*Note: Reflection post really addresses some concerns/serious thoughts I had about the content of this module. Please provide your feedback as it is so valuable in the digestion process of the material. Thanks!*
As I clicked onto this week’s first reading posted by Dr. O’Byrne, I asked myself if I practiced any sort of “online reading comprehension” and how that measured up personally. Sure, I’ve read for classes and done research throughout the past 7 years but have I truly been an effective online reading comprehender? The first reading by Kevin Hodgson http://www.learnnc.org/lp/pages/6958 really resonated with me. Much like Hodgson himself, my initial focus about this topic targeted on my online savviness and my comprehensions skills, not what my purpose was reading when I ventured online. The use of “purpose” here really influences how we read online...are we reading for pleasure? Are we in search of new information? Are our students furthering their knowledge on a topic or are they confirming what they have learned via outside sources? The use of reading “purpose” in this conversation indicates a higher-level skill of our students...the ability to sift through information in order to gain access to the intended content and setting up the framework for synthesizing. If our students are able to use technology quickly to locate information, then it is our responsibility to help them know what information is valid, reliable, and important for what they are reading. Emily Kissner https://www.slideshare.net/elkissn/building-online-reading-comprehension describes the levels of reading comprehension our students can do online. I think we should consider these levels and examine if our students are deeper than their skills of comprehending texts online. The idea of the “filter bubbles” was mindblowing to me when I first watched Eli Pariser’s TedTalk https://www.youtube.com/watch?v=B8ofWFx525s. While his idea of “editing the web” can be functional when searching for information that is relevant to you, it also hinders the amount of information or the quality of information someone can learn about a topic. In education, we have to consider how this filtering system affects our students when researching, reading, and exploring online. If search engines are filtering the information based on personalization, then how does this directly impact our students’ online identities? How will this impact students’ digital experiences online and what information they bring into the classroom to share? If educators understand this filtration system and its impact, then how can ensure that our students are provided with information that isn’t always personalized in order to discover the wealth of knowledge out there? Another thought that surfaced during this module was the relation that all this information about collaborative learning, online reading comprehension, TPACK, and Internet inquiry projects to students receiving Special Education services. In Dr. O’Byrne’s discussion of Internet inquiry projects http://wiobyrne.com/internet-inquiry-projects/ , he writes that “this work should also be compiled in a manner that is appropriate and accessible for your students and their grade level. It should also be noted that Internet Inquiry Projects are not only appropriate but also vital for use in classrooms from Pre-K up through higher ed.” For those who are or currently pursuing a career as a Special Education teacher, we have to consider how the digital world can be incorporated into the classroom in a manner that is most beneficial to our students. We must ensure that what we teach about the digital world is relevant and appropriate for our students based on their needs. We should set goals that are challenging yet realistic for our students, and goals about technology use and digital identities should be included in the conversation. In a world supported by technology, how can we help our students served in special education cultivate their own digital identities, have this online experiences, and feel prepared to use technology as a resource into adulthood.
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