5.+References

 ** Books **

  Barringer, M. , Robinson, M., Pohlman, C. (2010). //Schools for all Kinds of Minds.// Jossey-Bass.  Retreived from Net Library as an e-book April 12, 2011 from []

I chose this book because it gives insight into all kinds of learners. This book explores some of the new ideas in brain research and how to best teach all kinds of learners based on their learning styles. The authors believe that learning is like a file folder with every type of learning in it own category. If teachers will assess the students and plan lessons based on these core terms then the learning style of a particular student can be tapped into more readily. The book also suggests that we as educators be skilled n “kid watching” so we can be skilled observers. Educators should also have a good relationship with all the participants in the child’s learning environment. If a student goes to a speech class that should not just be a skill taken care of by the speech teacher ti should carry on into the regular classroom as well. I chose this book as being relevant to our project because we will be working with a very diverse group of students. Not only the students in our classroom but the students in our epal classes as well. This book also follows many of the guidelines and theories we have been working on during our study of Educational Technology. Through this research and being mindful of all learners hopefully we can make a learning environment for all learners.  Pritchard, A. (2009). //Ways of Learning: Learning Theories and Learning Styles in the Classroom,//  //2nd e//. New York, NY: Routledge, Taylor and Frances Group. Retrieved from NetLibrary  as an eBook, April 14, 2011 from []

 This particular text discusses various ways for which individuals learn. Much of the text highlights topics we have discussed throughout this program. Having an appreciation for the various ways students learn will help educators construct effective and successful lessons for learning that can also entail collaboration. The specific chapter selected highlights specific learning styles according to the Honey-Mumford Model.

 Learning styles highlight the various ways individuals perceive information. In a classroom, sometimes a “one-size fits all” approach is taken hoping all students gain the needed information. This particular assignment meets the needs of various student learning styles. The //activist// learners will enjoy the variation from a traditional penpal activity with the incorporation of technology like the class wiki and Skype. //Reflectors// will enjoy learning about and making connections with people across the world and gain an appreciation for different cultures. //Theorists// will enjoy the interaction with others and the opportunities to ask questions to other’s of a different culture. And lastly, according to this model, //pragmatists// will enjoy the mapping activities and would also enjoy having control of computer tasks.

 ** Research Articles **

 Anderson, P., Bergman, B., Bradley, L., Gustafsson, M., and Matzke, A. Peer Reviewing Across the Atlantic. In // Journal of Business and Technical Communication, // July 2010; vol. 24, 3: pp. 296-322, first published on May 26, 2010. Retrieved from SAGEjournalsonline, April 14, 2011, from [].

 This particular research study pertains to peer-review lessons conducted between students in the United States and students in Sweden. One of the reasons for this study is to foster support for across seas collaboration as well as show even those not proficient in English can benefit from this type of learning activity. As supported by numerous other studies, the researchers found that students were more participative in the online environment than the face-to-face environment. This included logging in as well as making suggestive comments to other students’ works.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> The article supports our proposed project because it shows active levels of classroom involvement when technology is integrated. It also shows that lessons can be successfully implemented even with language barriers. The study provides findings that support students’ ability to take ownership of their learning and improve their literacy abilities based on collaboration. No matter whether one speaks English or not, everyone has an opinion and if they are willing to share and provide that information via the incorporation of technology, then this lesson will be effective. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> Beaumont, C. and Su, F. (November 2010). Evaluating the use of a wiki for collaborative learning. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt 0.5in;"> In //Innovations in Education and Teaching International, Vol. 47, No. 4, pg. 417-431).// Retrieved from EBSCOhost, April 13, 2011, from  <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt 0.5in;">  //[]//   <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt 0.5in;">  //40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=55053298.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> This article provides insight and support to the use of wikis in the classroom. The study pertained to 47 individuals who posted literature review work on a wiki and were to review posts made by peers and tutors. Online questionnaires and interviews were used to gather insight from the students and analysis of the contributions and work was completed. The results were analyzed using Salmon’s (2006) five-stage e-learning model (access and motivation, online socialization, information exchange and knowledge construction, and learning development). Overall, the results were all positive. The article does address complications of wikis as well.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> The article provides recent support of the effective use of wikis in the classroom. The study finds that wiki use can facilitate quick feedback from teachers and students, learning through observing others, and also student ownership of work. This study is necessary to provide confidence to teachers implementing our planned activity and also provide a convincing factor for parents and the administration. This is an element needed to be used to show that differentiating instruction can be beneficial.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in;">Bein, F. L., Hayes, J. J., & Jones, T. G. (2009). Fifteen Year Follow-Up Geography Skills Test <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in auto 0.5in;">Administered in Indiana, 1987 and 2002. //Journal of Geography//, 108(1), 30-36. Retrieved <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in auto 0.5in;">from EBSCO//host//. <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in auto 0.5in;">[]

