AIW: Technology Use within the AIW Framework Post #2
A subsequent post in relation to Promoting AIW …
Criteria 1: Construction of Knowledge
A focus on cognitive complexity, teaching for understanding, which in turn increases intellectual rigor for students. Avoiding mere replication of given information, Construction of Knowledge in task design and instruction presses students to organize, interpret, analyze, synthesize, or evaluate information addressing concepts, themes, theories, or issues.
Inclusion of technology within educational design provides opportunities, access to tools, and a multitude of resources to aid in students’ own Construction of Knowledge. Traditional recall of information, recitation of definitions and rules, or application of previously learned procedures lacks engagement with the information which is necessary for transformation and meaningful demonstration of learning. The following lists brief examples followed by tools.
Organize – Example- Identifying Structure of Text: When identifying structure associated with particular genres in literature, students determine qualities particular to each and justify author’s genre choice in relation to intended meaning. Once agreement is achieved on identifiers for specific genres student construct their own knowledge by organizing pieces of texts from a multitude of areas. Tools: google doc/drawing, padlet, pinterest, instagram, hashtags & twitter, tables, bubbl.us, exploreatree
Analyze – Example – Research Skills: An essential set of skills students need to master is navigation through the sea of resources available online and how to discern amongst them to identify reliable and relevant resources. After modeling and some practice through gradual release of responsibility, students locate sources and analyze them through a careful lens. Using annotation tools, students are able to identify, analyze, express and justify what make a source reliable and relevant. Bonus, my collection of MLA resources to aid in an activity like this – HERE Tools: Google Docs, Jing, Diigo, Awesome Screenshot, Sharedcopy
Interpret – Example – Point of View: Identifying point of view from a text, image, video clip, etc. contributes to the understanding of the author’s intended message. Consider the topic of War. When constructing knowledge from a given source, careful readers use a variety of methods to help make sense of the message. Identifying point of view, time, location, etc. paints a clearer picture in the minds of students. Which military side is this vantage point? Is it in the moment or a reflection years later? Is the message from a soldier, General, parent, sibling? A student constructs their own knowledge of a concept or theme by creating a message from a different vantage point than the given piece. Technology provides students many different options to transform and demonstrate their understanding. Videos, cartoons, comics, posters, podcasts, are all options students could use during creation. Tools: Multimedia productions – Youtube, Podcast, fodey.com (Newspaper maker), Smore, Stripgenerator, iBook Author, Bookemon
Evaluate/synthesize – google presentation, screencast, prezi, powtoon, haiku deck, slide share, blogging