Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms

By W. Richardson. 2006

1,027 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e5e03109b8afbc60abc264dcc37a5fa210671df9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Lina Lee
2. F. H. Aljumah
3. Catherine McLoughlin
4. Mark J. W. Lee
5. Peter Yeomans
6. Carolin Fuchs
7. Dawn Wheeler
8. E. Kassens-Noor

Citations in the corpus

• Learning Outcomes and Students' Perceptions of Online Writing: Simultaneous Implementation of a Forum, Blog, and Wiki in an EFL Blended Learning Setting. (2010, background): “The results of this research may therefore have been different had the focus been on the interactive quality of blogs (Richardson, 2006).”
• The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. (2008, background): “For example, one of the most basic social software tools, the blog, used to teach composition, reflective writing, and collaborative exploration, has been a resounding success in many schools and universities (Ganley, 2004; Richardson, 2006).”
• A systemic and cognitive view on collaborative knowledge building with wikis (2008, background): “On the one hand, the term Web 2.0 describes a set of new interactive technologies and services on the internet (Richardson 2006).”
• Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets (2012, background): “Twibes, entire classes that form Twitter groups, spread information in real time; one example is field trips, during which participants tweeted classmates who remained at the university (Richardson, 2009; Rogers-Estable, 2009).”
• Using Blogs to Enhance Critical Reflection and Community of Practice (2009, background): “More specifically, a blog is constructed by people who share mutual interests to collaboratively set objectives, regulations, and formats, and this is what distinguishes blogs from other forms of websites (Godwin-Jones, 2003, Richardson, 2005).”
• The good, the bad and the wiki: Evaluating student-generated content for collaborative learning (2008, background): “This shift in emphasis toward social networking, although rooted in social constructivist theory, also has drivers in new technologies (Richardson, 2006) and a postmodernist belief that knowledge should be discursively constructed across a multiplicity of sites (Gale, 2003).”
• Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension (2008, background): “In his book (Richardson, 2006) and blog posts, educational consultant Will Richardson drew upon his experiences with high school students and claimed that blogging allows students to:”
• Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University (2011, result): “This finding is consistent with that reached by Richardson (2006) who interviewed a group of students in his study.”
• Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “Given that blogs are asynchronous CMC, students construct knowledge at their own pace, which enables them to reflect on the content (Armstrong & Retterer, 2008; Campbell, 2003; Murray & Hourigan, 2006; Richardson, 2005).”
• Educational applications of Web 2.0: Using blogs to support teaching and learning (2009, background): “Educational applications of Web 2.0: Using blogs to support teaching and learning”
• Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges (2012, background): “0 tools and environments such as wikis, blogs, and forums in the language classroom not only offers unlimited authentic sources and target language speaker interaction (e.g., Guth & Helm, 2010; O‘Dowd, 2007; Pegrum, 2009; Richardson, 2006) but can also increase learner autonomy (Hampel & Hauck, 2006”
• Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom (2016, background): “Videos can explain concepts which are difficult to explain through text or graphics (Evans 2014), improve students’ understanding (Richardson 2006) and problem solving skills (Kay and Kletskin 2012; Vajoczki et al.”
• The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities (2006, background): “Potential benefits as identified by learning specialists Fernette and Brock Eide and cited by Will Richardson (2006) in Blogs, wikis, podcasts, and other powerful webtools for classrooms include the following: • Can promote critical and analytical thinking.”
• Social software and participatory learning (2007, background): “Web 2.0 is also referred to as the “Read-Write Web” (Price, 2006; Richardson, 2006), as it goes beyond the provision of viewable/downloadable content to enabling members of the general public to actively contribute and shape the content.”
• HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking (2009, background): “Often, this is the first type of blog a teacher will use (Richardson, 2006).”
• Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. (2008, background): “Potential benefits as identified by learning specialists Fernette and Brock Eide and cited by Will Richardson (2006) in Blogs, Wikis, Podcasts, and Other Powerful Webtools for Classroooms include the following: can promote critical and analytical thinking; can promote creative, intuitive and…”