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

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

• Lu, Jing Yan University of Hong Kong
• Deng, Li Ping Hong Kong Baptist University

Australasian Journal of Educational Technology, 29(2), 161-171, 2013

Australia

ASCILITE

2013

• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用
• G 課程與教學:個別教學範疇
  • GA 中文
    • GAD 閱讀理解之教學方法效果、字彙及詞彙教學
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學

High School Students Computer Assisted Teaching Persuasive Discourse Reading Strategies ICT in Education Computer Software Notetaking

• Hong Kong

• 1997.7 onwards

• 中學教育

• View Full Text 全文連結

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]

• 英文

期刊論文

• 14493098

https://bibliography.lib.eduhk.hk/tc/bibs/1ce2db9f

2014-05-29