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: auto 0in;">This research article is a follow up to a research study conducted in 1987 of college freshmen in Indiana on place name, map skills, physical geography, and human geography. In 2002 the study was repeated. In both studies information was gathered from the participants, such as travel experience, age, gender, race, and previous Geography education. The results from both test show that students with travel experience scored higher. Arts and sciences majors also fared better than education or business majors. The goal was to improve Geography test core but the opposite happened in 1987 the score was 64.5 % average to a 62.4 % average in 2002. There were many factors that the authors felt could have caused the scores to not increase and the one that the authors look at most is the lack of certified high school geography teachers. The study focused on Indiana but the problem is nationwide. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: auto 0in;">I believe this article is relevant to our project because we will be using map skills and connecting to others around the country. I believe that by having a hook and a visual the students may be able to retain some of the geographical information they have learned. The students will also be taking an active role in the learning making it authentic to them. Although we will not be traveling to the locations physically we will be virtually. As each state responds we can plot it on a map tapping into their tactile learning and visually see landmarks or important facts about each state. According to the research students need to have an early start and meaning for the learning of the geography to be retained. I believe with our project we can achieve some of those goals and hope for retention for years to come.

Donovan,C. and ﻿Smolkin L. ( March 2011). Supporting infomratioanl wrtiing in the elementay grades. //The Reading Teacher,// Vol 64, No 6, pg. (406-416). <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">This article looks at the process students go through when writing informational text. The researcher studies the writings of elementary aged children. The authors noted that students go through eight stages with each stage getting more and more complex. The eight stages of informational writing that the authors notes were; labels, fact statements, fact list, couplet, fact list collection, couplet collection, single and unordered paragraphs, and finally ordered paragraphs. The authors noted through their research that if a teacher would follow this progression with students and scaffold one level of writing before the other then a student’s writing of informational text would improve. The authors provided an example of a student’s writing before the teacher scaffolding and after. The student’s writing had a large number of significant changes after the scaffolding and progression of stages. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">This article is relevant to our project because we will be writing to other schools about our school and sharing information with them. We will also being sharing information about the state we live in and other factual information. This research article will be a good tool for the teachers to us as a guide to ensure that our students are writing good quality letters to the other schools. This information is also good as an assessment guide for a student’s writing. By looking at the students’ writings a teacher can tell which stage the student may be on in the eight categories.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0in 0in 0pt;">So, H.-J., & Bonk, C. J. (2010). Examining the Roles of Blended Learning Approaches in <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0in 0in 0pt 0.5in;">Computer-Supported Collaborative Learning (CSCL) Environments: A Delphi Study. //Educational Technology & Society//, //13// (3), 189–200. Retrieved from <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0in 0in 0pt 0.5in;">EBSCOhost, April 14, 2011, from [] <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: normal; margin: 0in 0in 0pt 0.5in;"> 6064aa2d0903%40sessionmgr111&vid=4&hid=111.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> This particle research article provides insight to a study that analyzes the pros and cons of computer supported collaborative learning (CSCL) environments. The study used an approach referred to as the “Delphi Method” that allowed panel members to (1) identify current practices, (2) conclude flaws of the practice, and (3) make predictions about its future application. Therefore the method completed three rounds of surveys to contrive data.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;"> The reason why this study was selected in reference to our selected project is to address the issue teachers have with integrating technology in the classroom for fear of losing control. One of the decided benefits of CSCL is the flexibility for learning and for teaching. The panel also acknowledged how CSCL fosters collaboration among students in a classroom and even across geographic areas. They even mention the benefits for educator collaboration. These benefits are all subsequent parts of our proposed penpal project.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt 0.4in; text-indent: 0in;">Yancy, K. (2009). Writing in the 21st Century. //National Council of Teachers of English.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.5in; text-indent: 0.5in;">// Retrieved from: [] //

