Author Unknown

Maybe life wants us to meet a few wrong people before meeting the right one so that when we finally meet the right person, we will know how to be grateful for that gift.

When the door of happiness closes, another opens, but often times we look so long at the closed door that we don't see the one, which has been opened for us.

The best kind of friend is the kind you can sit on a porch and swing with, never say a word, and then walk away feeling like it was the best conversation you've had.

Its true we don't know what we've got until we lose it, but it's also true that we don't know what we've been missing until it arrives.

Giving someone all your love is never an assurance that they'll love you back. Don't expect love in return, just wait for it to grow in their heart, but if it doesn't, be content it grew in yours.

It takes only a minute to get a crush on someone, an hour to like someone, a day to love someone, but it takes a lifetime to forget someone.

Don't go for looks they can deceive. Don't go for wealth, even it can fade away. Go for someone who makes you smile because it takes only a smile to make a dark day seem bright. Find the one that makes your heart smile.

There are moments in life when you miss someone so much that you just want to pick them from your dreams and hug them for real.

Dream what you want to dream, go where you want to go, be what you want to be, because you only have one life and one chance to do all the things you want to do.

May you have enough happiness to make you sweet, enough trials to make you strong, enough sorrow to keep you human and enough hope to keep you happy.

Always put yourself in others shoes. If you feel that it hurts you, it probably hurts the other person too.

The happiest of people don't necessarily have the best of everything, they just make the most of everything that comes their way.

Love begins with a smile, gr

Teacher Evaluation

	Unsatisfactory	Basic	Proficient
Knowledge of Subject	Teacher made mistakes or did not correct the mistakes students made.	Teacher did not understand the subject well enough to explain it clearly.	Teacher knew the subject and explained it clearly.
Knowledge of Students	Teacher does not know me very well and does not know what I can do.	Teacher knows me and what I can do	Teacher knows me very well and knows what I am capable of doing.
Clarity of Goals	Goals are not clear. I do not know what I will be graded on.	Goals are somewhat clear but I am not sure what I will be graded on.	Goals are clear and I clearly understand on what part of the assignment I will be graded.
Resources for Teaching	Teacher does not know what kinds of resources are available.	Teacher knows a few resources that are available.	Teacher is fully aware of all resources available for this assignment.
Resources for Students	Teacher is unaware of equipment available to assist students who need them.	Teacher knows about some of the equipment available to assist students who need them.	Teacher is fully aware of all equipment available to assist students who need them.
Learning Activities	Assignment was not equal to what I can do. It was not organized and I found it confusing.	Only some of the assignment was equal to what I can do. The steps were a little confusing.	I was able to clearly understand the assignment and follow the steps listed in the assignment.
Materials & Resources	Materials and equipment did not support the assignment and I didn’t learn anything.	Some of the materials and equipment supported the assignment, and I found the learning a little meaningful.	All materials and equipment supported the assignment and I found the learning meaningful.
Assignment Groups	My group did not work together.	My group worked together but we had a hard time completing the assignment.	My group worked well together and we made a great presentation.
Lesson and Unit Structure	The lesson was poorly put together and I was not given enough time to complete the assignment.	The lesson was clear but I barely had enough time to complete the assignment.	The lesson provided me with a clear outline of the assignment and I was able to complete the assignment in the time we were given.
Assessment Matches Assignment	The rubric did not match the assignment.	Some of the rubric matched the rubric.	The rubric clearly matched the assignment.

