We were doing a simple webquest. I usually like to make my own webquests because a lot of people misunderstand how to design them...I didn't have time to make one for "Othello" (sorry, but no way am I teaching "Romeo and Juliet" again.) but found a well-made one on zunal. Unfortunately, I made the assumption that because my students are so technologically advanced, they would be able to navigate it without much support from me. Insert me falling on my face and pulling my hair out.
"Go where?"
"I don't get it."
"What do you mean click on new tab?"
"What's a hyperlink?"
"How do I change the font size?"
"What's a URL?"
"How do I put a picture on Word?"
Oh my gracious. OK, so in all fairness, there were about four kids who were not helpless hand raisers, but the rest I was like WHAT is going on. It was a good teachable moment for me and my students.
Karchmer-Klein & Shinas (2012) state " along with technology adoption comes the critical responsibility of preparing students to use the tools effectively to support their learning". How is it possible that I used this quote in my paper, yet didn't apply it on Monday? Assumptions, dear Watson. So here are some suggestions for preparing students to navigate digital literacy:
1. If possible, model the process for students
2. Go over techie terms with students prior to using the web
3. Explicitly teach students how to navigate nonlinear texts (the internet)
4. Teach students how to determine if what they are reading on the internet is a trusted source (anyone and everyone can publish these days!)
5. Help students to understand how to use images, fonts, and layouts to achieve desired results
6. Assess students before, during, and after
7. Don't stop learning!
One of my favorite online tools: Glogster!
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