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Technology Evolution in Education Lauren Moore and Robert Kibbe Wilkes University Over the last twenty years there has been a major change in the classroom setting. Every year there is a greater emphasis placed on incorporating technology into the curriculum. This focus on new technology has challenged teachers to change their teaching style to incorporate those new technologies. Current students K-12 still learn through traditional methods but often participate in activities incorporating new technologies like Blogging, Skyping, and using Wikis. They also use equipment such as Laptops, Whiteboards and even IPods to enhance their learning. It is important to analyze why have we changed are teaching strategies to incorporate these new technologies into the curriculum. When students are learning through the use of technology, they themselves, are looking for the information. They make their own decisions regarding the information like whether it is relevant or irrelevant. They have control over how to use or present this information. One of the main benefits of using technology to supplement the curriculum is that unlike a teacher-led classroom, where students passively receive whatever information the teacher is providing, in a technology rich classroom, students are active participants. It is widely agreed upon that lessons that incorporate active participation on the students’ part are the best way for students to learn. The focus of this paper is going to be on the technologies that teachers can effectively use in the classroom on a daily basis. According to the Teacher Librarian Journal (2007) Wikis are editable Web sites and, like blogs, they require little technical skill to master (p.57). The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, allowing users to engage in ongoing conversations about their developing project. Wikis are a useful tool for getting students more involved in the curriculum. They are often more fun to use then regular teaching methods; while at the same time it encourages participation, collaboration, and interaction. Anyone with a computer and Internet access anywhere in the world can create online content and post it on web sites, blogs, and wikis. The easy access to online writing forums creates a situation where multiple users can contribute information for collaborative activities. During these collaborative activities users post content and edit content to create finished products. In the process, they have the opportunity to learn and practice collaborative skills and strategies. According to the School Library Journal (2005) this kind of connection between multiple users from anywhere in the world had never been seen before the use of wikis (p.52). Imagine having the ability to talk about issues and try to solve problems simultaneously with people who are in others countries. This would allow for all different opinions and viewpoints to be considered before making decisions. Despite all the benefits of using read and write technologies like wikis, not everyone is successful in on-line collaboration. According to the Teacher Librarian Journal (2007) there are three personal characteristics of people who are successful in online collaboration: openness, integrity, and self-organization (p. 57). Not every student is going to posses these characteristics when using a wiki, but using wiki’s allows for students to develop some of these characteristics during their wiki work. Accountability is one of the greatest features of the wiki space. The history feature on the wiki page allows for a teacher to view what and when each team member contributed to the wiki site. During most group activities in a school, college or business setting it is assumed that all the members of the group will participate equally. That is often not the case. As a teacher, evaluating what each group member did during a group project is one of the hardest assessments during the entire process. The wiki basically does this by keeping a history of each time a student logs onto and adds any information. Students who are using a wiki for group work automatically know that the teacher and other group members can see, what they have added, and when they posted it. Students who were slow to engage in the work, would surely receive peer as well as educator pressure to participate on a more frequent basis in the wiki. This level of accountability also forces the students to be more organized. They became more aware of their own thinking and learning processes and tend to self-assess their work. I think the best feature of using a wiki is that it forces students to be flexible. Instead of writing a paper or submitting a project where there is only one point of view presented, the wiki creates a finished product where all group members have put in their perspectives on an issue. This forces many students to be flexible about their opinions and viewpoints on issues, and often leads to a better quality finished project. Students must be flexible in order to work through differences of opinion, work ethic, and style. I think this is the greatest quality of the wiki because it is very close to a real world work place setting. Wikis are very popular in the school setting but are also being adopted by many businesses around the world. According to The Wiki-powered Workplace (2009) the use of wikis in the business world is increasing daily (p. 8). Think of a scenario where you need to solve a business problem overnight, and all the members of your team are in different time zones. You