Improve Searching For Reliable Information

Background and Motivation

It was a good opportunity for me to help teachers and students of my school develop collaborative learning on how to search for reliable information. Although I am not currently a classroom teacher and do not have typical teaching responsibilities in my daily work, I continually pass on important information about helping potential teachers at my school. And they always find it helps them to develop and achieve their goals with their students. I feel confident that I have put together an outline of a meaningful and engaging informational session that will help students navigate the first steps of the degree process with confidence and clarity, ultimately helping them to differentiate themselves if becoming a teacher is the right move professionally at this time, and if so, how to make it happen reality. Not only that, she was able to think creatively about how she could leverage digital tools to make the session interactive, student-centric, and practically useful for those attending.


Introduction for this six-day activity, this project focused on collaborative learning and how to search for and share information from trusted sources, which is a well-known learning strategy. Proven effective in many classroom activities. Students influence each other. Especially important, if it is directed in the desired way to achieve the desired goals. This strategy also gives the teacher more room to point out and talk about weaknesses, especially in classes with large numbers. Because of my belief in the positive results of collaborative teaching, I have sought to develop and integrate it with modern digital technologies and tools. This activity can be transformed through technology integration so that students can also access reliable information materials online and share their assessments with others. For this to happen, students need to practice good digital citizenship skills by acknowledging rights and responsibilities and participating in a positive, safe, legal, and ethical manner consistent with ISTE Student Standard #2.ISTE Standard 2: Digital Citizenship will be taught explicitly at the beginning of the year in a single lesson, modelled, and practiced. It will then be reviewed and incorporated into each lesson throughout the year, similar to how teachers usually teach routines. Informal assessment, scaffolding, and individual feedback are essential to helping students gain digital citizenship skills.

Stage 1 – Desired Results

Stage 1 – Identify Desired Results
Specific goals: During this unit, we will focus on collaborative learning between students, and students will learn how to search for reliable online resources.   It will: Use the ability to search for accurate information on the Internet in collaboration with the class students.They know the trusted sites for articles and information.Use online resources to learn.information while avoiding plagiarism and citing sources for their participation.ISTE Standards: Knowledge Builder 1.3. Students 1.3b:Students collaboratively assess the accuracy, perspective, credibility, and relevance of information, media, data, or other resources.   What are the key questions that will be considered?

What are the main questions that will be considered?What tools can help us search for reliable sources?What are the tools that help us encourage students to collaborate outside the classroom?How can students access the information they need?Is this information online?What are good online resources?Online university libraries?The most important question?How can access to good sources be ensured?How can we create a safe environment for cooperation among students?What is the importance of obtaining information from reliable sources?Self-education guarantee?  

What understandings are desired?

Best practices for improving collaborative learning processes on how to research the Internet will be taught to students.   Students will know what characteristics a useful and trustworthy Internet resource should have.   Students will be able to learn cooperatively in an ethical and safe manner. Students will be able to use Internet materials in an ethically and legally responsible manner.   Students will understand the structure and purposes of online information. What key knowledge and skills will students acquire because of this unit? Students will acquire the following skills: knowledge of reliable sites for data and articlesKnow the skill of cooperative learning to search for information.Give feedback to colleagues cooperatively and ethically.Data collection skills Data analysis skills from different sourcesFind information online from trusted sources.The ability to search for information on the Internet.  

Students will be able to: Search the Internet for reliable information in cooperation with each other.Identify incorrect sources and information on the Internet.Learn about trusted sites on the Internet.Use tools that assist them in their search for information.Acquisition of communication skills and collaborative learning with students.

Stage 2 – Determine Assessment Evidence

What evidence will show that your students understand
collaborative learning ability.The ability to use information search skills.The ability to identify reliable sources.the ability to communicate with students in a safe environment.They can search for the source of the information.They can identify unreliable sources.They have the skills of analysis, interpretation, and asking questions about information to determine its credibility.The ability to use and share information in ways that are consistent with digital citizen standards to have knowledge of using research tools.To be able to draw on trusted sources to solve a problem in their community or school.
What other evidence needs to be collected considering Stage 1 Desired ResultsStudent Self-Assessment and Reflection
The relationship between reliable sources and solving a problem in society is biased.What a digital technology and social media spread information can benefit our lives.Understand and demonstrate digital literacy.  Student self-evaluation and reflection Students will find and use trusted sources to solve problems in their community. Students will think of ways to find solutions with their skills in research and invention methods. Students will collaboratively research and devise a solution to a problem in their community. Students will help their community fight to find solutions to society’s problems through technology.  

