Relative Advantage Chart
I created a relative advantage chart for the elementary school level, specifically grades 4-6. The school library media specialists in my school district not only manage the library, but also teach technology and information literacy lessons to all grade levels, much like PE and Art specials.
The expected outcome for using the technology and acquiring information literacy skills is for students to apply what they learn across the curriculum and into their personal lives. For library lessons to be truly effective, it is best that the school library media specialist work with the classroom teachers to determine what content is best for the weekly lessons. For instance, it is helpful to search for, locate, and evaluate websites on Ancient Greece if the students are actually learning about Ancient Greece and completing a project in the classroom. Being able to apply what they learn to their school work will help motivate students to be actively engaged as they work through their lessons.
The expected outcome for using the technology and acquiring information literacy skills is for students to apply what they learn across the curriculum and into their personal lives. For library lessons to be truly effective, it is best that the school library media specialist work with the classroom teachers to determine what content is best for the weekly lessons. For instance, it is helpful to search for, locate, and evaluate websites on Ancient Greece if the students are actually learning about Ancient Greece and completing a project in the classroom. Being able to apply what they learn to their school work will help motivate students to be actively engaged as they work through their lessons.
. | Learning Problem | Technology | Relative Advantage | Expected Outcome |
. | Students do not like to write/type book reports. | http://www.glogster.com/ | Students can create interactive posters by importing videos, audio, and images to graphical describe the plot of their books.The multimedia poster can be shared and other students can make comments about the online posters. The use of multimedia can address different learning styles. | Graphical displays of the book can help others understand what the books are about. Provides for immediate peer feedback. Students like to create posters that are unique and different from other students. |
. | Students are asked to share interesting websites and learning tools they find on the Web. | https://www.schoology.com/home.php | An online discussion can have students easily share links and ideas about a project or lesson. Even the students that do not like to speak in front of class can have a voice online and offer input. | Students collaborate on resources and find new websites to help them learn. |
. | Students do not understand proper MLA or APA citation format. | http://citationmachine.net/index2.php | Online bibliography and citation makers provide guidance for correctly citing sources. | Students give credit to their references and recognize that proper citation is proper in order to not plagiarize. |
. | Students do not understand copyright laws. | http://www.cyberbee.com/cb_copyright.swf | Students can have questions about copyright answered quickly in a fun, interactive format. | Students will refrain from copy and pasting materials into projects that are protected by copyright and intellectual property laws without the permission of the creator. |
. | Students search for images online to include in projects that may or may not be protected by copyright. | http://www.flickr.com/ | Students use the vast library of the creative commons to find images for projects. | Students respect copyright and intellectual property laws and give credit when necessary. |
. | Students do not how to evaluate websites for authenticity and reliable information. | http://www.avon.k12.ct.us/enrichment/Enrich/gr4students.htm | Students complete the web activity to explore how to determine if a website is valid and meets their needs. The site is interactive which helps engage the students. | Students will select websites for their school work and personal lives using critical evaluation skills to determine the reliability of the website. |
. | Students feel overwhelm with all of the search results when searching the Internet for valid websites. | http://wallwisher.com/ | Wallwisher is an online, collaborative Post-It note type billboard where several people can contribute to the discussion. Wallwisher can be used in every content area. Students can locate, post and, state in a short blurb why they think the website is a valid one to use. | Students learn from each other by sharing their rationales for determining why a website is valid. They will become more comfortable sifting through and organizing websites. |
. | Students do not save the addresses of websites that they use on a daily basis. | https://www.google.com/ | Students will organize Internet sites for their research and/or daily learning needs by bookmarking them. | Students will easily access websites to save time in the classroom. |
. | Students need to learn how to safely use the Internet. | http://learninglab.org/ | The online safety cartoon provides a video detailing online safety along with interactive games to check for understanding. | Students engaged in the digital video and games will understand and practice online safety. |
. | Students need to understand how the Internet works and become familiar with terminology. | http://www.cisco.com/web/learning/netacad/packetville/pr.html | The gaming site teaches how the Internet works from a global perspective. The interactive features will engage the students as they learn key computer terminology. | Students gain an understanding how a learning tool such as the Internet works as well as learn how to better use the Internet. They will also understand the global connections that exist. |