Transitioning from Knowledge to Synthesis
Reflecting on this course, it is easy and sobering to realize what wrong assumption I have held that students are well versed in the use of technology but are just not willing to learn with it. It can be readily seen that technology has defined a new meaning of literacy in the 21st century much different from what it was in the last century. It is relatively easy to access and communicate information by just a click of the mouse. Students apart from traditional literacy skill of read and write, need skills to navigate through the myriad of available digital based resources so that they can interact with information (Laureate Educ. Inc. 2009). They also need skills to questions, evaluate and synthesize the information, collaborate with peers and expert and communicate information (Eagleton & Dobler, 2007).
Four strategies which include modeling, scaffolding, practice and feedback were identified techniques that can be used to teach literacy skills (Eagleton & Dobler, 2007). This strategy can be carried out with guided inquiry project assignment. This project will offer student practice in various types of literacy skills and technology under the guidance of team of experts like content teacher, librarians, IT specialists (Kuhlthau, Maniotes & Caspari, 2007). The use of instructional team affords students guidance, close supervision, ongoing assessment and target intervention (Laureate Educ. Inc. 2009). The students are better for it as they gain practice and competence in use of tools and resources for learning in content area, increased motivation, improved writing, evaluate and communicate skills critical for lifelong learning and knowledge expansion for the 21st century.
Guided inquiry relies heavily on information obtained from the web. However many information on the web are not factual, not educative in intent, and some are simply distractions and diversions. The implication of this is that students need to learn how to evaluate, validate and identify resources that will be valid, authentic and useful. Students will need to learn skills and practice to search, evaluate and validate information. Again, teachers will need to teach and model these skills to students. It is instructive to learn that teachers need to teach and model the skills to help synthesize information and enhance presentation.
This will help students to process the facts and information they found on the web with a higher level of thought and presentation form that reveals students best (Jansen, 2005). Guided inquiry when properly designed and planned by a team of experts will foster the 21st century literacy skills like problem solving, communicative skills, and collaborative skills. However teaching students to learn using the web has to be cautious so that students will use the web safely and ethically. These also has to be a deliberate teaching of students to respect the right of others by plagiarizing and use the power of technology to expand self knowledge, collaborate safely , identify and avoid inappropriate relationships and information.
This course has offered a rich source of opportunity for me to learn how to help student learn and practice the use of the literacy skills of planning, locating, evaluating, synthesizing and communicating. Several tools that I learned from the first time include the use of Google doc and screen casting. It is my desire now to make the use of guided inquiry as a regular part of my instructional process. I believe when it is well taught, it can foster the spirit of independence in learner as learning become student centered rather than teacher centered.
Several web 2.0 tools made the teaching of guided inquiry learning easy. My own professional development goal is to keep abreast of these tools as more gain entry into the internet at a fast pace. This will help me to help students keep current and engaged in learning that is fun and equipping for the work force of the future. To achieve this aim, I am going to continue to attend workshops that can increase my fluency in use of technology in the class room I am also thinking of subscribing to journal and join a community of learners group.
In conclusion it is very necessary for teachers to teach new literacy skills and not assume that the wide use of technology by students outside of the classroom will be automatically transferable for content learning. Student need to learn a safe and ethical use of the internet. It is the only hope that student will use the internet safely and ethically while becoming fluent in the skills of the future today.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jansen, B. (2005, October). Meaningful products: Making the whole greater than the sum of the parts. Library Media Connection, 24(2), 27–28.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century Chapter 1, "Introduction to Guided Inquiry" (pp. 1–4). Westport: Libraries Unlimited.
Laureate Education, Inc. (Executive Producer). (2009). “Inquiry based projects.” Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
