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My own story:

First, I had students email me their essays.  I'd made a leap over the digital divide!  2000 fall.
Then I made a website (FTP and all--Netscape) so that I could gather resources and even make an online quiz (though the students had to write out their answers on paper because this was before web2.0 interactivity).  Incidentally, I spent HOURS and days creating a site that the students looked at for MINUTES.  In more recent years I've reversed that.
I kept making websites for my classes as new tools emerged.  Dreamweaver?  Aw yeah!  Blogger made it possible to keep the "digital classroom" up to date with new assignments and resources related to current classroom topics.
I have to admit that I gave up on having students email their essays to me, because it was just easier to collect and mark printed work.
In 2006 I saw Moodle for the first time and I was convinced that it could be the elixir of new life.  Tried and failed--couldn't get it.
Meantime we were having a little revolution called Web2.0.  It was 2005 when O'Reilly coined the term--do you remember the first time you saw web interactivity and you realized that you could actually make a mark on the world wide web?  In the form of a comment on an Amazon purchase or Youtube video, or making an entry in Wikipedia?
What web2.0 meant for my classroom was that I could go to "discussion" sites and have my kids digitally express their thoughts to each other in a walled-garden safezone.  They were, for the first time, publishing their work online.
By my third conference where I saw Moodle in action, when I tried again, I got it.  I now had an LMS working in my classroom.  What did that mean for me?
1. classroom website went to static
2. assignments could be posted 
3. student work could be collected
4. classroom discussions could happen
All in one place.

Moodle meant fireworks and magic for me.  It was still painfully kludgy and ugly, and in many ways it still retains all the charm of a communist housing development, but it was a full step in the evolution of my classroom.  We would go to the computer lab and I would tell the kids "As soon as we get inside, I want everyone to make a beeline for the classroom, k?" and nobody got confused and went back to the classroom we'd just come from.  Even though they were middle schoolers and prone to confusion.



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