Characterizing Teens’ Online Information-seeking and Socio-cultural Practices to Inform Teachers’ Development of Networked Pedagogy
Christine Greenhow, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Quality teaching involves building on students' knowledge. Our knowledge of teens' lives online can inform how we design, facilitate, and model classroom instruction. In this paper, I summarize what current educational research on teens' use of the Internet and Web 2.0 technologies suggests about their ability to utilize online information and people for lifelong learning. I outline what we know about teens' online information-seeking behaviors, problems they encounter in Web-searching, and their socio-cultural practices in networking sites (e.g., strategies used to craft an online self-presentation; patterns of relationship development, etc.). Finally, I introduce a model for "networked pedagogy" based on ongoing research of Internet-using, constructivist-oriented teachers in various disciplines. Here trends in teens' Internet use and educational implications come together as I synthesize what networked teachers can learn from networked teens (and vice versa) to re-imagine schools.
Greenhow, C. (2008). Characterizing Teens’ Online Information-seeking and Socio-cultural Practices to Inform Teachers’ Development of Networked Pedagogy. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2601-2605). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).