All goals have been accomplished!
1c. Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
2b. Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
To give English II students a sense of what is "good and bad" when looking for web information, I have them read two articles I found on a Google search; the web addresses are listed here:
Both articles relate to the Star Wars film (Episode IV: "A New Hope") that we watched the previous week to learn about the use of archetypes in film. You can read them and see the difference in quality of writing; the first article is poorly written, perhaps more of a personal rumination than a discursive analysis, yet it contains some helpful insights on Jungian archetypes and the connection to Star Wars amid digressions and nearly incomprehensibly constructed sentences; the second essay is more polished, a published article, and connects Star Wars to mythology and archetypes.
For homework, I ask students to read the first article, then grade it using the rubric English teachers use for grading student essays, and have them write a paragraph explanation for the grade they gave to the essay. At the next class meeting, we show the article on the SmartBoard, and I ask students to take a sentence or two and explain what works and what doesn't, so they have to teach grammar, composition, critical thinking as they work their section of the essay. We build a discussion around the question of "What makes a good and readable essay?" For the second essay, students are required to research the mythological and literary characters, using their copy of Edith Hamilton's Mythology, and for the two items not found in Hamilton's book to do online research to help them identify them; I have them cite the web source(s), then we talk a bit about how they were able to find the sources and what they thought of them.
After students have read the articles, done the assignments related to them, and taught a portion of the first essay to the class, I talk to them about how, since both are results of a Google search, they may find good and/or bad on the web. Then we talk about use of databases found in the Parish Library online page, how they provide "filters" and focus for research.
3c. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I have used the class e-mail lists collated in turnitin.com to make late-breaking class announcements regarding updates and information on assignments. I am attempting to get the student portal up and working for this effort, with only limited success this year.