Phase 4

Stage 3 – Plan Learning Experiences and Instruction
1.    Sharing and greeting (2-5 minutes)
 When students enter the room (or the virtual room, if they are online) they will see the video Writing Videos for Kids: How to Evaluate Sources for Reliability
This video serves three purposes:
1) Engages students from the moment they enter the classroom. This video helps them give them an idea of reliable information.
2) The teacher gives some time for the students to give and share their experience of searching for information with their classmates.
2.    Test of Credibility: (5 minutes)
 Students participate in quizizz to test their skills in identifying true and false information. H
3.    Introduction to reliable sources (10 minutes)
Start by forming small groups in a circle among the students to discuss and answer the question, “What are reliable sources?”
• Submit key questions and discuss the digital portal.
• Ask the students to brainstorm and then share their ideas.
• What would your trusted sources be involved in? How can they help you?
4.    independent practice (20 minutes) Searching.
·       Students will be able to access Google Slides which contain
Digital tools for research, instructions for using them, and reliable websites.    
·       . Students will research a problem in their community or school and search for reliable information on how to find the problem.
·       Students complete a ‘self-assessment’ form and submit it to the teacher. Rethink and review.
This self-evaluation is shared with the teacher, who will be able to evaluate and compare the students’ self-evaluation and the teacher’s on the same criteria. There will be cases where students may think they have identified the similar, but are missing a lot, or think they have understood the main idea but misunderstood it. This discrepancy is common. This valuable information creates the opportunity for a personal, teachable moment. The teacher will then provide feedback to the students, during a one-on-one meeting, through a message, or an explanatory video. How feedback is provided will be determined by the complexity of the intervention required and the preference of the student.
Include a title of an issue you researched/or text links here:
1.     What kind of problem did you search for?
2.     What website or digital tools did you use?
3.     Were you able to find a solution to the problem?
4.     Have you shared your sources with your colleagues?
Check all that apply:
I was able to
o   Understand reliable sources.
o   Use of digital tools and websites.
o   Understand how to share trusted sources with my classmates.
o   Understand the importance of reliable sources.
What strategy helped you to search for reliable sources?
What would you do to improve your information search skills?
5.    Collaboration in small groups (10 minutes)
In a small group discussion, learners can share what they think about what reliable sources are, why they are important, and how they can share them. R, E2
     W, H, T.
6.    Informal Reflection and Evaluation (5 minutes)
Students collaborate in creating a word cloud of all the research skills they used to find reliable and engaging sources.
To interactively create the word cloud, I got the free version of Mentimeter.
(An alternative activity might be polling students using Poll Everywhere or Zoom.)
The teacher will read the word cloud to informally assess students’ answers. If something important was not included, the teacher will include it in a future lesson.
After class or homework: asynchronous learning and group discussion Rethink and review:
·       Students hand in or submit the self-assessment that was used in class.
·       Students share M The information students share will be similar to what they share verbally in groups.
The teacher reads the handouts and informally assesses the students’ communication skills to guide future learning.
This activity is scheduled once a week. While the Explanatory Communication Assessment will be given at the beginning of the course, during the first time the teacher explains the activity, and students will use it to measure and document their progress, it will only be filled out and handed to the teacher at the end of the term.
Turn this activity into an authentic assessment.
Ratings and titles will later be compiled on a public site that will serve as a reference for other classmates and possibly other students from the local school, district, and community.
Students will also collaborate in finding a problem in their community and searching for solutions.
   Differentiation determined.
This activity is completely tailored to the different needs, interests, and abilities of the learners as they look for problems in their community or in their school that are appropriate to their level, interests, and preferences.
Students will also have the option of reading printed books and reading materials from the classroom and/or school library. If the class is personal, the teacher can easily monitor who is doing the assignment and who is not. In the online classroom, the self-assessment can be shared with the teacher so that the teacher can see which titles have been chosen by observing shared Google Docs. The teacher will make suggestions and give direction to students who are not assertive or who are not doing an assignment.
digital citizenship
ISTE Standard 2: Digital Citizenship will be taught explicitly in one lesson and designed, practiced, and integrated into every lesson throughout the year, similar to how teachers normally teach routines. Informal assessment, scaffolding, and individual feedback are essential to helping students gain digital citizenship skills.
Six facets of understanding
The following are examples of the six aspects of understanding. Informal assessment, scaffolding, and feedback are essential to helping students reach all six aspects of understanding.
The student can explain what reliable sources are.
Students can learn which information comes from known sources.
Students can apply the knowledge gained from their search for solutions to society.
Students can share their trusted sources with their classmates.
Students can find solutions by researching an issue in their school or community.


