Open AccessThe Impact of a Collaborative Wiki Assignment on Teaching and Learning in a Teacher Education Program
Author(s) -
Vanessa Joy Bravo,
Michael Young
Publication year - 2011
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t2kk51
Subject(s) - collaborative writing , publishing , electronic publishing , information literacy , collaborative learning , higher order thinking , perception , mathematics education , work (physics) , higher education , teaching method , pedagogy , literacy , psychology , computer science , world wide web , the internet , engineering , political science , cognitively guided instruction , mechanical engineering , neuroscience , law
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 (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms 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.