The Impact of a Collaborative Wiki Assignment on Teaching and Learning in a Teacher Education Program

ID: 31777 Type: Full Paper
  1. Vanessa Every and Michael Young, University of Connecticut, United States

Wednesday, March 9 4:00-4:30 PM Location: Two Rivers

No presider for this session.

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 reported numerous ways in which collaboration on Wikipedia can be integrated into the K-12 classroom 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.

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