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Mary Morgan
LITR 630
June 25, 2017
This lesson supports the growing need for students to develop not only basic
reading comprehension skills, but to analyze the very content they are reading to
discern whether or not the information is a valid and trustworthy source. Most
students assume that if a teacher gives them a text, it must be true; that attitude can
bleed over onto the internet: I read it online, so it must be true. Leu et al (2011)
argue that digital literacy skills are crucial for success and the ability to locate,
literacy.
says explicitly as well as inferences drawn from the text and CCSS.ELA-
LITERACY.RI.6.8: Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that are
not. Throughout the course of the lesson, students begin to understand that the
action of reading online requires more than just search and copy information, but
holistically evaluating the website and deciding whether the source is reliable and
appropriate for their needs. This aligns with ISTE standard 3c: Evaluate and select
information sources and digital tools based on the appropriateness to specific tasks.
The main target for the lesson is the skill of learning to evaluate. To begin our
2017).
ILA
students to a Web 2.0 tool, students learning environment is now mobile (limited
classroom, so as we grown in proficient use, the student and teacher can participate
collaboratively and use a variety of mediums. Element 5.1: Candidates design the
physical environment to optimize students use of traditional print, digital, and online
environment so that students can collaborate with each other even when not
physically present, and can also collaborate with students in other classes or in
other countries. The wiki can allow lessons that extend to different classes and
contents.
Wikis have multiple positive impacts. Sandan and Darragh (2011) state,
themselves heard as they view others contributions and add their own knowledge
(p. 10). A WIKI helps me meet KTS standard 6.1: Uses appropriate technology to
design and plan instruction that supports and extends learning of all students. Further
wikis honor students cultures and experiences because they have ownership over
what they choose to contribute and their opinions are valued (Sandan & Darragh,
2011)
TPACK
This lesson meets the criteria for TPACK because I am incorporating content
reading skills with a technology component. Wikis have a strong pedagogical basis.
As EDUCAUSE argues, Because wikis grow and evolve as a direct result of people
adding material to the site, they can address a variety of pedagogical needs
student involvement, group activities, and so on. (2005, p. 2). I see this lesson as
and analysis as well as introducing them to the wiki tool. In this lesson students are
contributing in a structured format, but the goal would be to release them to have
more creative freedom in what they choose to add to their wiki pages to build
classroom knowledge.
References
EDUCAUSE. (2005). 7 Things You Should Know About Wikis. Retrieved June 26,
should-know-about-wikis
Leu, D. J., McVerry, J. G., O'Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H.,
Kennedy, C., & Forzani, E. (2011). The new literacies of online reading
Sanden, S., & Darragh, J. (2011). Wiki use in the 21st-century literacy classroom: A
Schrock, K. (2017, June 25). Critical Evaluation. Retrieved June 26, 2017, from
http://www.schrockguide.net/critical-evaluation.html