Natural Resources: Technology Peer Evaluation

Student: ____________________________ Grade: __________ Date: ____________

Category	Exceeds the Standard 5 Points	Satisfies the Standard 4 Points	Improving -Near Standard 3 Points	Needs Intervention to meet Standard 2 Points	Work is incomplete or unable to be scored 1 Point
Basic operations and concepts NETS-S.1	Shows excellent understanding of the use of the computer.	Shows good understanding of the use of the computer.	Shows some understanding of the use of the computer.	Shows very little understanding of the use of the computer.	Shows no understanding of the use of the computer.
Social, ethical, and human issues NETS-S.2	Practices responsible use of the use of the computer and other equipment. .	Understands the responsible use of the computer and other equipment.	Practices responsible of the computer and other equipment some of the time.	Rarely practices responsible use of the computer and other equipment.	Does not understand the responsible use of the computer and other equipment.
Technology productivity tools NETS-S.3	Uses the computer and other equipment to improve learning, increase skill, and promote creativity.	Recognizes the computer and other equipment to improve learning, increase skill, and promote creativity.	Knows computer and other equipment can be used to improve learning, increase skill, and promote creativity.	Needs help to understand the computer and other equipment to improve learning, increase skill, and promote creativity.	Cannot use the computer and/or other equipment.
Technology problem-solving and decision-making tools NETS-S.6	Uses the computer and other equipment to add to other methods for solving problems in the real world.	Uses the computer and other equipment to add to other methods for solving problems in the real world.	Recognizes when the computer and other equipment is used to add to other methods for solving problems in the real world.	Has a low level of computer and/other equipment ability.	Has no understanding of how to apply the use of the computer and/or other equipment.

---

Natural Resources:

Sample Index Cards

Size and location of the mine.

In what country is the mine located?

What town or city is near the mine?

How big is the mine?

How may diamonds are removed in a year?

In what country is the mine located?

The Diavik Diamond Mine is located in the North

Slave Region of Northwest Territories, Canada,

on an island in Lac de Gras Lake locally called

East Island.

What town or city is near the mine?

The mine is north of the nearest town

of Yellowknife.

How big is the mine?

In order to get the diamonds the owners had

to build large water tight dykes and pump

the water out of the lake catching the fish

and placing them in the new lake. After pumping

out the water there was a small island of about

eight square miles.

How many diamonds are removed in a year?

The mine produces 8 million carats or about

3,500 pounds of diamonds every year.

The Research Process:

Follow the steps outlined to successfully complete a research project!

1. EXPLORE a variety of sources to find an area that interest you. Use the following sources along with any sources the teacher or librarian may suggest.

Books encyclopedias thesaurus

Magazines computer newspapers

Pamphlets interviews dictionaries

2. NARROW THE SEARCH by using a web.

Web A

1. Write you main area of interest in the center of the web.

2. On the extensions of the web, write subtopics or things you would like to read and learn about this topic.

Diavik Diamond Mine

• In the center of the web write “Natural Resources: Diamonds.”

• Starting at the top sun beam, write “Size and/or location of the mine.

• Working clockwise label the beams as follows:

• Mining method in general

• Effect on the environment.

• Renewable/Nonrenewable/Both

• Can it be recycled?

• Examples, if any, of recycling. Suggest alternative man made materials that can be used in place of the natural resource.

• Any current events concerning this resource

Web B

• Choose one of the subtopics from Web A that catches your interest and write it in the center of Web B.

• On the beams of this web write specific question that you would like to research.

For example:

• In the center of the web write “Size and location of the mine.”

• Starting at the top beam working clockwise around the web write the following questions:

  • In what country is the mine located?

  • What town or city is near the mine?

  • How big is the mine?

  • How many diamonds are removed in a year?

• Three or four questions are enough.

3. WRITE THE SPECIFIC QUESTIONS from Web B that you will research for your report on the top of 4” X 6” index cards. List one question per card.

Sample:

In what country is the mine located?

4. LOG YOUR FINDINGS on the index cards.

• As you find answers to your questions in resources materials, write the information on the appropriate index card and note the source.

• Use quotation marks for any exact words copied from the sources.

Sample

In what country is the mine located?

North of the town at Yellowknife in the North Slave Region of Northwest Territories, Canada, the Diavik Diamond Mine is on an island in Lac de Gras Lake locally called East Island. It is about 137 miles south of the Arctic Circle.

If two sources give opposing information, list both on the note card. Explore other sources to find the argument most frequently given.

5. ORGANIZE the note cards by grouping, comparing, and categorizing the facts. Decide which information is useful for your report and which should be left out.

6. WRITE A FIRST DRAFT

• Write a strong beginning paragraph to grab the reader’s interest. One possibility is to begin with a probing question: “Where do diamonds come from?”

• Write the facts in clear, interesting paragraphs, tying similar concepts together.

