Multimodal Resource Evaluation
Multimodal Resource Evaluation
Wonderopolis (Johnson, 2014, p.52) is a
student-centered website that engages students in curiosity and exploration. It
serves as a database of thousands of intriguing topics that encourage students
to expand their understanding and also further wondering. Each topic page includes
an attention grabbing image, an article with accompanying audio, as well as a
short video that expands on the topic information. To even further support
literacy, each topic includes a vocabulary list and word challenge of terms from the
article. There is also a follow-up quiz over the entire topic.
I feel the design and content of this site best appeal to
grades 1-5. The audio feature of the articles can be very supportive for
struggling readers and allow them to engage with text they would not be able to
on their own. The accompanying videos
provide visual support to all students to make connections with the content. The
topics themselves are all student-driven and are added daily, keeping them
relevant. All pieces of each word could be explored in its entirety within
15-20 minutes, ideal for elementary aged students. There is also a place for
students to submit potential topics, as well as vote for others to be featured.
This helps to make students and interactive part of the site.
I have introduced my fifth grade students to Wonderopolis in the last month. We first
used it in support of a research project. Students searched the site for the
topic they were personally researching. Many found a page for their topic on
the site, and it provided easily accessible information. They really liked the multiple
platforms of information included in the same location. The images and videos
helped to add to their understanding. I have also used Wonderopolis as a free choice option in my centers. Students can
choose any topic, but I provide an organizer in which they have to briefly
explain something they learned, choose 3 vocabulary terms to explain, and explain
what they still wonder about the topic. I also have them record their score
from the quiz.
There are very few drawbacks to this resource, but there are
some ways it could be improved. There are several outside links that are
included in each page, which can be a little distracting. I wish this were perhaps moved to a small
section at the end of each article. The audio feature of the articles is also difficult
to find if you are not familiar with it. Overall, this is a wonderful resource
to engage students in inquiry though multiple modes information.
DuckDuckGo.(Dober & Eagleton, 2015, p.131) is
a student-centered search engine. Unlike other commonly used search engines,
this one does not use personalized results and does not profile its users.
Meaning, every person would receive the exact same results if searching the
same term. The “safe search” option allows the adult content to be filtered
out. Another main appeal of this resource is its clutter-free interface. Results
are very well organized in a user-friendly format. It also only features only one ad per result
list, much less than others. The limitation on ads keeps the result list much
less distracting.
DuckDuckGo seems like a good alternative to other search
engines for use in the classroom, particularly for web inquiry. Due to the
unrestrained nature of it though, I think it is best used in the intermediate
grades. I feel younger students still need more guidance than this resource can
provide. The format of this search engine would allow my students to interact
with the necessary web searching skills in a more productive manner. They will
be able to find and evaluate information with a less distracting and quality
platform.
Like all search engines, there are some drawbacks. There are
still ads that can steal attention from the results. I would also prefer if it
could limit searches to more age-appropriate reading levels. Having the option
to limit results by credibility would also be useful. The biggest struggle I
have encountered is that my district’s web filter has restricted this search
engine, meaning it can’t be used at school right now. I am working with my tech
guys to get this fixed.
iMovie
iMovie is a video creation app on the iPad. It allows students
to create videos using images, text, videos, and audio. Students have used it
in my classroom to film videos in response to literature. They have also used
it to present their findings for research projects. Students take on the role
of creator, editor, and videographer. It allows for flexibility in the modes
that students choose to show their understanding. Seeing how an audience receives
their work helps them form a more critical stance in their choice of images,
text, and audio that they use.
I believe this app is best used with intermediate aged
students. It is user friendly and easy to manipulate the different aspects. Some
of the editing required would be too difficult for younger ages however. I have
seen that the text editing is limited in what you can change. For example, only
one text box can be added to a frame at a time, and it is difficult to change
the font size. Other than that, it is a very advanced, free app that allows
students to create professional grade projects. I have witnessed the pride my
students take in their creations and being able to share with their peers.
Here is a how-to video that goes over the basics of using iMovie on the ipad
References
Dobler,
E., & Eagleton, M.B. (2015). Reading
the web: Strategies for internet inquiry. The Guilford Press.
clear evaluations. Why did you choose these?
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