<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">This article researched the methods and ways of writers from the past to the writers of today. The author states that because we have so many writers today than in the past we face three challenges. The first is developing new models of writing, the second is developing a new curriculum to teach the models and the third is creating models to teach the new curriculum. The author also sees these challenges as opportunities as well as challenges. In this research of the history of writing the author makes a good point that writing has never been held to the same degree as reading. Reading was believed to be able to control the respondents where as writing puts the writer in control. Writing was also a very laboring task that took long amounts of time to compose a piece of writing. Today we have word processing programs, instant messaging and even texting shorthand for social networking sites and cell phones. The process of writing has become much easier and through blogs and wikis anyone can be a writer. <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">I feel this article is relevant to our project because it shows the progression of writing. This article would also be relevant at my workplace because it could show my colleagues the change in writing. Our project involves using Wikis and emails to communicate with our epals. These types of communication will most likely be how the students will communicate when they become adults in the working world as well. We are preparing them for what the real world will be like.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 10pt;">** General Articles **

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt; text-indent: 0in;">Andes, L. Clagget, E. (2011) Wiki writers: Student and teachers making connections across communities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.4in; text-indent: 0in;">// The Reading Teacher //, 64(5), 345-350. Retreved from EBSCOhost April 16, 2011from []

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">This article explores the benefits of using Wikis to improve reading and writing skills for at risk second grade students. This project began as a project for a special education graduate student that has now become a part of this school’s curriculum. The teacher collaborate with the technology coordinator and the regular classroom teacher and came to the conclusion that this group of at risk students needed language development skills and lots of vocabulary practice. After analyzing all the team believed that technology could be a motivator and the Wiki was born. The class participated in a monthly activity and in the beginning students from the university served as conversation partners. In the month of October the students began epals with a school in South Africa. Gradually throughout the year the writing and interaction became more and more. The end of the school term the students met their epals and college epals through Skype for a face to face interaction.

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">This article is relevant to our project because we are also implementing epals and Wikis in our project. This article is also great for the school where I teach because we are a Title 1 school and have some of the same struggles with at risk students as this school did. At the end of the project 50% of the students in the project went from scoring below the schools grade level benchmark test to scoring above or at grade level. This is very good gains for the first year of implementation of a new project. The article also states that the students were wanting to read and research for the monthly topics that they were to post next. Parents also stated that the students wanted to learn and participate in the school project. This implementation of technology did in the end motivate the students to learn.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">Chansanchai, A. (March 30, 2011). Skype in the classroom encourages collaboration across <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt 0.5in;">oceans. In //Digital Life at Today//. Retrieved April 13, 2011, from []- <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt 0.5in;">encourages-collaboration-across-oceans.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">This resource is a blog posting made by staff writers for a well-known morning show. The resource is easily accessible to educators and shares information on <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">setting up Skype in the classroom as well as listing the benefits of its use in the classroom. The article also provides an active link for installing //Skype in the Classroom//.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">The information presented in this article shares how teachers around the world and the Skype creators are making efforts to integrate the communication tool in the learning process. The //Skype in the Classroom// feature has been used by over 5000 teachers and also is used to provide links to resources (i.e. videos). This article also discusses the Google map feature that allows an educator to create a profile and pin their town. Teachers searching for projects, like the one for our project, can view the map and access contact information from teachers throughout the world who are willing to collaborate on projects. This makes the search for collaboration easier because you have a pool of willing participants readily available.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">Cooper, C. (August 22, 2009). Wikified Schools: Using Wikis to Improve Collaboration and <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt 0.5in; text-indent: 2.25pt;">Communication in Education. In PRWeb. Retrieved April 13, 2011, from ﻿ [] ﻿.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">This website is actually a general publicity website that designs articles to promote new products on the market. A publishing company, Wakefield Publishing, has released a book entitled //Wikifield Schools: Using Wikis to Improve Collaboration and Communication in Education//. The intent is to make educators aware of the benefits wikis can have for the classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">Information for the classes to share will be posted on a classroom wiki. This publication actually serves as a guide to setting up and establishing a wiki for collaboration purposes and provides a supplemental wiki site that can be used by educators. It provides resources to current research articles, a community discussion forum, as well as links to hosting software. This resource provides great information for a novice to master the ideas of collaboration to become comfortable.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in;">Foote, C. (2008). See Me, Hear Me: Skype in the Classroom. //School Library Journal//, 54(1), 42-43. Retrieved from EBSCOhost 43. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: auto 0in auto 0.5in;">[] <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0in;">This article looks at the way a librarian connected her students to a famous author by using Skype. Foote stated that the students before meeting with the author who writes about Native Americans gets an image in their head from the reading and then meeting the author later sees the real side of the story or the authors inspiration. The teacher had four students interact with the author while the rest of the classes viewed in on an LCD screen in their classrooms. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0in;">Even though this article dealt with a high school group of studenets I feel like the points made are relevant to our project. tHe article gave good points on how to set up Skype and how to monitor it. The main point of the article that the author made is that our students need ot learn how to communicate globally. The jobs of today and the future will demand this of them.