could start a wiki and all the members could contribute, read each other’s ideas and solve the problem using everyone’s input. In different parts of the country the idea has already taken off. According to The Wiki-powered Workplace (2009) businesses like Nokia and Kodak have already set up wikis for their employees to use (p. 8). Business wikis are being used for project management, mission statements and cross-company collaborations. Instead of e-mailing a vital Word document to your co-workers, and creating confusion about which version is the most up to date. Now you can all be on the same page because the document automatically reflects all changes by the team members. A lot of people are afraid because they have to give up control over information, but in the end it creates trust between the members of the group. The uses of wiki spaces and Wikipedia have had a great effect on education and adapted the way students work and collaborate with their peers. They have greatly altered they way educators can communicate with students and parents. They have also enhanced learning in order for students to have great learning experience readily available at their fingertips. The uses of wiki spaces and Wikipedia have had a great effect on education. They have greatly altered they way educators can communicate with students and parents. They have also enhanced learning in order for students to have great learning experience readily available at their fingertips. In addition to these technological advances, another prominent change in education is the use of interactive whiteboards in education. The whiteboard is something that was brought about by the previous inventions of the blackboard and the overhead projector. If these tools were never invented it is less likely we would have the technological advance we do today. The blackboard (chalkboard) started being used is the United States during the mid 1930’s. Mr. James Pillans invented the blackboard; he worked in a high school in Edinburgh, Scotland. After the invention of the chalkboard, the discovery of the overhead projector came about in the 1960’s. It is thought that Roger Appledorn is responsible for this invention. These inventions created many opportunities for teachers and students. They allowed teachers to visually display information, they are easy to use, multiple students can work at one chalkboard at a time, and they do not require any training or any prior experience to use them properly. Over time, students have become more exposed to technology they have grown up in a world that molded them into “digital natives.” Therefore, learning needed to become more effective and engaging for students. In the early 1990’s SMART Technologies launched the use of the interactive white boards. These whiteboards are not just used in education but also, in business and government environments. With the use of this new technology educators are now able to model how to effectively use technology such as researching, podcasting, blogging, etc. They are also able to teach new skills in a virtual method by using online classes, games, and interactive smart board lessons. These are things educators could not do several years prior to this great invention. According to NEA Today (2004), "It's a wonderful tool," says Diane DeFalco, a biology teacher at Edison. "This is much more interactive. It's incredible what we can do now that we couldn't do before." (p. 30). This technology bears a striking resemblance to a flat screen television. Students and teachers can touch the screen, giving them the ability to write, manipulate objects, open web browsers, view videos and podcasts, etc. This can be done in front of an entire class with just the touch of one’s fingertip. The SMART technologies also include a gallery of materials for teachers create their very own interactive lessons. Some of these materials include, dice, charts, clocks, protractors, maps, and many other interactive devices. It is also comprised of a SMART exchange gallery, which consists of interactive lessons created by educators of every subject and every grade level. These lessons can be easily downloaded by others educators, in a matter of seconds. According to NEA Today (2004), "I think it forces better teaching," says Mike Lenowitz, a math teacher and technology trainer "I have to put more thought into how I organize my notes and think more carefully about what and how I present." That sort of preparation requires more front-end time, Lenowitz says, but it saves class time. Lenowitz no longer spends time writing notes on the board each period. Instead, he simply opens a file with notes he prepared ahead of time. Students spend more time discussing topics and less time copying notes as well since they can access Lenowitz's presentations on the class Web site.” (p. 31). In previous years, the only advancement of the chalkboard was the idea of using colored chalk or using a projector to project something onto a blank white screen. Although these classroom tools are now considered out of date they have greatly helped up to evolve into a more technology savvy classroom. The use of the interactive white board has made information more eye-catching, available, and interactive. Therefore, students have become more interested and excitable about school and learning. Teachers are the bridge between utilizing effective technology in the classroom and effective student learning. According to The Educational Review (2005), “ Teachers are the critical agents in mediating the software, the integration of the software into the subject aims