In contrast to a single-day, one-hour lesson, the Understanding by Design framework is most frequently used in a unit. There will be more opportunities during a unit to describe the progression of students from pre-assessment to mastery. By including all WHERETO learning experiences and instructional steps in a single lesson, I hoped to improve a one-day unit. Through this exercise, I was able to improve my daily lesson plan and think about how the teaching methods might fit into a regular schedule. There might be elements, like formal assessments, that don’t occur frequently. Additionally, when using the UbD to plan one lesson, it became clear how students could reinforce previously covered ideas like digital citizenship. What would transpire, however, if a student had recently transferred from another institution or had been absent when digital citizenship was specifically covered? I would have to make a digital folder with all the documentation of previously taught concepts in order to prepare for such scenarios. Rubrics and handouts for daily activities can also include links, which is even better. Michelle Lampinen describes and offers examples of interactive rubrics in the Edutopia article Interactive Rubrics as Assessment for Learning. The links to supporting those skills can be included in every lesson, even though digital citizenship and the six facets of understanding are embedded throughout the units but may not all be realized in a single lesson. Students do not move through the six facets of understanding or improve their digital citizenship skills. in a linear or homogeneous manner. To support students, it is crucial to read their work and self-evaluations, monitor their progress, build scaffolds, make digital documents easily accessible, and provide each student with individualized feedback.


Gonzalez, J. (2014). Understanding by Design, Introduction and Chapters 1-4. [Blog post]. Accessed on March 10th 2021

Writing videos for kids: How to evaluate sources for reliability (2018) YouTube. Available at:

ISTE Standards for Students. Retrieved from

Hernandez, V. (2021) Sharing Resources with your school community and beyond, Edutopia. George Lucas Educational Foundation.

How can my kid find reliable sources for school reports? (no date) Common Sense Media.

Digital Collaboration


Global education as an idea and practice has attracted a lot of attention these days, and researchers have developed a theoretical framework for citizenship in the era of globalization. Three research-based dimensions of global citizenship are presented within this framework: understanding global events, issues, and perspectives; participation in global networks; and advocacy for global issues and problems. Today’s students in the United States, known as the millennial generation, use the Internet more than 90% of the time, and more than half of them use it to research politics. Technology has the power to shape young people’s political, economic, and social environments. As many as 87% of 12- to 17-year-olds use the Internet, and the number of American teens using the Internet has increased by 24% over the past four years. The majority of states in the US offer PK-12 courses in subjects such as American history, world history, government, economics, political science, sociology, and psychology, making social studies education one of the most important platforms for civic education. To prepare citizens for the twenty-first century, the field of social studies must overcome many obstacles. This study looked at three aspects of engaged citizenship in a global age and how students’ use of technology relates to each. He found that using PowerPoint and the Internet affects student civic engagement and motivation, but other factors, such as how the activity is focused on the student, may also have an effect. In addition, the ontology students’ civic beliefs and the ways in which they used various techniques to develop the knowledge, perspectives, and behaviours needed for active citizenship were examined. ( Brad M. Maguth, 2012)

This study focused on parental involvement during the first pandemic-related confinement in Portugal, with most students taking online classes and 80% of parents helping their children study for at least 30 minutes each day. According to this study, parental involvement time decreases significantly as children become more independent, but there are usually smaller differences between primary and secondary education than one hour. Some parents faced difficulty organizing their working hours while helping their children access their online classroom, especially those who went to public schools.(Educ. Sci. 2021)

The challenge of global cooperation for my students in grades 6 through 12 is that the elementary school has been using COVID-19 devices, but many parents report that their children are still having access problems. When adults are working and students are online at the same time, there is a significant fight over access to synchronous learning times. This is in addition to the physical space and Internet access issues.

ISTE standard and goal I want to address are:

ISTE 7a: Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. 

Course objective four. Model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community.


How can technology be used to encourage civic engagement among students and broaden their cultural and global awareness?


