Disrupting Complacency: Helping Students Find Their Voices through Inquiry, Literature, and Technology

Autor/inn/en	Seglem, Robyn; Bonner, Sarah
Titel	Disrupting Complacency: Helping Students Find Their Voices through Inquiry, Literature, and Technology
Quelle	In: Middle School Journal, 47 (2016) 5, S.21-29 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2016.1226642
Schlagwörter	Inquiry; Grade 9; Rural Schools; Middle School Students; Teaching Methods; Electronic Publishing; Web Sites; Diaries; Nonfiction; Interviews; Group Discussion; Questioning Techniques; Novels; Technology Uses in Education; Educational Technology; Thinking Skills; Skill Development; Language Arts; Illinois + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Publizieren; Web-Design; Diary; Tagebuch; Non-fiction; Nichtfiktionaler Text; Interviewing; Interviewtechnik; Gruppendiskussion; Befragungstechnik; Fragetechnik; Novel; Roman; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachkultur
Abstract	This article highlights an inquiry project in an eighth-grade ELA class in a rural middle school. Using the novel "Monster" by Walter Dean Myers, we encouraged students to form questions relating the text to the larger world. To begin the unit, students participated in three anchor activities over a three-week period. Students blogged about the book, located non-fiction articles that connected to the text, and interviewed community members who shared roles similar to the characters in the novel. Then, through Socratic Seminar discussions and teacher questioning, we guided students toward the development of questions that emerged while reading the novel. Students researched their questions, refined their questions, and developed a campaign designed to educate their school about their findings. In addition to describing the inquiry process students engaged in, we demonstrate technology's role in the research process and in the production of texts that showcased their learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01