of the lesson and appropriate use of the IWB to promote quality interactions and interactivity.” (p.457). Without teacher interest and training in the use of the interactive whiteboard education would not be as interactive and hands-on as it is today. The use of the interactive whiteboard has greatly evolved the classroom experience for both teachers and students. However, other Web 2.0 tools also deserve credit when discussing how technology has evolved education. Another great resource to use to teach students how to utilize technology and expand their knowledge of specific subjects is the use of podcasts in the classroom. Podcasts is a method of creating audio and/or video broadcasts over the Internet. There are many podcasting services available to teacher and students; one of the more popular ones is iTunes. Podcasts can be accessed through computers and portable audio or video devices. Today, students can find podcasts on almost any subject from how to multiply mixed numbers to how to tie-dye a shirt. Podcasting has changed the way people interact with multimedia and it has also given people the opportunity to broadcast their own information and share it with the world. Students can also create their very own podcast by using applications such as Quick Time Player and Garage Band. This is a great tool to use as an authentic assessment of what students have learned. In the past, students have been assessed through the use of traditional pencil and paper test. However, with the use of Web 2.0 tools such as podcasting, students can now record how to complete a long division problem, a science experiment, or share a skip or play with their class. Using podcasts in the classroom allows students some control over how they are assessed. They are more responsible for the outcome of their work and may therefore be more intrinsically motivated to do well. According to the Journal of Hospitality, Leisure, Sport, and Tourism Education (2007) “From a user-creator perspective, Podcasting offers a degree of self-empowerment, control and autonomy” (p. 50). Podcasting is just as useful for teachers as it is for students. Teachers can also create podcasts and leave them for day-to-day substitutes to share with their class. Teachers can create their own podcasts and upload them on to their webpage. This gives students the opportunity to review what they have learned in school from the comfort of their own home or even while they are on the go somewhere. According to Diverse: Issues in Higher Education (2006) “ National studies show that more than 80 percent of students own at least one device that can download and play recordings, and proponents of podcasting as a teaching tool point to the popularity and portability of these devices to support their positions” (p.32). Podcasts have brought teaching and learning to a different level. Students and teachers can both do their jobs to a different degree. The use of podcasting has enabled learning and teaching to take place more conveniently and effectively, which in turn, encourages students to be more intrinsically motivated to learn and share information. The use of wiki spaces, interactive white boards, and podcasting has made dramatic effects on students and teachers. These advances were not readily available for educators and students 20 years ago. They have allowed students to learn more information in a shorter period of time and they have encouraged students to develop a positive attitude towards learning. Due to these positive changes the use of Web 2.0 tools in the classroom has become a contagious method of teaching around the world. Using these tools in the classroom has made most students’ educational journey a better experience. However, just learning about these rapidly changing technologies has become and experience in itself. References Armstrong V., Barnes S., Sutherland R., Curran S., Mills S., Thompson I., (2005). Collaborating Research Methodology for Investigating Teaching and Learning: The Use of Interactive Whiteboard Technology. //Educational Review//, retrieved April 17, 2010, from: [] 5ee6-457f-acbf b7ca3866b8e1%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ721763 Beeland Jr., W. D. (2002). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help?. //Action Research Exchange//, Retrieved April 13, 2010, from [] Crispin, D. (2007). Strategies for Using Podcasting to Support Student Learning. //Journal of// // Hospitality, Leisure, Sport, and Tourism Education. // Vol 6 Issue1, p. 49-57. Retrieved April 19, 2011 from: [] Higgins, S., Miller, J., Smith, H., Wall, K. (2005). Interactive whiteboards: boon or bandwagon? a critical review of the literature. //Journal of Computer Assisted Learning,// 21, p. 91-101. Retrieved October 14, 2010 from **scholar**.**google**.com. Loschert, Kristen. (2004). BYE BYE Blackboard. //NEA Today//, Vol. 23 Issue 1, p. 30-31. Retrieved April 10, 2010 from: []

Lum, Lydia. (2006). The Power of Podcasting. Diverse: //Issues of Higher Education//, Vol. 23 Issue 2, p. 32-35. Retrieved April 19, 2011 from: [] Sappey, Jennifer; Relf, Stephen. (2010). Digital Technology Education and its Impact on  Traditional Academic Roles and Practice. Journal of University Teaching and Learning Practice, Vol 7, p. 19. Retrieved from April 10, 2010 from: [] Lamb, A. (2007). Wikis and Collaborative writing. //Journal of Teacher Librarian.// Vol 34 Issue 5, p. 57-59. Retrieved April 14, 2011 from: [] Oatman, E. (2005). Make Way for Wikis. //School Library Journal//, 51(11), 52-54. Retrieved April 14, 2011 From: [] THE WIKI-POWERED WORKPLACE. (2009). //Workforce Management//, 88(12), 8. Retrieved April 14, 2011 from: []

