Schools are investing much time and money figuring out how best to use technologies ranging from the internet and computers to cell phones and artificial intelligence, writes Rick Cave, West Windsor-Plainsboro Regional School District, in eSchool News. His essay has been edited for length and clarity.
Often these tools are introduced as standalone initiatives. Why reinvent the wheel every time a new technology is released? Why not determine what is missing from current instruction and identify what prevents tech integration from occurring naturally?
Schools need to recognize that digital resources accompanying these tools provide perspectives that students would never have access to when using physical resources. Three keys are crucial for students and teachers to master the digital transformation:
Information authenticity is a must
Students using digital resources can access information anytime from anywhere. This means retaining information is less important than effectively finding credible information. There is a lot of misinformation available online, often consisting of nothing more than personal opinions. Students need to search for information online and verify the authenticity of online information. Identifying misleading or false information is a skill that will benefit them both personally and in the classroom.
Start developing skills early
By teaching students how to refine their searches and discussing the impact of search skills, students will be more discerning when reviewing search results. The most helpful sites do not always appear at the top of the search list. Some sites are sponsored and automatically placed at the top. Other sites tweak their web search parameters to ensure a higher priority in the list. Understanding of how online searching works will result in more effective searches.
There are standard practices that can be utilized to teach verification of authentic information. In 2019, the SIFT (Stop, Investigate, Find confirming resources, and Trace claims) methodology was introduced to determine if online content is credible. Students need to have access to some high-quality digital resources starting in elementary school. Librarians and media specialists are a good place to start when determining age-appropriate lessons and material to teach verification.
Today’s network technology provides many ways for schools to monitor and control what information or sites are available to students at different grade levels. They should be used with well-trained teachers who understand how to safely navigate digital resources. Students should be expected to practice responsible internet behavior. Introducing a select number of digital resources in elementary classes is the first step in creating researchers who can judge a website’s appropriateness and usefulness.
Instructional intent shifts
With digital resources, students have direct access to the information, so whole-class distribution of physical resources is not necessary. Instructional practices must emphasize finding and verifying information. This can be done by shifting to a learner-centered instructional model, where the student must determine what information is needed, and if the found information is credible for a given task. Class time previously spent on lecture becomes time for students to practice finding and authenticating online information. As students become more proficient with their search skills, the lesson can shift toward project-based lessons.
Project-based lessons provide opportunities for students to decide what information is needed and how best to use it. The teacher guides students to ensure they are accessing information that will allow them to complete the project.
In this shift, curricular content remains the same, but the resources could be different. With students controlling what resources they use, they could find resources different from the ones specified in the curriculum. Teachers may have to spend time checking the credibility of the resource. Teaching students how to learn with digital resources will prepare them for adapting to the next new digital tool.
When creating units of study, teachers should consider the type of resources students will be using (text, audio, video, graphic). Some units should be designed to utilize digital resources only and include lessons that teach students how to find and verify information. Students still need to develop skills to work with physical resources as well. It may help to start off with units that use only physical or digital resources. Teachers can focus on the specific skills needed for each type of resource. As students gain proficiency with these skills, they will learn to use the appropriate skills for the given resources.
The open nature of the internet allows for many divergent opinions and perspectives. Teaching students how to validate online information can make the distribution of and exposure to misinformation much less impactful. Teaching and learning with digital resources are different, and traditional instruction does not meet the learning needs of today’s students. Mastering learning with digital resources prepares students for the next technology advancement and enables them to determine how best to use it on their own, Cave concludes.
eSchool News