The previous year, two educators, Nicole Edwards of Educating for Democracy in the Digital Age and Chris Sloan of Judge Memorial Catholic High School in Salt Lake City, Utah, saw the potential of connecting with their students via a Google Hangout. By using online tools like and, Edwards showed her students how to make infographics, and the students then used those tools to make a group project. By taking the chance to express what they were thinking to others, the students developed the courage to speak their minds and the knowledge that what they say matters. To bring about long-lasting change, civic engagement educators should concentrate on local issues that are important to them, share their infographics online, and raise awareness of these issues. California’s Michelle Espino, a literacy teacher, decided that recycling should be a class project after realizing how important it is on her campus. More than 704 gallons of waste were successfully diverted from landfills for recycling. The best practices for civic engagement educators include starting small, making connections to local issues, and innovating with the assistance of other educators. We now have a ton more opportunities than ever before to communicate with one another and have important conversations.(Young Whan C, 2016)

For example, using digital and media literacy skills to help students understand, investigate, and connect with the world outside of their classroom, teachers need to think about and promote new ways of connecting, collaborating, thinking, and creating beyond the classroom. According to the Partnership for 21st Century Learning (P21), students need to develop the “sensibilities” for advancing solutions that will have an impact on future generations. Global competence is essential for innovation. The teacher expertise framework for developing 21st century skills (P21) is a helpful tool for considering the teacher’s role and responsibility for fostering environments and implementing instructional strategies that promote cultural and global awareness. Teachers can connect with classrooms around the world using digital tools like Flipgrid and Skype to understand, research, and have discussions. Global problems. Students have the chance to learn about the world and pose questions to experts through virtual field trips and guest speakers. Through ePals, teachers can also connect their students with overseas virtual pen pals. Students are encouraged to participate in critical and in-depth discussions about how cultures are represented in print and digital media by ePals, which offers a private workspace for international classrooms. Students can record their screen, annotate over multimedia, and narrate analysis of media content using tools for screen annotation like Screencast. These concepts support the two listed indicators, as well as a wide range of indicators for teachers and global competencies. In order to support and foster global competencies in the students, teachers should look for professional development opportunities to learn how to best integrate digital tools and media.(TEPHANIE BRANSON AND MEGAN JONES, 2018)

The most important information in this text is the eight tactics for increasing student engagement in the classroom. These include using technology in the classroom to guide their learning, work together, and comprehend topics that interest them more deeply. Additionally, blogs are brief online articles that are gaining popularity all over the world. By publishing written assignments as blogs, students can showcase their work and encourage one another. Like Medium, WordPress, Blogger, and Weebly, there are free blogging platforms available. Podcasts and videos are both engaging formats for submitting assignments. A computer or portable media player can download podcasts as digital audio files. Having access to immediate communication with anyone, at any time, via the internet can boost students’ interest on a worldwide scale. Gamifying Your classroom comes to life when you introduce competition or levels of achievement to a lesson, and applying gaming principles can enhance learning. Compared to written text, visuals offer more information and are more engaging. Using presentation software like Keynote or PowerPoint, simple infographics can be created. Every student’s reading should be recorded using voice recording software because occasionally students are unaware of the sound of their voices during reading. Using an interactive whiteboard to hold students accountable for their attendance can save you time compared to taking attendance by asking students to raise their hands. Because online learning is becoming more and more common in educational settings, think about using different teaching and grading techniques. Online, make and exchange digital plans involving the students are made with Plankboard. You can evaluate students’ comprehension of and aptitude for following instructions through online tests. You can learn more about using technology in the classroom by reading our articles Your First Steps in Creating Tech-Savvy Teachers and 3 Tips on Using Technology to Foster Engaged Students.( Chalk, 2023)


Maguth, B.M. (2012) The effective implementation of professional learning communities – ed,  . 

STEPHANIE BRANSON AND MEGAN JONES Ila’s Blog (no date) International Literacy Association. Available at:

Links to an external site.

Ribeiro, L.M. et al. (2021) Parental involvement during pandemic times: Challenges and opportunities, MDPI. Multidisciplinary Digital Publishing Institute. Available at:

C., Y.W. (2016) Civic engagement in the Digital age, Common Sense Education. Available at:

Bennett, S. (2023) How to increase student engagement with technology, Chalk. Available at: /

Links to an external site.  

 ISTE student standards. Available at:

Innovative Designer


In the past few decades, obesity in the world has increased dramatically in my hometown and around the world, while the number of obese people has almost doubled in the past twenty years. The problem is exacerbated even more by its prevalence among children, as one in five children suffers from obesity. This increase is due to the lack of movement of children, malnutrition, and finally, the excessive use of technology. According to many studies, doctors have confirmed that obesity leads to many diseases. most notably, cardiovascular disease, some types of cancer, or type 2 diabetes.


Therefore, I would like to ask a question to the students:How can they develop technology to aid in the fight against obesity in their community and school?

