Acquisition & Investigation Tool: Diigo
Teacher Use: The day after I assign the PBL, I will devote 10-15 minutes of class time to discuss Diigo and how the students should utilize the tool for their research. This will help me oversee what websites my students deem “credible” to their research. The website will be displayed from my computer to the screen projector, and I will walk the students through the process and demonstrate how to create their own account, how to join the group, how to bookmark, highlight, and share their findings. I will then allow for 5-10 minutes of questions to ensure that my students understand the concepts and technical features of Diigo.
Student Use: This tool will serve as a way for the students to gather all of the websites they find that will contribute to their research for their PBL on the American Civil Rights Movement. The students will create their own accounts, join the assigned class period, and post no less than four websites that they will use in their research in an effort to collaborate sources with one another.
Content Connection: Diigo connects to the content by allowing the students to “apply critical thinking skills to organize and use information acquired from a variety of sources, including electronic technology” (TEKS: 29). Through Diigo, the students will also “evaluate the validity of a source based on language, corroboration with other sources, and information about the author . . .” (TEKS: 29E).
Example Artifact: I created an example group for what my classes would be doing to collect all of their research in one place where the groups will be able to post, share, comment, and much more using Diigo. This artifact specific example is for my 1st period class, “racism in the workplace” group. Each group, in each period, would have their own group on Diigo, this way no information would be given to the other groups prior to the students’ presentations. This is the link to my Diigo example artifact: https://groups.diigo.com/group/ushistory1acrm