Developing Web literacy in collaborative inquiry activities.
ABSTRACT Although many children are technically skilled in using the Web, their competences to use it in a critical and meaningful way are usually less well developed. In this article, we report on a multiple case study focusing on the possibilities and limitations of collaborative inquiry activities as an appropriate context to acquire Web literacy skills in primary education. Four 5th grade school teachers and their students worked with collaborative inquiry activities on the subject of 'healthy food'. The project was aimed at both the development of Web literacy skills and content knowledge building. Data from a variety of sources were collected: videotaped and written lesson observations, interviews with teachers and stu- dents, teacher diaries, student questionnaires, and student assignments. The teachers appeared to be able to carry out the program to varying degrees. Contextual factors that influenced the realization of the pro- ject's goals and results were the adequacy of the research questions formulated by students, students' inquiry skills, and the teachers' teaching styles. Students' learning results show that it is possible to teach Web literacy skills in the context of collaborative inquiry activities. All classes show knowledge gain with regard to the subject healthy food and all classes but one show knowledge gain with regard to Web lit- eracy skills. Although many students show adequate use of particular Web searching, reading and eval- uating skills after the project, inconsistency, impulsiveness and impatience are also typical of their Web behaviour. In the context of collaborative inquiry activities teachers are challenged to deal with the par- adox that they want their students to be active knowledge builders with help of the Web, whereas the Web seems to invite students to be more or less passive searchers.
Full-textDOI: · Available from: Jan Terwel, May 30, 2015
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ABSTRACT: This paper examines the digitalization of teaching, learning and research content in Cameroon's higher education, paying distinctive attention to the construction of a course site on Critical Theory and Practical Criticism in literary studies which would enhance flexible online and offline activities. The inadequacy of print resource material, the non-documentation and updating of libraries, the necessity of following modern technological trends in providing quality contents and the desire to improve and sustain capacity building and performance, the move towards efficient and flexible time management, are the motivating factors of this new and rapidly advancing techno-pedagogical approach. After having briefly discussed the ICT situation in Cameroon and the Ministry of Higher Education, the essay focuses on the University of Yaounde I's ambition to practically institute an elearning platform on which a diversity of teaching contents is made available to its students. The Critical Theory course site is modeled on the Moodle learning management system and tailored to suit the needs of Master 2 students. Dominantly student-centred, but at the same time requiring teacher presence in classroom interaction, it provides digital resource material, web links and a variety of activities that engage effective involvement and competence in elearning and the use of ICT in this domain of research in literary studies. The essay views some of the stakes and challenges and situates future perspectives with regard to the relevance of ICT in literary studies and theoretical criticism. [Keywords: ICT, digitalizing content, elearning platform, e-pedagogy, critical theory, normative and empirical variables, blended learning]
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ABSTRACT: The abundant scientific resources on the Web provide great opportunities for students to expand their science learning, yet easy access to information does not ensure learning. Prior research has found that middle school students tend to read Web‐based scientific resources in a shallow, superficial manner. A software tool was designed to support middle school students in reading online scientific resources through three key strategies: making explicit a skim–read–summarize structure for online reading, using prompts to guide students' reading and foster articulation of thinking, and connecting reading to learning purposes. This study examined the differences between regular and guided online reading performed by eight pairs of sixth graders in a science inquiry project. The students' online reading processes and conversations were captured by a screen‐recording programme. Analysis of 60 h of screen videos showed that the students' online reading in the regular condition was cursory, fragmented, and opportunistic, while the structured online reading was more deliberate, thorough, and purposeful. Overall, the results suggest that middle school students' online reading of scientific resources needs to be guided.Journal of Computer Assisted Learning 04/2013; 29(2). DOI:10.1111/j.1365-2729.2012.00478.x · 1.63 Impact Factor