ISTE Student Standard 4, “Innovative Designer,” contains the statement that “students use a variety of techniques within the design process to identify and solve problems by creating new, useful, or innovative solutions.” The videos from the ISTE Playlist for Standard 4 show examples of problem-based learning where students use a variety of techniques within the design process to identify and solve problems by creating new, useful, or imaginative solutions. by identifying the problem of obesity and searching for solutions such as knowing the ideal body weight, calculating calories and the steps you need in your normal day, collaborating in designing and building prototypes, and conducting discussions to solve problems. “ The design attempts to exploit the affordances of either existing or emerging technologies” . Bates, A. W. (2022)


The most significant amount of weight loss is achieved with bariatric surgery, but it also carries the risk of serious medical issues and is frequently followed by weight gain [2, 3]. Medication for weight loss has significant side effects and is only marginally effective. Weight loss from dieting, whether done independently or with professional assistance, is minimal, and weight gain is the rule. The first line of treatment for weight loss is structured behavioral therapies that incorporate psychological techniques, behavioral change principles, and nutrition education. These therapies produce clinically significant weight loss. These procedures are costly, call for highly skilled medical professionals, result in many people losing weight in an unsatisfactory manner, and seem to work only as long as frequent doctor visits are kept up, after which the majority of participants regain most or all of the weight lost.their weight loss. Visit: Physical activity is usually necessary for weight control exercises, especially for maintaining weight loss. Most days of the week, 1 hour of moderate to vigorous activity is a typical prescription. Completing computerized inhibitory control training has been shown to alter eating habits and promote weight loss. With the help of apps and devices that make it relatively simple to track physical activity and calorie intake, smartphone apps that can offer real-time interventions, exercise games that make physical activity more motivating and rewarding, and customized control training, technology offers exciting solutions to help promote weight-control behaviors. tele-obesity interventions, which can deliver efficient, affordable interventions regardless of location, and computerized training can help people lose weight through specially designed computerized algorithms.programs that enhance the fundamental mental skills required to practice behavioral self-control.(Forman, E.M. et al.2016)


The Colleges of Social Sciences, College of Liberal Arts and Sciences, and College of Health Solutions recently joined forces to sponsor a university-wide competition to combat childhood obesity, which was inspired by ASU’s Changemaker Challenge. Challengers were asked to approach the issue critically and globally, keeping in mind that, in addition to other factors, obesity is influenced by the environment, genetics, culture, socioeconomic status, and education. The winning student teams, FantasyXRT, Nutritional Health Awareness, and Partners in Empowerment, used a variety of viewpoints and academic specialties to come up with creative answers to important problems related to the obesity epidemic. The FantasyXRT team has concentrated on using the same tools that frequently keep youth inside and seated to turn the tables on the more sedentary youth. Ruben Garcia (Kinesiology) and David Ballard (Psychology) develop a fantasy sports website and mobile app that links users to the action of the games through wearable technology. Perks in fantasy sports are acquired throughout the day and include draft order, roster changes, and salary caps.( Rebecca Howe, 2015)

   7+1 Techniques for Fighting Obesity with Digital Health Technologies:

  1. Activity monitors! You immediately think of it when you hear the words “digital,” “health,” and “gadget,” don’t you? These wearables, like the Gym watch or Polar chest strap, can provide useful information on the exercises and offer pointers on how to get better. These devices measure vital signs in addition to exercise, unlike a personal trainer (unless they are exceptionally enthusiastic). It is important to collect accurate data about our lifestyle to monitor any changes and, more importantly, the effects of those changes on our overall weight. Without data, it is incredibly difficult to embark on a weight loss journey alone.
  2. Sleep monitors, the weak should not sleep, right? no! Without adequate rest, people are more likely to put on weight, eat more, and lose motivation. A good night’s sleep has many health advantages. We’d first recommend Sleep as Android to those who have never used a sleep tracker; it’s a great app with useful data on REM and the stages of light and deep sleep. And we decide on the Fitbit Ionic as a watch that tracks sleep.
  3. technological advances in mental health, chronic stress has a detrimental effect on health, even though brief periods of stress may be good for motivation and creativity. Keeping an eye on mental health can be a game-changer for obese people because it affects metabolism and makes it difficult to lose weight. for calming down and meditation, PIP or Headspace are both great options.
  4. Digital scales, people who keep track of their weight, BMI, body fat percentage, and lean mass are better able to comprehend how diet and exercise affect the body, which is essential for progress. Smart scales like the Fitbit Aria 2 may be the necessary enemy for everyone.
  5. Food scanners, it’s so simple to believe what you’re eating is healthy until you read the articles, advertisements, and conflicting advice from experts, loved ones, and friends. Even though eating is a vital aspect of our lives, we sometimes get it wrong. Nima, for instance, can measure micronutrients and ingredients for a more mindful dinner. Fortunately, food scanners are here to ease your life a little.
  6. Microbiome tests, did you know that you carry around 2-3 kilograms of bacteria in your gut? Not only do these microorganisms affect how food is processed, but they also affect your immune system and cognitive function. Microbiome tests can indicate change in homeostasis and composition (and ultimately function). Some companies even help make recommendations on what to eat for a healthier life.
  7. blood tests, they track a few crucial markers of general health. Screening is crucial to avoid comorbidities since obese people are more likely to develop some diseases. Ima ware is one of the options available today for doing this from the convenience of your home. It only takes a few minutes and is intended for initial disease screening or vital sign monitoring.( The Medical Futurist, 2019)


