1. I had a hard time reading this article online. I wanted to print it out-but my darn printer kept giving me an "error" message. I felt frustrated that I couldn't highlight key ideas or write in the margins. Where am I supposed to log my ideas? On binder paper as I'm reading online? Awkward.
2. How much time do I have before I need to get rid of my pen and paper? I hate when I sound like a "Negative Nelly." I really need to get over myself and embrace this online business. I tell you what I have embraced online-shopping. However, that is a different matter...back to the homework. Online.
One idea from the article that made an impression on me is that online reading is a challenging process that requires people to understand how search engines work. I don't believe that many students really know how search engines work. I'm still impressed by last session's google search homework. I think one of the first lessons I would do with students would be to explain this process. In addition, I believe it is important to teach how information is organized within web sites. I'm going to bet most of my students don't realize when they have entered a page within a site or a new site. Although many of us believe that our students know more than we do, I bet all students would benefit from a web "foundations" lesson. This knowledge could help them determine the value of information.
Figures #1 and #2 provide great examples of what can be done with students to help them navigate online information. I think I'll steal these ideas.
As I conclude, I keep wondering about our struggling readers. How can we help these students from falling further behind in this digital age? How wide will the digital divide become in the next few years?
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment