.png)
Kuiper, E., Volman, M., & Terwel, J. (2005). The web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328. https://doi.org/10.3102/00346543075003285
In this article, Kuiper et al., 2005 analyze how students in K-12 utilize the web as an educational tool to support learning. Today, in the digital age, learners are growing up with technology at their fingertips; however, we cannot assume that students effectively utilize the web to support deep learning. The authors explore the demands and support learners need to navigate the vast and changing resources available online. The authors conclude that having access to the web as an educational tech tool is insufficient and that we must provide learners with the tools to navigate and use the technology efficiently.
This study reviews literature from 1997-2003, focusing on exploring studies that use some of the following descriptors: web-based, hypertext, and information-seeking in the K-12 classroom. This article's strength is that the authors explore a comprehensive literature review of research, including qualitative and quantitative studies. The research analysis was limited to the SSCI and ERI databases and included 66 titles. The research review included 24 empirical-quantitative studies; the remaining articles were theoretical, philosophical, or applied. The research explored the following big ideas: limitations of web inquiry in children, integration of the web in the classroom, and support of learners in web-based activities.
This research resonates with me because, in the information age, it signifies the importance of having access to technology and knowing how to utilize it effectively to promote deep understanding. For example, now that the masses have access to artificial intelligence (AI), such as Chat GPT, educators must examine how these resources can improve learning capabilities. I explore new ways to utilize Chat GPT daily in my educational technology research. How do others utilize Chat GPT as an educational tool? For example, what questions are students using to prompt Chat GPT for more information? What systematic approaches are learners using to assess the validity of Chat GPT responses? These are questions to consider as we further explore the educational realm of artificial intelligence.
Additional Reading: Stepanenko, O., & Stupak, O. (2023). The use of GPT chat among students in Ukrainian universities. Scientific Journal of Polonia University, 58(3), 202–207. https://doi.org/10.23856/5828
コメント