7+1 Ways Digital Health Technologies Help fight obesity (2019) The Medical Futurist. Available at: .

Forman, E.M. et al. (2016) Could technology help us tackle the Obesity Crisis?, Future science OA. U.S. National Library of Medicine. Available at: 

Howe, R. (2015) ASU students create innovative solutions for Childhood Obesity Challenge, ASU News. ASU News. Available at:\  

Bates, A. W. (2022). Teaching in a digital age. Retrieved from 

 ISTE student standards. Available at:

Information Credibility


The capacity to recognize, locate, assess, and use information effectively is known as information literacy (Information Literacy, 2017). a talent that is today essential given the availability and abundance of information. In order to combat the widespread dissemination of false information, educators must encourage students’ information literacy growth. Students must establish savvy research habits to prevent being misled, yet the field of research has evolved over the past few decades.

You want your pupils to conduct research online for a project, essay, narrative, or presentation of some kind. Students are clicking and searching as the minutes pass, but are they really obtaining the relevant and reliable material they need for their project? Although accessing the amount of knowledge available online should be simpler than ever thanks to the fact that many classrooms are now well-equipped with technology and the internet, there are still several challenges. Students (and instructors) must manoeuvre through:

How to use Google and other search engines to enter search terms. What search results should you read and click on (while avoiding inappropriate or irrelevant websites or advertisements)? How to select content that is reliable, pertinent, and student-friendly. How to analyse, process, synthesize, and provide the details. How to evaluate the credibility and relevance of a variety of sources by comparing them. How to properly cite sources. How it makes sense why things frequently don’t go as planned when you instruct your pupils to just “google” their subject. Some students also have to deal with issues including poor reading levels, restricted internet access, language problems, learning challenges, and impairments. Information literacy is a broad term that encompasses all abilities linked to conducting internet research. The more general category of “digital literacy” is where information literacy often fits in. Kathleen Morris (2018)

Savvy Info Consumers: Evaluating Information, a comprehensive resource available from the UW Libraries, addresses various sources and how to assess their authenticity and trustworthiness. Depending on how a source is used, different things might be meant by the terms “credible” or “reliable.” A reputable or dependable source is one that experts in your field agree is appropriate for your needs. It is advisable to select the source assessment technique that best suits your needs because this might vary. It’s crucial to critically assess sources since they help you become a better writer by being trustworthy and reputable. Consider untrustworthy sources as contaminants that might damage your reputation; if you use them in your job, your work may suffer as a result.

So how can we equip our students with the habits and skills to successfully be curious and combat the side effects of immediate information? How can we enable students to find reliable sources on the Internet? And how do they detect bad sources? To answer these questions, I contend that the teacher’s energy must be invested in teaching information skills that are process-focused and supported by collaborative learning structures.

ISTE 3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

 My question is, “How can we support learners to find answers and information from reliable sources in order to answer their questions, and how can we guide them to discover unreliable sources?”


Use these techniques to teach students in middle and high school how to recognize bias, correctness, and dependability in the information they read. Clear descriptions and discussions of these characteristics are beneficial to students who are learning to make informed decisions regarding the general calibre of the material on a website. Discuss with your pupils the various facets of critical analysis. These characteristics are described in terms of how significant they are to a certain reading goal or an expressly expressed information demand. Give them several chances to apply these techniques to actual research by taking the time to model how to assess each dimension. Demonstration sessions can centre on how to: confirm and dispute online material; look into the author’s qualifications; recognize prejudice and attitude; and bargain with diverse points of view; cross-check assertions using other sources. Adolescents should have several chances to see the benefits of having a healthy scepticism about the material they come across, both online and offline. Your curriculum may serve as a fantastic starting point for exposing students to other viewpoints and novel methods of approaching topics. I’ll end by providing you with a list of techniques you may utilize or modify for your students as they develop their capacity for critical thought while undertaking internet research.

