspects of digital storytelling. Therefore, I find that digital storytelling in the classroom has a very relevant and practical purpose. Not only does it give students a voice, but it is also something they are already very familiar with. Another way education is changing is through the flipped classroom.  

The flipped classroom is a innovative way of thinking, made possible through the Internet. This method is unique because students are able to familiarize themselves with the basic content before they even enter the classroom because of streaming media mediums. There are many who support the idea of a flipped classroom, but also a number who oppose it. Personally, I can see value in the flipped classroom. However, despite this it also has certain drawbacks. For instance, . Overall, I don't think I would use flip teaching for a number of reasons.

Firstly, in flip teaching often the students are passively watching a video, or listening to audio, without the ability to ask immediate questions. One of the most important pieces to instruction is a dialogue between students and teachers. In the flipped classroom this only happens after the learning has taken place, but not during it. Secondly, the flipped classroom is predicated on the belief that each student has the ability to access the content. However, this is not always the case. Students who are living in a low socio-economic environment, or work outside of school may not have the means or the time. Lastly, it fails to recognize the different learning styles that students possess. Hertz (2012) notes that sitting in front of a computer screen is not how everyone learns best. Nevertheless, flipped teaching is something that will be sticking around because of the  accessibility of steaming media. 

In conclusion, publishing content of the Internet, whether through educational videos, blogs, infographics or digitial storytelling is something students need to see the value in. Publishing is what perpetuates the Internet and allows it to grow at an astonishing rate. However, it is not enough to simply know how to publish or choosing what to publish. Students should also see why it is important to publish and be more than part of the 90% audience group. 


References
Fig 1. web.png. Retrieved on July 13, 2013. From http://trypnotikvisual.com/wp-content/uploads/web.png

Fig.2. Poverty-in-Canada-infographic-LRG.gif. Retrieved on July 13, 2013. From http://ww3.tvo.org/sites/default/files/Poverty-in-Canada-infographic-LRG.gif

Arthur, Charles. (2006, July 20). What is the 1% rule? The Guardian. Retrieved from http://www.guardian.co.uk/technology/2006/jul/20/guardianweeklytechnologysection2

Dodge, Bernie. (2007). What is a WebQuest? Retrieved from http://www.webquest.org

Ferrington, Gary. (2011). "Digital Storytelling". Information Age Education. Retrieved from http://i-a-e.org/articles/46-feature-articles/50-digital-storytelling.html 

Hertz, Mary Beth. (2012, June 12). The Flipped Classroom: Pro and Con. Retrieved from 
http://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

MacQuarrie, Ashley. (2012). Infographics in Education. Retrieved from 
http://blog.k12.com/2012/07/10/infographics-education#.UeGkEtKOSSo

"What are the essential parts of a WebQuest?". Concept to Classroom Workshop: Webquests. Educational Broadcasting Corporation. 2004. Retrieved 13 March 2012.

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Using the Internet as a tool within the classroom can be a balancing act. Using it too much can detract students from learning, whereas too little might leave students yawning. However, for one teacher, using the Internet in the classroom is as easy as the ABC's.

According to her website, Trails Optional, Jennifer Deyenburg has taught for ten years in Alberta and Scotland, and has recently completed her Masters in Education with a specialization in Information Technology Leadership at the University of Lethbridge. Although she has the credientials that go along with a technology guru, Jennifer also has a wealth of experience within the classroom as well. 

During her video interview Jennifer explains a number of different ways in which she incorporates the Internet into her classroom. I agree with Jennifer's point that the Internet can act as a gateway to learning opportunities outside of the classroom. I think that this feature is what makes education so unique from any other time in history. Resources, such as people and information, can be accessed by teachers and students through the use of technology, which can enrich and enhance learning and classroom experiences. However, Jennifer also mentions that the Internet acts as a two-way system. Information and ideas can also be shared by students and teachers, which allows for collaboration to take place. This notion can also be applied to how students interact with her blog. 

Jennifer mentions how some of her students already have ideas about what they will be doing that year, because of what she has posted in her blog. Jennifer puts the information out there and "brings the classroom to the students" before she even meets them. By doing this, students can see what she has to say and bring questions and comments into the real-world classroom. Typically, ideas about teachers takes place between peers or kin, but the Internet adds another dimension to the teacher-student relationship. I think using a blog is a great way to mentally prepare students for the year ahead, and provide background information. This can be particularly useful when starting at a new school, because it could ease some of the tensions students have about the unknown. In addition to her own blog, Jennifer also discusses class blogs. 

The use of blogs within the classroom provides students with opportunities to become part of an online community. Through blogs, students can share their ideas in an atmosphere where they don't have all the eyes in the class looking at them. Jennifer mentions how her use of blogs has evolved over the course of her teaching career. I think this will be the case for me as well. As new software and technology is developed so will my understanding and use of blogs. However, as Jennifer notes, protecting student privacy is essential. For instance, using only first names, not mentioning the town, and keeping sibling or friend names private are some of the guidelines Jennifer used with her class. I like how she said she developed these with her students as well, and is something I hope to do when I use blogs. Involving parents with the blogs is another great way to opening a channel of dialogue, and keeping them informed about what is going on in the classroom. 

