Students work in cognitive partnership with technology when they use it to support their cognitive processing and intellectual performance. When students create their own digital learning environment, they extend and enhance their ability to learn and use what they have learned to succeed in the classroom.
Published in Chapter:
The SOAR Strategies for Online Academic Research: Helping Middle School Students Meet New Standards
Carolyn Harper Knox (University of Oregon, USA), Lynne Anderson-Inman (University of Oregon, USA), Fatima E. Terrazas-Arellanes (University of Oregon, USA), Emily Deanne Walden (University of Oregon, USA), and Bridget Hildreth (University of Oregon, USA)
Copyright: © 2016
|Pages: 37
DOI: 10.4018/978-1-4666-9441-5.ch004
Abstract
Students often struggle when conducting research online, an essential skill for meeting the Common Core State Standards and for success in the real world. To meet this instructional challenge, researchers at the University of Oregon's Center for Advanced Technology in Education (CATE) developed, tested, and refined nine SOAR Strategies for Online Academic Research. These strategies are aligned with well-established, research-based principles for teaching all students, with particular attention to the instructional needs of students with learning disabilities. To support effective instruction of the SOAR Strategies, researchers at CATE developed a multimedia website of instructional modules called the SOAR Toolkit. This chapter highlights the real world importance of teaching middle school students to conduct effective online research. In addition, it describes the theoretical and historical foundations of the SOAR Strategies, instructional features of the SOAR Toolkit, and research results from classroom implementations at the middle school level.