Information Technology Reference
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clarifying confusing terms or concepts; thinking about content critically, and making
connections to our coursework (Hartman, 2001a). Examining each other's com-
ments and giving each other feedback helped students analyze course material,
evaluate it in terms of its relevance to assigned tasks, and decide how to apply it.
It enabled learners to monitor and evaluate their performance on academic tasks
and assess their progress in connecting what they read with their prior knowledge,
personal experiences, and professional situations. Preservice and in-service teachers
also used what they learned from annotating readings, videos, and lesson plans to
analyze real life classrooms—their own or in their fieldwork.
Learners' structured interaction with the material (cognitive activity) and
each other (social activity), created engagement with the material (affective—
motivational state). HyLighter-enabled practices deepened their understanding of
texts and professional artifacts such as classroom videos, concept maps, and les-
son plans. Communities of learners analyzed and synthesized information and
connected it to personal, cultural, and professional background knowledge and
experiences. Social annotation of the various information sources, and collaborative
development of concept maps and lesson plans through social annotation, facilitated
self-regulation of learning, and created a cohesive community of “teacher-learners”
with peer networking about how to enhance their own, each other's, and their
students' learning and development.
Observing students' comments on readings, videos, and lesson plans and their
connections to course concepts facilitated teaching metacognitively because it pro-
vided me with valuable information. This feedback helped me to identify and
overcome obstacles such as confusing concepts, misconceptions, and difficulties
learning new instructional technologies. This feedback improved the quality of my
instruction by enabling me to evaluate my own thinking as I monitored and assessed
their learning, memory and transfer of course concepts and theories. Consequently,
I was better able to plan how to meet the needs of current and future students.
Also, social annotation products enabled more authentic assessment of learning than
traditional final exams.
Future research should study how social annotation experiences increase pre-
service and in-service teachers' self-efficacy by giving them greater confidence in
their ability to plan effective units/lessons, give effective feedback, and work col-
laboratively with diverse colleagues as members of a teaching community. Future
research should also compare social annotation with other innovative Web 2.0 social
networking practices to assess their relative impact on improving both learning and
instruction.
References
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic
Psychology Monographs , 75 , 43-88.
Baumrind, D. (1971). Principles of ethical conduct in the treatment of subjects: Reaction to the
Draft Report of the Committee on Ethical Standards in Psychological Research. American
Psychologist , 26 , 887-896.
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