Over the last twenty years there has been a major change in the classroom setting. Every year there is a greater emphasis placed on incorporating technology into the curriculum. This focus on new technology has challenged teachers to change their teaching style to incorporate those new technologies. Current students K-12 still learn through traditional methods but often participate in activities incorporating new technologies like Blogging, Skyping, and using Wikis. They also use equipment such as Laptops, Whiteboards and even IPods to enhance their learning. It is important to analyze why have we changed are teaching strategies to incorporate these new technologies into the curriculum. When students are learning through the use of technology, they themselves, are looking for the information. They make their own decisions regarding the information like whether it is relevant or irrelevant. They have control over how to use or present this information. One of the main benefits of using technology to supplement the curriculum is that unlike a teacher-led classroom, where students passively receive whatever information the teacher is providing, in a technology rich classroom, students are active participants. It is widely agreed upon that lessons that incorporate active participation on the students’ part are the best way for students to learn. The focus of this paper is going to be on the technologies that teachers can effectively use in the classroom on a daily basis. According to the Teacher Librarian Journal (2007) Wikis are editable Web sites and, like blogs, they require little technical skill to master (p.57). The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, allowing users to engage in ongoing conversations about their developing project. Wikis are a useful tool for getting students more involved in the curriculum. They are often more fun to use then regular teaching methods; while at the same time it encourages participation, collaboration, and interaction. Anyone with a computer and Internet access anywhere in the world can create online content and post it on web sites, blogs, and wikis. The easy access to online writing forums creates a situation where multiple users can contribute information for collaborative activities. During these collaborative activities users post content and edit content to create finished products. In the process, they have the opportunity to learn and practice collaborative skills and strategies. According to the School Library Journal (2005) this kind of connection between multiple users from anywhere in the world had never been seen before the use of wikis (p.52). Imagine having the ability to talk about issues and try to solve problems simultaneously with people who are in others countries. This would allow for all different opinions and viewpoints to be considered before making decisions. Despite all the benefits of using read and write technologies like wikis, not everyone is successful in on-line collaboration. According to the Teacher Librarian Journal (2007) there are three personal characteristics of people who are successful in online collaboration: openness, integrity, and self-organization (p. 57). Not every student is going to posses these characteristics when using a wiki, but using wiki’s allows for students to develop some of these characteristics during their wiki work. Accountability is one of the greatest features of the wiki space. The history feature on the wiki page allows for a teacher to view what and when each team member contributed to the wiki site. During most group activities in a school, college or business setting it is assumed that all the members of the group will participate equally. That is often not the case. As a teacher, evaluating what each group member did during a group project is one of the hardest assessments during the entire process. The wiki basically does this by keeping a history of each time a student logs onto and adds any information. Students who are using a wiki for group work automatically know that the teacher and other group members can see, what they have added, and when they posted it. Students who were slow to engage in the work, would surely receive peer as well as educator pressure to participate on a more frequent basis in the wiki. This level of accountability also forces the students to be more organized. They became more aware of their own thinking and learning processes and tend to self-assess their work. I think the best feature of using a wiki is that it forces students to be flexible. Instead of writing a paper or submitting a project where there is only one point of view presented, the wiki creates a finished product where all group members have put in their perspectives on an issue. This forces many students to be flexible about their opinions and viewpoints on issues, and often leads to a better quality finished project. Students must be flexible in order to work through differences of opinion, work ethic, and style. I think this is the greatest quality of the wiki because it is very close to a real world work place setting. Wikis are very popular in the school setting but are also being adopted by many businesses around the world. According to The Wiki-powered Workplace (2009) the use of wikis in the business world is increasing daily (p. 8). Think of a scenario where you need to solve a business problem overnight, and all the members of your team are in different time zones. You could start a wiki and all the members could contribute, read each