I posted this last night and decided to see if I had any responses, and as I looked at my blog, I noticed that my post wasn't there to respond to.....so here it is again!!!
In “Using Technology to Enhance Student Inquiry”, Debbie Abilock focuses on three areas of focus that educators need to focus on in order to assist their students be successful. The three areas of focus are collaboration, information literacy, and information synthesis.
In the first area of focus, collaboration, Abilock argues that not only do content area teachers need to collaborate, but they should also collaborate with librarians, administrators, and technology teachers. Abilock states, “Collaboration between librarians and content area teachers produces a rich environment for student investigations” (Abilock, 2001, p.14).
When Abilock discusses information literacy, she is arguing that students need to learn how to learn in a day and age where communication is changing rapidly. She believes that once they receive the technological tools and skills, they will become life long learners (Abilock, 2001). For this to occur, it is the educators, who need to expose the students to forms of technology that are appropriate for enriching the curriculum. Abilock states, “The challenge for students is to understand complex issues, develop an informed and defensible position, locate data supporting their point of view, recognize information that is relevant, and evaluate the authority of sources” (Abilock, 2001, p. 4).
The third focus of Abilock’s article, and a blanket theme that is or at least should be stressed to all educators and by all educators is that technology now has an important role in research and in education(and goes back to the last quote used in this response). Today’s students need to learn how to use the information that is so easily provided with technology in an appropriate and responsible manner. Proper research techniques and synthesis of the acquired information are skills that need to be taught and practiced in all subject areas and classrooms.
It is my opinion (although I am not sure how much of this I should add here) that Debbie Abilock is not saying anything new in this article that educators and want-to-be educators do not already know. Anyone who has sat through one education class quickly figures out that higher level thinking is essential for true learning. Debbie Abilock has focused higher level thinking on her area of expertise: technology. I am in not knocking the article, because I believe technology can be a great tool for the classroom. I think the problem lies in getting today’s teachers who are overwhelmed from all angles and every side to practice what is being suggested.
Abilock, D. (2001). Using technology to enhance student inquiry. In LeBaron,J.F. & Collier C. (eds.). Technology in its place: Successful technology infusion in schools. San Francisco, CA: Jossey-Bass.
4 comments:
We are glad you looked again!
Your last comment caught my attention. I am glad that you made it. That is
what this forum is for. Sometimes lessons are tough to learn and review is necessary
- even for teachers. Abilock's
focus is on information literacy and the need to provide these skills to our
students. We as teachers do want our students to think critically about information
and Abilock provides a good strategy to get teachers working toward that direction.
One way is to include the librarian in this process.
We as teachers do have a lot on our plate but these basic skills are necessary
and they need to be touched on throughout the curriculum in varied ways to ensure
that our students - as well as our teachers - get it.
Noodle tools is a terrific resource
to help teachers and students with information literacy. To dig deep into NoodleTools
you can find some interesting resources such as...Choose
the best search for your information need.
Good post
I meant to put information literacy, not technology for Abilock's focus. My point with my comment is, and since I am not yet in a school full-time, I may be off, that we are at a point where we have teachers who embrace technology and teachers who fear it. Those that fear it, probably do not use it in their classrooms and therefore do not become "technology role models" for their students.
I have also seen instances where computer labs are booked months in advance and libraries too. In those cases, two tolls have effectively been taking from a teacher, who wants to utilize them. While he/she can talk to the technology teacher or librarian, I am sure it is a much more comfortable situation to have those people present when trying to teach the students proper research methods and helping them gain information literacy.
Great posts Mike. Your honesty is refreshing. I agree much of Abilock's information is not new, especially for those currently taking graduate level education courses. As you mentioned, anyone that has taken EDUC courses knows about Bloom's and the appeal to higher level learning. However there is definitely a "technological divide" IMHO between a lot of seasoned teachers and new teachers, and I think the article could help some of those technophobe teachers. If nothing else is directs them to the library and technology teachers/specialists to get help and hopefully create a partnership.
What is also a part of the equation is the library staffs willingness to act as a technology leader. Just as there are non-technologically saavy teachers, there are unfortunately many non-technologically saavy librarians. It really is a shame because in the 21st century, both teacher and librarian owe it to the kids growing up in this world to compete with the various technologies. Kids will still go to good universities based on their standardized testing scores and good grades, but many will be at a disadvantage when they are asked to compete with other technologically advanced peers in college.
A couple of suggestions:
- inquiry goes beyond information literacy;
- and creative thinking is as important as critical thinking - but, for the most part, we educators are not teaching either one (to know it and to teach it are different);
- the more serious divide in schools is NOT between those who embrace and those who fear technology but, rather, those who use technology poorly and those who use it in service of critical and creative thinking at a high level;
- teachers need to become "learning role models" for students;
- unless every educator can teach inquiry research, it is marginalized (e.g., the art teacher is not the only one who understands and teaches creativity);
- in an age of ubiquitous 1:1 computing, "booking" becomes less relevant.
Technology tools do not solve the real problems of teaching and learning; teachers replicate the practices that they use offline when they use technology (take a look at some of the blog and wiki "assignments" to get a feel for this).
Thoughtful work going on here - fun to read!
debbie abilock
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