Finally, here is a list of strategies that students can use or adapt to their needs to develop their critical thinking skills as they conduct research online. Is this website relevant to my needs and objectives? What does this page aim to achieve? Who created the information on this website? What is this person’s level of expertise? When was the information on this website updated? Where can I check the accuracy of this information? Why did this person or group post this information on the Internet? Does the website only represent one side of the issue, or does it offer multiple perspectives? How are the information and images on this site shaped by the attitude of the author? Will the information on this site offend or hurt anyone? How can you connect these ideas to your own questions and interpretations?(Julie Coiro, 2014)


Coiro, J. (2017) Teaching adolescents how to evaluate the quality of online information, Edutopia. George Lucas Educational Foundation. Available at:

Mike Eisenberg, Doug Johnson and Bob Berkowitz Revised February  (2010) Information, communications, and Technology (ICT) skills curriculum … Available at: 

 Morris, K. (2020) How to teach online research skills to students in 5 steps (free ebook and posters), Kathleen Morris Blog Primary Tech | Helping teachers create digitally literate global learners. Available at:

Library guides: FAQ: How do I know if my sources are credible/reliable? (no date) How do I know if my sources are credible/reliable? – FAQ – Library Guides at University of Washington Libraries. Available at:

ISTE Standards For Coaching

Computer Supported Cooperative Learning


Shifts to distance learning due to the pandemic have prompted educators to rethink and adapt their pedagogy to the new environment of their classrooms. Many experienced the urgent need to prepare students to be successful in an ever-evolving technological landscape. The biggest challenge for parents was helping their children reach the online class. But they could not use computer-assisted cooperative learning, where students felt isolated and were not communicating with or learning from their classmates. As our district approaches a full year of distance learning, preparations have begun to support the transition to in-person learning. At the same time, distance learning continues, and we must prepare for flexible learning environments that are tailored to the needs of our students in terms of computer-assisted collaborative learning.

I have had the opportunity to talk with both teachers and students of all different grade levels in elementary school about these questions. It’s really easy to get caught up in the negatives of remote help, so I often try to ask questions about what works well. The models of distance learning were distinct, and we benefited from them as much as possible. These interactions inspired my research question to address the ISTE standard for this unit:

ISTE Student Standard 1: Empower Learners

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, as informed by the learning sciences.

My Quastion: 

How do we design learning spaces that encourage social communication among students? How can this design model be adapted so that students can provide positive feedback to their classmates? And how do we ensure equality in digital collaborative learning?


What is computer-supported cooperative learning?

The use of electronic educational platforms works to link teachers and learners to sites where teachers place lessons and assignments, which gives learners freedom at the time they will follow these lessons and also helps them exchange their ideas and opinions with their colleagues and teachers, and that is through generalizing access to knowledge in all its forms, giving learners opportunities for analysis, discussion, and dialogue, saving costs (because these materials are usually ready), supporting interaction between learners and between the teacher and learners, achieving fun and suspense, and achieving effective cooperation between teachers and learners.

Peer interaction that is supported by information and communication technologies for the purpose of learning is known as computer-supported collaborative learning (CSCL) (ICT). CSCL also refers to the field of study that examines such activity as well as the learning that results from it. Before briefly discussing the scope of the research field, we look at the terms “learning,” “collaborative,” “computer,” and “supported” in turn. Daniel D. (2012) Understanding your lesson goals and assessments will help you make better decisions about the time, place, path, and pace of your lesson (Douma, 2020).

Computer-Supported Collaborative Learning (CSCL) describes learning scenarios in which small groups of three to five students interact while attempting to solve a challenging, unstructured problem or create a project. CSCL is a cutting-edge educational tool that brings students together and can provide imaginative opportunities for social interaction and intellectual exploration. For CSCL, you can use interactive whiteboards, blogs, and other tools that combine writing and communication. Due to the social implications of problem solving, problem-based learning lends itself well to CSCL. Students require an e-tutor to facilitate discussions and act as a facilitator in order to implement CSCL effectively. (Oohnson, Johnson, & Stanne, 2000)

The design process of the model is to build collaboration stations that enable students to form networks with others to support learning. It is the primary design strategy for empowering learners. Students can exchange opinions, have discussions, or work together on an activity here. In addition, give students time at stations to set and reflect on their learning goals. An entry/exit task center where all students can participate simultaneously before and after the turnstiles can be used for this purpose.

