Journal Articles

Examining students' use of online annotation tools in support of argumentative reading

EdLink

Title:
Examining students' use of online annotation tools in support of argumentative reading
Authors:
- Lu, Jing Yan University of Hong Kong
- Deng, Li Ping Hong Kong Baptist University
Source:
Australasian Journal of Educational Technology, 29(2), 161-171, 2013
City Published:
Australia
Publisher:
ASCILITE
Year Published:
2013
Education Categories:
Keywords:
High School Students Computer Assisted Teaching Persuasive Discourse Reading Strategies ICT in Education Computer Software Notetaking
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Secondary Education
Related Links:
- View Full Text 全文連結
Abstract:
This study examined how students in a Hong Kong high school used Diigo, an online annotation tool, to support their argumentative reading activities. Two year 10 classes, a high-performance class (HPC) and an ordinary-performance class (OPC), highlighted passages of text and wrote and attached sticky notes to them to clarify argumentation structures and to represent and share argumentation processes. Analysis of annotations revealed that highlighting was the most frequently used online annotation feature. The HPC made significantly more sticky notes and used them more to annotate terms, claims and judgments than the OPC. The study suggests that Diigo is a promising tool for supporting reading-to-argue. The findings may be of value to teachers and researchers in designing online annotation tools that more effectively foster the process of reading-to-argue.
[Copyright of Australasian Journal of Educational Technology is the property of ASCILITE. Full article may be available at the publisher's website:
http://www.ascilite.org.au/ajet/ajet.html]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 14493098
Permalink:
https://bibliography.lib.eduhk.hk/bibs/1ce2db9f
Entry Date:
2014-05-29