• If you use information from an interview, make sure to give the person’s name and the date, if important.

• Close your report with a paragraph that includes a strong point, fascinating quote, or thought-provoking question that entices the reader to pursue the topic further.

7. IMPROVE YOUR REPORT by asking a peer to listen to your first draft. Ask the following questions to help you edit for fluency. Does my lead grab you?

• Is my main idea clear?

• Do I show instead of tell?

• Are my sentences in the right order?

• Do I have enough information?

• Do I have a strong ending?

• Revise, by using your peer’s suggestions.

• Write a final draft and check spelling, punctuation, and grammar carefully.

8. CREDIT THE EXPERTS with a bibliography page that gives an alphabetical listing of the sources used in your paper. Follow these models.

Books:	Ward, Fred. Diamonds. Bethesda, Maryland: Gem Book Publishers. 2002.
Encyclopedias:	The Book of Knowledge. 1996. Vol. 19. Pages 7226-7227. “The Diamonds That the Glaciers Brought Down From the North.”
Magazines:	Moore, Thomas P "Barren Lands: An Epic Search for Diamonds in the North American Arctic". Mineralogical Record. Jul/Aug 2002.
Computers:	Lundberg, Murray. Diamonds in the Canadian Artic. Explore North Newsletter. Retrieved November 14, 2007 from http://www.explorenorth.com/library/weekly/aa101599.htm.

9. PUBLISH your report.

• Correct any errors found by your teacher.

• Type or write your report in an attractive format.

10. EXTEND YOUR REPORT by. . .

• Adding illustrations or photos.

• Making it into a play.

• Adding a poem or song.

• Giving a demonstration to accompany it.

Source: Elementary: The Research Process. Instructional Fair. TS Denison. USA

1

Natural Resources: Essay Example Paragraph

Diavik Diamond Mine: The Treasure under the Lake

Photo: Geological Survey of Canada: http://gsc.nrcan.gc.ca/mindep/synth_prov/slave/images/fig06.jpg

Written by:

Ms. Martinez

November 14, 2007

About 125 miles south of the frigid Arctic Circle, deep beneath the icy waters of Lac de Gras Lake, an incredible discovery was made. Diamonds! The Diavik Diamond Mine is in the North Slave Region of Northwest Territories, Canada, on an island under Lac de Gras Lake, locally known as East Island. In order to get the diamonds the owners had to build large water tight dykes and pump the water out of the lake catching the fish and placing them in the new lake. After pumping out the water there was a small island of about eight square miles. A road called “the road of ice” was built connecting the mine to Yellowknife, the closest town about nine miles south of the mine. The mine produces 8 million carats or about 3,500 pounds of diamonds every year.

References

Rio Tito Diamonds. (2007). Retrieved November 14, 2007 from http://www.riotintodiamonds.com/ENG/ourmines/diavik_diamond_mine.asp.

Wikipedia the Free Encyclopedia. (2007). Retrieved November 14, 2007 from http://en.wikipedia.org/wiki/Diavik_Diamond_Mine.

	“Natural Resources” Student Presentation Rubric
Student Name _______________________________________
	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
				Total Points:

Group Lesson Plan

"Do You Hear What I Hear?"

Antoinette Arriola
Sonya DaHill
Emson Makroro
Luwaina Martinez
William Sullivan

General Characteristics:
• The students involved in this lesson will be second graders in an elementary school with 83% of its population Chamorro and 11% Micronesian and 3% Asian-American. Eighty-six percent of the students are from low-socioeconomic backgrounds.

• The rest of the population is students from middle class families.

• The students live within 10 miles of the school and a few are bussed in from neighboring cities within the district.

• The lesson will be geared toward students with reading abilities that range from below average to average, according to state standardized tests.

• Three percent of the students in the class are exceptional education students that are pulled out from the classroom the majority of the school day and taught in an ESE resource room.

Entry Characteristics:
• Students are able to differentiate between sounds.
• Students can describe different sounds.
• Students already use email on a daily basis.

Analyze Learners

Learning Styles:
• Icons will be available to assist students in the use of the “YackPack” site and Microsoft sounds.