Effective student interaction is necessary for collaborative learning to be successful. However, when students are left to their own devices, they hardly ever interact with one another in order to clarify and defend their beliefs, express their logic, or elaborate and reflect on their knowledge. By structuring interaction that would otherwise be lacking, collaboration scripts seek to support these learning activities. In cognitive psychology, the term “script” refers to a person’s or a group’s culturally shared understanding of commonplace circumstances expressed as generalized procedures (Schank & Abelson, 1977). When we go to a restaurant, for example, the “restaurant script” tells us what to do and what to expect, the roles that we and other participants play, and the order in which all events are supposed to happen. Science education is Activity programs with collaboration scripts are provided to structure how collaborative learners interact with one another (O’Donnell & Dansereau, 1992). Collaboration scripts, like the “restaurant script,” can direct students on what to do during a learning task, the roles they play, and the order of activities to complete. Since then, many researchers and educators in the field of computer-supported collaborative learning (CSCL) have adopted this strategy of what they called “scripted cooperation,” leading to the creation of a wide variety of creative yet distinctive script examples. (Kobbe, 2006:27) (EduTech Wiki, 2019)

Planning Recommendations

Foster an inclusive environment and community in the classroom.

Intentionally design and plan for collaborative learning.

Communicate the purpose and expectations of the activity. Partner with your students.

engage specific technologies to facilitate collaborative learning activities.

(Columbia University in the City of New York)


CTL, C. (2019) Resources and Technology, Columbia CTL. Available at:

Douma, K. (2020, September 28). How to Make Station Rotation Work During Hybrid Learning.

Suthers, D.D. (1970) Computer-supported collaborative learning, SpringerLink. Springer US. Available at:  

Gulzar, A.A., By and Gulzar, A.A. (no date) CSCL – computer supported collaborative learning, Educare. Available at: 

ISTE Standards For Coaching

Excessive Screen Time

DEL Mission Statement and Ethics Audit

In Phases I, II, and III of developing this community engagement project, I selected three ethical values and wanted to focus on them when shaping my practice as a digital education leader. Those values are justice, security, and respect. And in the fourth model, I chose moderation. In the process of developing a unified mission statement, I produced the following sentence: “As an elementary school teacher, I intend to teach and educate students about the fair, safe, respectful, and moderate use of technology. My job is to help.” To become good digital citizens, community leaders, educators, students, and their families must understand the underlying risks and benefits of digital education. Justice comes from the most important values, as a person feels comfortable when he sees justice and lives a decent life. Security achieves psychological stability and a sense of security from danger. Respect is a great human value that distinguishes and differentiates individuals. Respect is the appreciation, commitment, and love that refers to a person’s quality. It is respect for others. The use of screens in our lives is an example of moderation acting as a mediator. My goal in this module is to help students use screens sparingly, with the help of parents as well. Whereas, in this current generation, students spend a lot of time on screens, whether they are doing their homework, playing video games, watching TV, or even communicating through social media.

I met with Professor Ahmed Al-Mulhim, who is a professor of educational technologies at King Faisal University.

1. Are students being taught and educated about safety in connection with mobility technology as well as balancing screen time on and off screens?

 Of course, we are working to make students digital citizens who know the right and balanced way to use technology so that we get a conscious society that knows the right way to moderate the use of digital.

2.With so many hours spent in front of a screen, how can we ensure that students’ social and emotional needs are met? 

With the work on balancing our time in our lives by using technology, students can not only meet the social and emotional needs among their families, but we can also participate with them in video games and spend quality time with them, as this helps to meet their needs and stay in touch with family members.

3. Is excessive use of technology likely to be beneficial or harmful? What are they? The use of technology has both benefits and harms, but excessive use of technology has many disadvantages, including insomnia, loneliness, obesity, poor eyesight, and a lack of concentration.

4. Does entertainment using technology replace entertainment in your daily life? With technological development, we are witnessing massive technological entertainment and progressing rapidly where you can shop technology, communicate, travel via VAR, and also play amazing video games. Anyway, in my opinion, it does not cover all human entertainment needs, such as camping in the open air and obtaining a clear atmosphere.

5. Has technology affected our lives, and how do you see it in the future?

 I would like to say that technology has had a lot of impact on our lives. Technology not only helped us learn a lot of things but also shortened a lot of time and distances for us. All this is positive, but nevertheless there are negative effects, including because of the reliance on technology in everything, which causes many problems, such as weight gain, eye strain, and insomnia.

6. How can teachers and parents help students moderate technology use? Through awareness-raising programs in the healthy use of technology and explaining the harms of excessive use of technology in a detailed and clear manner to parents and students so that they can see the healthy way of using technology. Which enables them to use digital technology safely and healthily.