Video conferencing is another tool that Jennifer uses in her classroom. She recalls a time when her and her class stayed up at night to video conference with people from around the world during the Olympics. I think that this a great example of how the Internet can enrich student learning and provide students with memorable school experiences. 

After watching this video I hope that one day my repertoire will be as rich as hers. Her use of the Internet within the classroom seems almost seamless. She has so many great strategies that will only continue to grow the more she continues to learn. This video also sparked some ideas for me, and provided me with examples of possible avenues to explore. The Internet is a valuable resource within the classroom, and plays an important role within the realm of education. 

References
Fig. 1. ebook3.jpg. Retrieved on July 10, 2013. From http://aceonlineschools.com/wp-content/uploads/2010/09/ebook3.jpg. 

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The ways in which we communicate with each other has drastically changed with the rise of the Internet. Sharing thoughts, ideas, feelings, photos and videos has probably never been easier than any other time in history. The new generation of learners have been born into this age of mass sharing, and are bringing their knowledge and experiences into the classroom. As a result, teachers need to be informed about the differences between 21st century learners and students of the past. Although there are many similarities, there are also some striking differences. 

According to Friesen and Jardine (2009) the old model of teaching that involves memorization and repetition needs to be replaced with one that encourages critical, analytical and creative thinking, as well as collaboration and teamwork. Modern forms of modern communication certainly make this possible in a number of ways. For instance, students are able to present information using mediums such as Prezi or Weebly, and colloborate with others using Google Docs. In addition to the concepts mentioned by Friesen and Jardin, Alberta Education also offers a model for 21 century learners. 

Alberta Education's model for 21st century learners involves lifelong learning and self-direction, digital literacy, social responsibility and cultural, global and environmental awareness. In general, I think their model accurately reflects what it means to be a 21st century learner. The importance they place on engaged thinking, entrepreneurial spirit and ethical citizenship are certainly worthwhile overarching themes. There is some controversy surrounding the inclusion of the term "entrepreneurial spirit,' but I believe that it belongs. 

The spirit of entrepreneurship involves self-motivation, passion and setting goals for oneself. These qualities are certainly important within the realm of education in the 21st century. With the rise of inquiry based  and independent learning I think some aspects of the entrepreneurial spirit need to be present. Those who argue against having that term in the model suggest that it is tied with "profit" and the business sector, but this is not the case. Rather, within the context of education, the entrepreneurial spirit simply means being driven by an invisible force, and having the capacity to work for oneself. There are other parts of the model which deserve attention as well. 

 I also agree that more specific categories within the model are essential to include. For instance, cultural, global and environmental awareness is essential for contemporary learners, because the issues surrounding those three areas are relevant and meaningful in today's society more than ever before. Being aware and informed about issues around the planet is vital for 21st century learners. One way to achieve this within the classroom is through the use of email.

Email allows people to rapidly communicate with one another from around the world. Messages can be read and replied to in an instant, which has its advantages and disadvantages. Within the classroom there are a variety of ways to incorporate the use of emails to enhance student learning. Email can play an important role in how content is delivered to, and shared with, students.

In my classroom I would use email to send out reminders about assignments, duplicates of assignments, notes about important dates, as well as study guides or links to useful websites. Also, through the use of ePals traditional learning activities, such as journaling and researching can be replaced. For example, in Social Studies, rather than looking up information about another country's culture, students could ask their epal. Similarly, in English or Language Arts, instead of writing a journal to themselves, students could email their epal about their thoughts or experiences. In Science classes, students could email an expert questions about the topic they are studying. Overall, the possibilities of email are plentiful. 

Blogs are another way in which the Internet can be infused into education. Blogs allow students to creatively express their thoughts and ideas with others. One of the benefits of blogs is that they can be created and edited outside of the classroom. Pictures, videos, diagrams and links can also be added to blogs to enhance their appeal. As a teacher, there are certain key ideas and strategies that can make blogging an effective tool within the classroom.

Firstly, the importance of leaving a digital footprint needs to be explained to the students. Unlike pencil and paper, blogs are on the Internet, which means they can be accessed from around the world, depending on the privacy settings. Secondly, making a habit out of blogging is essential. It can be easy to start a blog, but keeping up with it and habitually adding content can be a challenge. Thirdly, modelling what effective commenting and blogging looks like by the teacher is vital. Instead of leaving comments like "cool" or "neat," describing what meaningful and quality comments are can be beneficial to students. Lastly, encouraging students to be creative will help motivate them to write in their blogs and make it interesting to view. Pictures and diagrams can help posts more engaging for readers. 

In conclusion, there are many ways to communicate information via technology. The Internet has allowed us to transmit and received thoughts and ideas at a pace never seen before. Within education, this can make learning more dynamic and engaging. From texting to emailing to blogs, both teachers and students are engulfed in the ever changing realm of communications technology.

Thanks for reading.


References
Friesen, S., & Jardine, D. (2009). 21st century learning and learners. Prepared for Western and Northern Canadian Curriculum Protocol by Galileo Educational Network.Retrieved June 6, 2012 from http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learning%20%282%29.pdf

Fig 1 Modern_Social_Media_buttons_icons_metro_Ctrl-Alt-Design_001.jpg. July 8, 2013. Retrieved from http://ctrla.lt/wp-content/uploads/2013/03/Modern_Social_Media_buttons_icons_metro_Ctrl-Alt-Design_001.jpg


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