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EJ960792 - The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program

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ERIC #:	EJ960792
Title:	The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program
Authors:	Bravo, Vanessa J.; Young, Michael F.
Descriptors:	Education Courses; Student Attitudes; Elementary Secondary Education; Teaching Methods; Assignments; Preservice Teacher Education; Inservice Teacher Education; Literacy; Cooperative Learning; Instructional Design; Computer Uses in Education; Educational Technology; College Instruction; Web 2.0 Technologies; Electronic Publishing; Web Sites; College Students; Guidelines; Pretests Posttests; Student Surveys; Questionnaires
Source:	Canadian Journal of Learning and Technology, v37 n3 Fall 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Publication Date:	2011-00-00
Pages:	25
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	26

Note:	N/A
Identifiers:	United States (Northeast)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1499-6677
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
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