Most classes I have taken since the advent of Wikipedia have not allowed Wikipedia to be used as a resource. This article gives a fairly complete overview of Wikipedia, and it provides an idea for how to use this web resource in the classroom. "Wikipedia offers students an opportunity to hone their research skills—by evaluating its content against other information sources—and to engage in a global community of collaborative content development. Students can see how knowledge is created, participate in that process, and understand when their comprehension of a topic is sufficient to make a valuable contribution. Some learning theorists contend that content creation and analysis is a necessary component of learning. Wikipedia can encourage students to analyze what they read, ask questions, and engage in reflective, creative learning." Until reading this article, I never thought about how Wikipedia could be used in this manner.
7 Things You Should Know About Wikipedia. (June, 2007). Educause Learning Initiative. Retrieved from: http://www.educause.edu/library/resources/7-things-you-should-know-about-wikipedia
Kevin, I am glad that this article got you to think critically about Wikipedia being used as a resource. We should teach students to think critically about all resources that they find on the Internet. Just because it is on the Internet, it does not mean it is accurate. We need to teach students to evaluate information and assess it - including Wikipedia. Wikipedia can be a good resource to use if the information is evaluated and deemed to be accurate.
ReplyDeleteKevin, I am glad that this article got you to think critically about Wikipedia being used as a resource. We should teach students to think critically about all resources that they find on the Internet. Just because it is on the Internet, it does not mean it is accurate. We need to teach students to evaluate information and assess it - including Wikipedia. Wikipedia can be a good resource to use if the information is evaluated and deemed to be accurate.
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