other’s ideas and solve the problem using everyone’s input. In different parts of the country the idea has already taken off. According to The Wiki-powered Workplace (2009) businesses like Nokia and Kodak have already set up wikis for their employees to use (p. 8). Business wikis are being used for project management, mission statements and cross-company collaborations. Instead of e-mailing a vital Word document to your co-workers, and creating confusion about which version is the most up to date. Now you can all be on the same page because the document automatically reflects all changes by the team members. A lot of people are afraid because they have to give up control over information, but in the end it creates trust between the members of the group. The uses of wiki spaces and Wikipedia have had a great effect on education and adapted the way students work and collaborate with their peers. They have greatly altered they way educators can communicate with students and parents. They have also enhanced learning in order for students to have great learning experience readily available at their fingertips. The uses of wiki spaces and Wikipedia have had a great effect on education. They have greatly altered they way educators can communicate with students and parents. They have also enhanced learning in order for students to have great learning experience readily available at their fingertips. In addition to these technological advances, another prominent change in education is the use of interactive whiteboards in education. The whiteboard is something that was brought about by the previous inventions of the blackboard and the overhead projector. If these tools were never invented it is less likely we would have the technological advance we do today. The blackboard (chalkboard) started being used is the United States during the mid 1930’s. Mr. James Pillans invented the blackboard; he worked in a high school in Edinburgh, Scotland. After the invention of the chalkboard, the discovery of the overhead projector came about in the 1960’s. It is thought that Roger Appledorn is responsible for this invention. These inventions created many opportunities for teachers and students. They allowed teachers to visually display information, they are easy to use, multiple students can work at one chalkboard at a time, and they do not require any training or any prior experience to use them properly. Over time, students have become more exposed to technology they have grown up in a world that molded them into “digital natives.” Therefore, learning needed to become more effective and engaging for students. In the early 1990’s SMART Technologies launched the use of the interactive white boards. These whiteboards are not just used in education but also, in business and government environments. With the use of this new technology educators are now able to model how to effectively use technology such as researching, podcasting, blogging, etc. They are also able to teach new skills in a virtual method by using online classes, games, and interactive smart board lessons. These are things educators could not do several years prior to this great invention. According to NEA Today (2004), "It's a wonderful tool," says Diane DeFalco, a biology teacher at Edison. "This is much more interactive. It's incredible what we can do now that we couldn't do before." (p. 30). This technology bears a striking resemblance to a flat screen television. Students and teachers can touch the screen, giving them the ability to write, manipulate objects, open web browsers, view videos and podcasts, etc. This can be done in front of an entire class with just the touch of one’s fingertip. The SMART technologies also include a gallery of materials for teachers create their very own interactive lessons. Some of these materials include, dice, charts, clocks, protractors, maps, and many other interactive devices. It is also comprised of a SMART exchange gallery, which consists of interactive lessons created by educators of every subject and every grade level. These lessons can be easily downloaded by others educators, in a matter of seconds. According to NEA Today (2004), "I think it forces better teaching," says Mike Lenowitz, a math teacher and technology trainer "I have to put more thought into how I organize my notes and think more carefully about what and how I present." That sort of preparation requires more front-end time, Lenowitz says, but it saves class time. Lenowitz no longer spends time writing notes on the board each period. Instead, he simply opens a file with notes he prepared ahead of time. Students spend more time discussing topics and less time copying notes as well since they can access Lenowitz's presentations on the class Web site.” (p. 31). In previous years, the only advancement of the chalkboard was the idea of using colored chalk or using a projector to project something onto a blank white screen. Although these classroom tools are now considered out of date they have greatly helped up to evolve into a more technology savvy classroom. The use of the interactive white board has made information more eye-catching, available, and interactive. Therefore, students have become more interested and excitable about school and learning. Teachers are the bridge between utilizing effective technology in the classroom and effective student learning. According to The Educational Review (2005), “ Teachers are the critical agents in mediating the software, the integration of the software into the subject aims of the lesson and appropriate use of the IWB to promote quality