Visual learners
• Students will have an opportunity to choose the sounds they want to listen to and be provided with recordings of the sounds to reinforce the identification of the sound.

Concrete Sequential Learners
• Students will be moving around the computer lab to work on the computers, and to collaborate with their group. As a group they will also physically manipulate the computer keyboard and mouse and move from their seats to the computer when they are selecting their sounds.

Kinesthetic
• Students will share their reasons in groups in the classroom and in the computer lab for why they choose to listen and identify a particular sound.

Verbal-linguistic/interpersonal

• Students will need to decide whether the sound they choose to identify is the same as the sound identified by the group.

State Objectives
• Students will prepare PowerPoint presentation using icons to present to the class. After a trip to the playground, students will record the sounds they heard outside, collaborate using “YackPack” with 95% accuracy.
• By cutting pictures from magazines, students will locate a picture of what makes the listed sounds with 95% accuracy.
• After creating a collage of sound makers, students will share their finding with their group.

Select Methods, Media and Materials

• Students will be asked to walk quietly to the playground and listen in silence to the sounds surrounding them.
• Students will be provided construction paper, glue stick, scissors, and magazine and instructed to cut out picture from the magazine of the instruments that make the sounds they heard on the playground.
• The students will use these materials to create a collage of the sources of the sounds on the playground.
• Internet and presentation equipment will be used to provide examples of different sounds.

Utilize Media and Materials
• The internet will be used as a research and interactive tool for learning.
• Preview the Materials
- The teacher will walk the playground to ensure there are no distractions such as gym equipment on playground.
- The teacher will review the magazines to ensure age appropriateness.
- The teacher will check the audio/video equipment prior to class.

• Prepare the Environment
- The room will be rearranged so that the students will be in cooperative groups of 4 and no student has his or her back to the focal point of the room. Whenever presentations by the teacher or students are being made, everyone will be able to see without any problems or obstructions. In the multi-media lab, the computers are arranged so that everyone can see the projection devices at all times.
• Provide the learning Experience
- The teacher will ensure that everyone understands what is expected of them. Throughout the learning process, the teacher will be available for questions and guidance. The teacher will serve as a facilitator of learning, guiding students through every phase of the lesson and preparation of projects.

Require Learner Participation


• Large-Group Activities
• Students will need to ask questions at anytime they don’t understand a concept or task. Students will be encouraged to ask detailed questions about what is expected of them in their final projects. Students will be required to participate in all class discussions.

• Small-Group Activities
• In cooperative groups, students will create a collage from the magazines provided. Students will participate in web surfing to gather sounds to accompany their presentations.
Evaluate and Revise


Assessment of Learner Achievement
• Students will be evaluated on the following:
• Listening (25 points)
- was the student quiet and observant on the playground fieldtrip?
• Collage (25 points)
- does the collage accurate reflect the instrument the student believes makes the sounds listed on the playground? Is the collage complete?
• Presentation (25 points)
- Did the student speak clearly and accurately with proper language usage?
- Did the student make eye contact with the audience?
• Group work (25 points)
- Did the student work cooperatively with group members?

Assess learner, media methods

Boldly Applying New Technologies

The registration printout indicates Dr. Dungca would be teaching language arts so it was initially a surprise and disappointment when Dr. Cyrus munificently agreed to teach the class in her stead. The first couple of classes were at best a grouping in the dark without a syllabus, struggling with unfamiliar hardware while trying to keep up with the new software. However, within a few short weeks through the skillful trekking of Dr. Cyrus, we are entering the new frontier of the worldwide web where we are discovering strange and exciting sites that will give new life to our lesson plans and thematic units as we boldly apply new technology in ways we have never attempted before[1].

The integration of technology into the classroom brings “new benefits” and “new challenges” writes J. Sowers (2000) in “Language Arts in Early Education.” Dr. Cyrus led us into this new frontier of the worldwide web with an explanation of “hypertext” which is the backbone of the net. A little investigation of the history of hypertext leads to the explanation, “traditionally data was stored alphabetically or numerically and had to be traced from subclass to subclass. When the data was found one would have to exit and reenter on a new search” (Bush, 1945). The “Memex system,” proposes Bush, would “create an information trail of traveled links which could later be retrieved” (Bush, 1945) and such is the humble beginnings of today’s hypertext which has vast amounts of data being added daily.

