By Becky Dodge of Washburn University
Description #
Students will annotate an article on a technology framework as a means to dig into the different models or frameworks that can be used to select and evaluate technology. As careful decision-making is critical to technology integration, students will develop these habits for making careful decisions with their annotations. This annotation activity aims to help students develop best practices for evaluating and comprehending texts and show the differences in how students interpret and evaluate information.
Assignment #
Introduction:
This week’s reading/viewing assignments focused on models or frameworks that can guide the evaluation and selection of technology. Careful decision-making is a cornerstone in the effective integration of technology to solve instructional problems.
Directions:
Using Hypothes.is (an instructional technology embedded in D2L), students will engage in the collaborative annotation of an article. Annotation refers to a way of analyzing texts. This annotation activity aims to help students develop habits for evaluating and comprehending texts, like academic articles. It will also show differences in how students interpret and evaluate information, all within the context of the module objective concerning the TPACK framework for technology integration.
Please review the student resources provided below, then complete the following annotation activity. Be sure your annotations are set to post to the class (this is addressed in the How To Video).
Annotation Activity:
- Read the What is Technological Pedagogical Content Knowledge article.
- There are four types of annotations possible in Hypothes.is (see How to Video). For this assignment, you will make at least 2 Annotations and 2 Replies. The goal is for the 4 entries to be thoughtful and focused on the article’s content. To do so, you may:
- Pose a question or seek clarification about key ideas presented in the article.
- Call attention to a key phrase or point made in the article that resonated with you (connected with you, surprised you, aligned with your thinking) and explain why.
- Summarize complex ideas into a few, comprehensive statements.
- Compare and contrast the article with another reading/viewing from the module.
- Challenge claims, evidence, assumptions, or perspective presented in the article.
- Propose an alternative idea that the authors of the article might have considered.
- Reply constructively to an annotation posted by another student.
- Your annotations should add something to what is already in the article. Avoid simply restating phrases from the article.
- Highlight only what you actually want to talk about in your annotation. But also be sure you highlight enough text so that there is something to say about it. This most likely will be a sentence or phrase from the article.
Student Help Resources:
- Hypothes.is requires an updated browser. If you experience difficulties, ensure you are using the most current version of Chrome, Firefox, Edge, or Safari.
- Hypothes.is How-To Video (runs about 11 minutes)
- Introduction to Hypothes.is for Students
Scoring Guide:
- Annotations/Replies demonstrate a comprehensive and thoughtful reading of the article – 2 points
- Annotations/Replies demonstrate intentional connections, questioning, analysis, interpretation, or reflection – 2 points
- Annotations/Replies reflect original thought – 2 points
- Annotations/Replies demonstrate correct spelling and grammar – 2 points
- Expectations for the number of Annotations/Replies are met – 2 points