<span style="color: #ff0000; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Fryer, W. (2006). Tools for the teks: Integrating technology in the classroom. Retrieved on 10 April 2011 from [] <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0in;">//Tools for the TEKS: Integrating Technology in the Classroom. Skype in the Classroom.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">In this article, Wesley Fryer explains what Skype is all about, how to use the program safely and effectively and offers ideas and resources from his personal experience with the Skype hype. Fryer (2006) states that: “Skype is beneficial in increasing student achievement, while simultaneously encouraging students as well as teachers to engage in worthwhile and creative tasks. Twenty-first century educators should aspire for nothing less.” Fryer’s article is very informative and offers many resources to help implement the use of Skype into the educational setting. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">I chose this article because it was a great introduction for Skype and the many uses for integrating it into the educational setting. I think that sometimes it is easy to see common uses for something, but harder to make the connection to the educational value. We will be able to use the information from this article to access resources for Skype, ideas on how to “get started with Skype”, resources to locate safe classrooms to use with Skype, and technical issues that may be experienced and how to correct them. This article will be useful when needing more information for our Skype part of the project.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt; text-indent: 0in;">Gapinski, J. (2009). A review of epals.com: Connecting global classrooms,students, and teachers. //Bright// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.4in; text-indent: 0.1in;">// Hub. // Retreived April 16, 2011 from: []

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">This was a very short review type article on the benefits of epals.com. This article states that this site can connect teachers across the globe with other teachers to set up email pen pal accounts.

This article is a relevant article that can be used to show administration the benefits of epals. The article links to the epals site. The epals site has a classroom match feature that can match up classrooms for specific needs. This would be a good benefit to lessen the amount of time to get the project started. The article also states that the site is meant to be impl﻿emented by the school system which will help eliminate misuse of the students.

<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Lewis, B. (2011). Pen pals—the incredible teaching tool. Retrieved on 6 April 2011 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">//Pen Pals—The Incredible Teaching Tool// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">In this article, Beth Lewis discusses the importance of using pen pals in the classroom to learn about Language Arts, Social Studies, Writing, and Technology. Lewis also offers tips for making the pen pal process more successful, how to access valuable resources, and ideas for the organization and implementation of the program into your classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">I chose this article because I liked the way I was able to get suggestions, ideas, and resources from a teacher who has already implemented the pen pal process. I also liked the way she used old fashioned methods as well as new wave methods to integrate the program. Sometimes it just helps to have an example of others’ trials and errors when considering the project for your own room. This article also offers many valuable links to other resources that will help to make the project operate more effectively and enjoyably.

<span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">undefined. (2010). Global Community. In ePals. Retrieved April 13, 2011, from <span style="color: red; font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt; text-indent: 0.5in;"> ﻿﻿[].

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">The resource is a site created by a company entitled ePals that serves to provide a safe online environment for educational collaboration. It actively hosts over 600,000 educators from around the world with an estimated 500 million active student users. The site also provides information about the company’s other products as well as links to news articles published about the company’s work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; line-height: 115%; margin: 0in 0in 10pt;">This site also meets to requirements for our project to effectively take place. The site provides a drop-down menu to locate classrooms by country or created profile. You can contact a teacher with an already proposed project or propose a project (like our penpal one) and post to find willing participants. The site also provides information on class dynamics (i.e. spoken language and age range). In addition, the site is not blocked at school so it serves as a teacher friendly tool.

<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Washington Department of Education (2011). Resourcing the curriculum: Wikis in the classroom. Retrieved on 9 April 2011 from []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">//Resourcing the Curriculum: Wikis in the Classroom// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">In an article posted by the Washington Department of Education, the importance of using Wikis in the classroom is examined and outlined for educators to access. The article is a host of many links that will assist in establishing a wiki, what a wiki is, how to use a wiki, and how to tips for enhancing the appearance and operation of your wiki. This article also links other valuable websites that host multiple ideas, resources, and tutorials for implementing the wiki into the classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%; margin: 0in 0in 0pt;">I chose this article because I thought it would help in developing the wiki to use with our project. I liked the suggestions it gives for designing the pages of the wiki, how to make your wiki a safe environment, and how the article establishes the importance and value of using a wiki in the classroom setting.