Week 11, Post 13 Helping a teacher use wikis

There were quite a few problems in the scenario about Jane and her class. One of the problems was that in one group only one person was writing while another problem in another group was that students were writing paragraphs independent of their group. More problems existed in another group that worried about the aesthetics but not content. Yet another problem was that one group was copying information from websites, and the final problem was that one group was embedding pictures and videos not related to the research questions.

I would prioritize the problems in this order: the problem of copying information, then the one where only one student in the group was doing the work, the next problem would be the group that had a great looking wiki without focusing on the content and the problem of least importance was the one with pictures and videos not related to the research questions.

The solutions in order of priority would be to provide students lessons on how to cite sources, provide a rubric, and the importance of visual aids in research. I think that teaching students how to cite sources and the importance of doing so would prevent problems for them in the future related to plagiarism. Plagiarism is stealing the hard work from the creator. Such an act brings about consequences such as expulsion or suspension of an academic institution or being sued by the originator of the piece of writing that was stolen. The earlier in life students are taught about plagiarism and how to properly cite sources the better.

Jane obviously did not provide a rubric that would have prevented many of the problems that she is encountering. The final project has not been turned in so it is not too late for a rubric. The rubric should carefully spell out what the role of the group members would be that would enable them to collaboratively create an outstanding wiki. The rubric would have to outline the responsibility of percentage of work required of each group member. I think that many of us have experienced the frustration of having to carry the weight of an assignment that should be a group assignment but we end up doing all by ourselves. That experience only brings about resentment and dread from the person doing the majority of the work. It is not fair to the student doing all the work, and as a teacher, do you give the rest of the students in the group a failing grade? Distributing a rubric allows Jane to set the expectations. Another thing she could do is have conferences with the students and their parents about the students not doing their share of the work that will ultimately cause them to get a failing grade. She could also provide support to the students that are not sure what or how to do something on their wiki. Some of the students not contributing to the project may not be doing anything because they do not know what to do.

Addressing the students who had pictures and videos not related to the research question is not as difficult to address. They obviously know how incorporate these features so teaching them how to focus in on their research question will not be as difficult. Lessons on how to address the research question and focus on that topic will help the students incorporate pictures and videos that address their research question.

Working with technology in the classroom is a process. The links below will help when incorporating technology into the classroom.

http://www.gpb.org/blogs/education-matters/2015/10/28/edtech-tip-working-wikispaces-classroom

http://www.techforteachers.net/wikis-in-the-classroom.html

http://www.educationworld.com/a_lesson/using-wikis-in-the-classroom.shtml