EDUC-6712I-3 Supporting Information Literacy and Online Inquiry in the Classroom
Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.
I have often considered the process it takes for students to search and process the information during computer lab “research” days. I just took for granted that students already understood the process of searching and evaluating information. As I would wander around the room from computer to computer, I would often notice many different forms of search techniques and information evaluation. I would also notice a few students completely off task or otherwise engaged in alternate behaviors. I assumed that these students were either bored by the assignment, or unable to complete the assignment. After working through the skills and techniques during this course, I now have a much better idea of how to teach these students the proper skills for searching for information that will better keep them on task and involved in the lesson.
The QUEST process of questioning, understanding resources, evaluating, synthesizing, and transforming allows students to explore technology based information more deeply, by asking more in-depth questions and critically evaluating their information and resources with more care and concern.( Eagleton 2008). This model of inquiry not only allows students to achieve a higher level of success in the classroom; it also prepares them for a life-time of learning skills necessary in the new age of 21st Century Skills for the Classroom.
Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.
With the new QUEST skills of technology information inquiry, I will immediately begin to modify not only how I teach students to search for information, but I will also begin to look at how students process the information they receive from me in class. What do they do with that knowledge? Are they able to evaluate the lecture I just gave? What is the product of the lab we have just finished? These are now new practices that I will take into consideration when planning and implementing lessons.
Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.
I plan to use the QUEST outline when planning technology based research projects. By using this outline in lesson plans and curriculum maps, I can help guarantee that my students will be properly synthesizing, evaluating and questioning the information that they get from the internet. By thinking of this outline first, I can help to guarantee that all students will be successful in their projects. As I get more comfortable in the QUEST outline, I will continue to implement it in other lessons and eventually demonstrate it to other teachers in my building at an upcoming school in service.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.
I have often considered the process it takes for students to search and process the information during computer lab “research” days. I just took for granted that students already understood the process of searching and evaluating information. As I would wander around the room from computer to computer, I would often notice many different forms of search techniques and information evaluation. I would also notice a few students completely off task or otherwise engaged in alternate behaviors. I assumed that these students were either bored by the assignment, or unable to complete the assignment. After working through the skills and techniques during this course, I now have a much better idea of how to teach these students the proper skills for searching for information that will better keep them on task and involved in the lesson.
The QUEST process of questioning, understanding resources, evaluating, synthesizing, and transforming allows students to explore technology based information more deeply, by asking more in-depth questions and critically evaluating their information and resources with more care and concern.( Eagleton 2008). This model of inquiry not only allows students to achieve a higher level of success in the classroom; it also prepares them for a life-time of learning skills necessary in the new age of 21st Century Skills for the Classroom.
Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.
With the new QUEST skills of technology information inquiry, I will immediately begin to modify not only how I teach students to search for information, but I will also begin to look at how students process the information they receive from me in class. What do they do with that knowledge? Are they able to evaluate the lecture I just gave? What is the product of the lab we have just finished? These are now new practices that I will take into consideration when planning and implementing lessons.
Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.
I plan to use the QUEST outline when planning technology based research projects. By using this outline in lesson plans and curriculum maps, I can help guarantee that my students will be properly synthesizing, evaluating and questioning the information that they get from the internet. By thinking of this outline first, I can help to guarantee that all students will be successful in their projects. As I get more comfortable in the QUEST outline, I will continue to implement it in other lessons and eventually demonstrate it to other teachers in my building at an upcoming school in service.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
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