interactions and interactivity.” (p.457). Without teacher interest and training in the use of the interactive whiteboard education would not be as interactive and hands-on as it is today. The use of the interactive whiteboard has greatly evolved the classroom experience for both teachers and students. However, other Web 2.0 tools also deserve credit when discussing how technology has evolved education. Another great resource to use to teach students how to utilize technology and expand their knowledge of specific subjects is the use of podcasts in the classroom. Podcasts is a method of creating audio and/or video broadcasts over the Internet. There are many podcasting services available to teacher and students; one of the more popular ones is iTunes. Podcasts can be accessed through computers and portable audio or video devices. Today, students can find podcasts on almost any subject from how to multiply mixed numbers to how to tie-dye a shirt. Podcasting has changed the way people interact with multimedia and it has also given people the opportunity to broadcast their own information and share it with the world. Students can also create their very own podcast by using applications such as Quick Time Player and Garage Band. This is a great tool to use as an authentic assessment of what students have learned. In the past, students have been assessed through the use of traditional pencil and paper test. However, with the use of Web 2.0 tools such as podcasting, students can now record how to complete a long division problem, a science experiment, or share a skip or play with their class. Using podcasts in the classroom allows students some control over how they are assessed. They are more responsible for the outcome of their work and may therefore be more intrinsically motivated to do well. According to the Journal of Hospitality, Leisure, Sport, and Tourism Education (2007) “From a user-creator perspective, Podcasting offers a degree of self-empowerment, control and autonomy” (p. 50). Podcasting is just as useful for teachers as it is for students. Teachers can also create podcasts and leave them for day-to-day substitutes to share with their class. Teachers can create their own podcasts and upload them on to their webpage. This gives students the opportunity to review what they have learned in school from the comfort of their own home or even while they are on the go somewhere. According to Diverse: Issues in Higher Education (2006) “ National studies show that more than 80 percent of students own at least one device that can download and play recordings, and proponents of podcasting as a teaching tool point to the popularity and portability of these devices to support their positions” (p.32). Podcasts have brought teaching and learning to a different level. Students and teachers can both do their jobs to a different degree. The use of podcasting has enabled learning and teaching to take place more conveniently and effectively, which in turn, encourages students to be more intrinsically motivated to learn and share information. The use of wiki spaces, interactive white boards, and podcasting has made dramatic effects on students and teachers. These advances were not readily available for educators and students 20 years ago. They have allowed students to learn more information in a shorter period of time and they have encouraged students to develop a positive attitude towards learning. Due to these positive changes the use of Web 2.0 tools in the classroom has become a contagious method of teaching around the world. Using these tools in the classroom has made most students’ educational journey a better experience. However, just learning about these rapidly changing technologies has become and experience in itself. References Armstrong V., Barnes S., Sutherland R., Curran S., Mills S., Thompson I., (2005). Collaborating Research Methodology for Investigating Teaching and Learning: The Use of Interactive Whiteboard Technology. //Educational Review//, retrieved April 17, 2010, from: [] 5ee6-457f-acbf b7ca3866b8e1%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ721763 Beeland Jr., W. D. (2002). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help?. //Action Research Exchange//, Retrieved April 13, 2010, from [] Crispin, D. (2007). Strategies for Using Podcasting to Support Student Learning. //Journal of// // Hospitality, Leisure, Sport, and Tourism Education. // Vol 6 Issue1, p. 49-57. Retrieved April 19, 2011 from: [] Higgins, S., Miller, J., Smith, H., Wall, K. (2005). Interactive whiteboards: boon or bandwagon? a critical review of the literature. //Journal of Computer Assisted Learning,// 21, p. 91-101. Retrieved October 14, 2010 from **scholar**.**google**.com. Loschert, Kristen. (2004). BYE BYE Blackboard. //NEA Today//, Vol. 23 Issue 1, p. 30-31. Retrieved April 10, 2010 from: []

Lum, Lydia. (2006). The Power of Podcasting. Diverse: //Issues of Higher Education//, Vol. 23 Issue 2, p. 32-35. Retrieved April 19, 2011 from: [] Sappey, Jennifer; Relf, Stephen. (2010). Digital Technology Education and its Impact on  Traditional Academic Roles and Practice. Journal of University Teaching and Learning Practice, Vol 7, p. 19. Retrieved from April 10, 2010 from: [] Lamb, A. (2007). Wikis and Collaborative writing. //Journal of Teacher Librarian.// Vol 34 Issue 5, p. 57-59. Retrieved April 14, 2011 from: [] Oatman, E. (2005). Make Way for Wikis. //School Library Journal//, 51(11), 52-54. Retrieved April 14, 2011 From: [] THE WIKI-POWERED WORKPLACE. (2009). //Workforce Management//, 88(12), 8. Retrieved April 14, 2011 from: []