Each student will be asked to find, read, and annotate 6 article/book chapters. Annotations should cover any of the following course topics. Do not pick any of these topics more than once. Do a total of 5 annotations for this part:
- literacy
- technology's impact on society
- technology-focused research
- teaching literacy with technology
- online/virtual communities
- online teaching
All students should annotate one dissertation chapter related to the Technology Paper they hope to write (but don't worry: if the topic of that paper eventually shifts, that will be ok!). The topic of the dissertation annotation may duplicate the topics listed above, though it does not have to be on one of those topics.
Just pick something related to your focus for your Technology Paper: a chapter from a technology-focused dissertation.
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- Annotated Bibliography Guidelines
http://www.english.iup.edu/pagnucci/courses/808/coursetasks/annotatedbibliographies/default.htm
- Dr. Pagnucci's Sample Annotated Bibliography
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- Annotated Bibliography: Teaching Literacy with Technology
Citation
Xie , Y., Fengfeng,K., & Priya, S. (2008). The effect of peer feedback for blogging on college students' reflective learning processes. Internet and Higher Education, 11 (1), 18-25.
Journal Article Summary
This empirical study wanted to answer the following questions:
1. Will weblogging over time reinforce participants’ reflective thinking?
2. Will students who give and receive peer feedback on their blogs exhibit higher levels of reflection than those who do not give or receive such feedback?
3. Will participants’ reflective thinking level predict their learning approaches or stages, hence their learning achievement?
The participants totaled 44 first-year undergraduate students who were enrolled in an introductory political science course at a northeastern land-grant university. Thirty-three percent of the participants were female. None of the students had ever used a blog previous to this study.
All participants opened a blog account on blogger.com using teacher-assigned pseudonyms. The control group blogged without any feedback, while the treatment group blogged and shared feedback with a partner.
The results of the study found that students in the treatment group who sent and received peer-feedback on the blog did not reflect as well as those students in the control group who blogged alone. However, the study also suggested that when students kept a blog-journal over a period of time, they increased their ability to think reflectively. In addition, students who illustrated stronger patterns of reflective thinking also received higher grades than students who aren’t as effective with reflection.
Journal Article Assessment
The researchers offer an effective argument that when students keep a blog-based journal they increase their ability to reflect and thereby earn better grades. The study was backgrounded by in-depth theoretical claims about peer-review, reflection, and collaboration. The study itself addressed its research questions and even discounted claims from other studies that suggested peer review aids the reflective process. Perhaps if the study included more female participants, the result would have been different, particularly in the realm of the effectiveness of peer-feedback.
Reflection on the Journal Article
This study provides good data for my research because it does suggest that online-blogging helps students think more reflectively which can help change their schema and allows for the student to create knowledge. I find it interesting that the study shows the drawback of peer-review, and I would like to see more research in this area. I wonder if this study had been performed on first-year composition students—in relation to blogging as part of the writing process—if the results would have been different.
Key Journal Article Quotations
Effect of Blogging
The findings of this study confirmed that if students are constantly engaged in journaling/blogging activities, their reflective thinking level demonstrated by their journal entries would increase over time (p. 23).
Roles as Participants and Readers
…when students pause and become readers of their own writing, they have another chance to speculate on these ideas and test their viability according to their existing schema. In order to articulate their ideas, students assume roles of participants and readers so that the ‘learning and representation of the original learning both occur’ at any time in Moon’s model (p. 23).
Effect of Peer Feedback
Previous researchers (Slavin, 1995) pointed out that peer feedback on journaling should be constantly moderated to reduce off-track and passive behaviors in interactive discourse, and that structured protocols for peer feedback should be used while ensuring opportunities for equal participation and a ‘trusting and non-threatening relationship among peers’(Eisen, 2001) (pgs. 23-24).
** Sources they used that we may want to review:
Eisen, M. –J. (2001). Peer-based professional development viewed through the lens of
transformative learning. Holistic Nursing Practice, 16 (1), 30.
Slavin, R.E. (1995). Cooperative learning: Theory, research and practice (2nd ed.).
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