Expertly led through hyperlinks by Dr. Cyrus we are discovering friendly sites just waiting to assist us in our quest for the ultimate lesson plan or thematic unit. We now boldly explore various del.icio.us websites for links to “ASSURE” model lesson plans, one way we utilize links. We now appreciate the convenience and flexibility of the “MOODLE” site that hosts our assignments, provides interaction with our classmates and keeps us on schedule.

Through a “MOODLE” posting we took advantage of the suggested “YackPack” to provide a technological tool to enhance learning, increase productivity, and promote creativity[2] among students. Through this technology we were able to “design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.[3]” This was applicable through the analog recording of outdoor sounds digitized for students to match with comparable sound on the computer. The “YackPack” website was user friendly and very effective.

Thus, by following the expert trek of Dr. Cyrus, we have been able to encompass new technological innovations previously unknown and outside our comfort zone. By familiarizing ourselves with these sites we can better utilize the resources to enhance learning opportunities for our students.

References
Abrams, M. (1998). World Wide Web – Beyond the Basics. Retrieved September 18, 2007 from http://ei.cs.vt.edu/~wwwbtb/book/index.html.
Bush, V. (1945). As We May Think [Electronic Version]. The Atlantic Monthly, July 1945. Retrieved September 12, 2007 from http://www.theatlantic.com/ doc/194507/bush.
Sowers, J. (2000). Language Arts in Early Education. Stamford, CT. Delmar Thomson Learning.



[1] Adaptation of the theme of the television series “Star Trek.”
[2] NETS-S: NETS-S.3.A. “Students use technology tools to enhance learning, increase productivity, and promote creativity.”
[3] NETS-T: NETS-T.2.A “STANDARD: Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.”

Technology Assessment #3

Integrating Technology

Submitted by
Luwaina Martinez

In partial fulfillment of the requirements for the course
ED355, Language Arts
Division of the School of Education
University of Guam
Mangilao, Guam

Professor: Dr. Jacqui Cyrus

December 7, 2007

FOXFIRE 2: Foxfire 2 by Mozilla is a free, fast, secure, customizable Web browser that is user driven. It takes a little time to download but the install is self contained. Web tabs make navigation quick and efficient. Foxfire 2 will suggest terms to assist the user in their search. The newly introduced “spell check” eliminates the need to compose a document in Word then post to the net. This Web browser features “session restore” to protect the user from losing valuable information as a result of unintentionally closing the site by restarting with the information, tabs and downloads, the user was using during their last session. By offering “Web Feeds (RSS)” the browser allows the user to listen to their favorite radio station live, watch a podcast of the morning news and read the Pacific Daily News at the click of a tab. There is also a special feature for Ebay users that allows them to watch the progress of their bid in real time. Search engines can be customized in an open window allowing the user to hop from one search engine to another. Sound is offered in high quality Dolby surround sound and video, dependent upon the user’s operating system, is crisp and easy to see. It also includes special Microsoft Active Accessibility for users with physical impairments. Security features include a pop-up blocker, protection from spyware, hackers, scammers, spammers, phishing, and periodically updates the security system. Foxfire 2 is user driven so it is as interesting as the user makes it. Overall, I rate it as the best Web browser available with a big (5) five.

MOODLE: An educational tool, Moodle is a free course management system that enables educators to create learning communities. The system is user friendly with navigational tools readily available and easy to use. The graphical presentation is uncluttered, with links clearly defined and accessible. There were no impairments to the audio and video interface. The site is specifically designed as a course management system thus limited to posting, linking, and uploading information and not the composition of assignments. As a student working on many different computers I found the login (gaughin.thinkingdistance.org) a bit challenging. If I couldn’t remember the URL it was difficult to find. Also, the time and date kept me in a state of panic all semester since I was never sure of the actual deadline. Overall however, it is an excellent tool for its intended educational use with a rating of (5) five.

DELICIOUS: This website is for storing, sharing and exploring the web bookmarkers of other members by allowing members to interface. The website is managed through the use of “tags” that allows members to view other sites with the same tags. Personal sites can be managed by using “bundles” to sort related tags. This site is a great asset to students and teachers alike who will find it beneficial to bookmark great websites for easy retrieval. The page format is clear, easy to read, and easy to navigate. It is not cluttered with graphics, pictures or video simply listed bookmarks with links to related sites. There are no audio or video features. It only takes a couple of seconds to add a bookmark since the user simply fills in the blanks. It is an invaluable tool with a rating of (5) five.

GOOGLE SUITE: Giant search engine Google has brought together several applications which give more flexibility to novice internet users. Google Docs is a free web-based word processor, spreadsheet, and presentation application that allows collaboration between multiple users in real time. Some of the features such as borders and background colors are a bit quirky and caused my system to become unstable. Google Page Creator is free software that allows users to design and publish their own website. I did however encounter some problems with this software. Once I published my site and went back to edit there was hypertext imbedded in my document. Also, I had some difficulty with font colors and font selection. Google Blogger allows novice users to create and manage a blog. While it is possible to insert pictures and video, text management is limited in application and does not allow features such as tables, spreadsheets, and slide shows. All of these applications can be used for educational purposes and the software is user friendly, clearly defined and easy to navigate. There were no impairments to audio and video uploads and interfaces. The material was easy to use and the graphics that were available were useful. The sites were well designed but background selections in some cases were limited. These are extremely interesting and useful tools with a rating of (5) five.

NICENET: This free classroom assistant allows student and teachers to collaborate in real time, post messages, share documents, links, and schedules. In some ways it shares common features with Moodle such as the class schedule, posting assignments and sharing links and shares other features with Google Docs, such a document sharing and real time collaboration. There are some limitations to document composition with the application capabilities specific to text. Navigation is user friendly and easy to use with no obtrusive graphics although the layout is clearly defined. There were no impairments to audio and video interface through links. The program worked perfectly with no bugs. This is a wonderful educational tool with a rating of (4) four.

PROTOPAGE: This free easy to use website developed by Ajax provides novices users with the ability to develop a personal website customized to fit their active lifestyle. Protopage can run live feed from radio and television stations, and play podcasts while posting current weather conditions in your area. In addition, there is a calendar, a “to due” list, sticky notes, hyperlinks, bookmarks, a preview of your email inbox, a window for search engines and much more through the use of “widgets.” The site even features a virtual puppy! Clearly an invaluable tool for any student or instructor to keep track of assignments, notes, meetings, projects, and due dates. Navigation was easy enough for me to upload a live feed from the local television and radio stations. The graphics are note cards the user can customize them to meet their needs. Audio and video links were clear and without impairments. While the website was created for individual use, I think it has greater potential and could be used as a classroom assistant or classroom management system. This awesome website gets a rating of (5+) five plus.

YACKPACK: This free messaging system provides a private and secure space for members to talk to one another either in real time or recorded for later listening. Specifically, this is an invaluable tool for students who speak a language other than English to practice speaking and listening to themselves and others. The instructor can explain assignments, post lectures while students collaborate with YackPack. There was no download, simple a log in and begin. Easy to use and navigate the site can be used for distance learning, storytelling and lectures, and providing feedback to students. This is a great site for its intended purpose of listening and speaking and I give it a rating of (5) five.

DIIGO: This site enables a user to collect, share and interact on online information from anywhere. Similar to the features found in Delicious with bookmark sharing Diigo offers additional features that can be off assistance to teachers and students. Specifically, the ability to cut and annotate online documents would prove invaluable to the making note of certain features on a particular site. For example, if you wanted to cut a section out of a journal to use in a paper you could note the URL for later inclusion in references. Also, it would be helpful in making notes for lesson plans. The Diigo tool bar makes navigation easy and the website is uncluttered and easy to use. There are no audio or video features specifically associated with the site although it is necessary to download the toolbar to use it. This is optional and an alternative call “Diigolet” offers use of the site without downloading the tool bar. A great tool for educators, based on the site’s intended function, I rate this site as a (5) five.