WebcartaEncyclopedia Entry
Overall Definition of Information Collection & Analysis
Information Collection and Analysis structures are an educational tele-computing activity where participating students must both collect as well as contribute information on a shared related topic. The information being sought is ascertained on a regular basis. Data is plugged in to its slot so as to be easily and readily located. It is then compiled and analyzed by each group, which is then displayed for all to see. Upon seeing these data collections, further discussions may arise out of the similarities or differences. In addition, contributors are usually tele-computing their information over quite long distances, which may involve not only wide mileage gaps, but gaps in language as well. The 5 types of ICA’s include: information exchanges, database creation, electronic publishing, tele-fieldtrips, and pooled data analysis. Information Collection & Analysis activity structures allow for a lot of collaborative and cooperative opportunities between students within grade levels and schools as well as across the country and the world. It is a way for them to get information from other classrooms, cities, countries, or continents.
Aspects, Components, and Features associated with
Information Collection & Analysis
There are many aspects, components, and features associated with Information Collection and Analysis activity structures. Probably the most important aspect is that it is collaborative. Some IC&A activities require data collection and sharing throughout the whole school year. This takes careful planning, design and commitment. There can also be projects that do not take as much time to complete, but still require planning and design in order for learning to take place. It requires participants to regularly, if not routinely gather, check on, and document data. The information collected is then disseminated to all involved. Therefore, vigilance is required because updates may occur frequently depending upon the rules concerning “meeting times” agreed on beforehand. Thus the term “structure” applies to more than just the basic design of the activity, but to its guidelines which all must adhere to in order for it to work and, for all to get the most benefit. Though each group or individual participant may act independently when doing their own research, they are dependent upon others in order to make both their collections complete and analysis thorough. These structures are also analytical. Students can be asked to retrieve as much data as possible, but if they are not taught what to do with it, then the data becomes useless. IC & A activity structures can have students compare their data to data that is collected by other students, or have students work together to create things.
Authentic problems can easily be incorporated with all of the 5 ICA activity structures. Database creation can become a database-creation activity. Electronic publishing presents students with a wide variety of popular “e-zine” report repositories and online galleries. Telefieldtripsopen virtual doors to rich multidisciplinary and multimedia virtual experiences. Pooled data analysis has students participate in a survey, collect results, and analyze their findings.
Other features of IC & A structures are that they are virtual, available in multiple languages, and user-friendly. Many of the sites (e.g. Fairy Tale Cyberdictionary & Generations Can Connect) provide teachers with step-by-step instructions on how to incorporate the tele-collaborative design activity into their curriculum.
Furthermore, what really makes an IC&A activity complicated and enticing is that it is a tele-collaborative exchange, making the information highly anticipated to all those involved. An additional component introduced through an IC&A is that of speculation, which in fact could very well even be a part of the activity itself, another column to fill in, if you will. By drawing upon their prior knowledge, students could hypothesize or just for the plain fun of it - guess, what some expected incoming data may say. There is excitement in receiving information, but also in sending it. When the students realize how much information they have to share there is excitement to complete the project and look forward to responses.
Importance for Education
There are many reasons why Information Collection and Analysis activity structures are important for education. An IC&A activity may introduce for some, and develop for others, World Wide Web navigating skills. By accessing the internet, students may share information that is as Harris explains, “intrinsically interesting to young people on an international scale thus engaging these students in authentic cultural interchange.” This information sharing exercise may in turn develop students’ social skills. Through the comparing and analysis of data, patterns may arise, which can be further scrutinized by students and give deeper thought causing them to consider reasons for these differences and or similarities. ICA’s can also relieve teachers from time-consuming managerial tasks that are found in even less thought provoking instructional activities because of the many classes working together.
Another importance is that teachers have a "partner in crime," or another teacher who is doing the same activity. This can help work out kinks and make the task of changing the curriculum a bit less daunting. IC & A activity structures seem to make learning important to the students. It's almost as if they know someone out there is depending on them to get something completed, so they work a bit harder to get it done. It's also a great way to give them a final product that they can view and show others with pride. IC & A activities not only motivate students, but this collaboration/partnering between teacher professionals certainly MOTIVATES teachersas well!
Information Collection & Analysis activities also provide students a world of opportunities. Through information exchange, students are able to share what they are learning with students across the globe. These activities give them a chance to be "young diplomats," where they maypromote peace, cooperation and global understanding. Information Collection and Analysis activities also support student learning by allowing them to become better information users by collecting, sharing, and analyzing information. The students then learn how to use this information. They understand how it relates to what they are learning and know exactly what the information means. IC&A activities also give students the opportunity to search, sort, create, and communicate.
Vygotsky states that it is the interaction between the learner and society that develops learning and thinkingin individuals. He explains that signs and symbols are tools (that do work for us). We use these tools as we interact with society and they become more abstract as we categorize our perceptions, create memories through experiences, and pay attention to details that shape our perception. All of the ICA activities require students to interact (socialize) as they encode & decode information, categorize data, and create memories through experiences; prior to, during, and after analyzing data. This makes them good tools for educators to use while designing curriculum-based lessons. The 5 ICA activities add to curriculum design because they give students the opportunity to interact with decoding and encoding tools as they internalize information to reach a higher psychological function wherein they can move into a zone of proximal development and begin to use their knowledge.
Implementation Strategies and Ideas
There are many strategies and ideas to keep in mind when implementing an ICA. In a Database Creation activity for instance, the information gained, especially when dealing with other cultures could lead to students creating displays for the classroom that they would never have thought of had they not gotten the idea from the newly made contact. When money is an issue, Tele-fieldtrips can put students right there where the action is. This could be set up for two parties to engage in information exchanges where each wants to know something specific about the other. Or in an even more exciting type of tele-fieldtrip, participants can experience, usually in multi-media format over the World Wide Web, a virtual expedition. Sometimes they may even be allowed to be involved in the discovery process itself instead of just being a passive viewer. In Pooled Data Analysis, students electronically issue surveys, collect responses, analyze results, and then report their findings. This particular type of project usually involves students as Harris notes, “in large-scale research efforts that predominantly use the subject areas of math and science to aid with the answering of both complex and interesting questions.”
When implementing ICA activity structures it is important that students have mastered the tool that will be used to exchange and interpret information. They need to know math problem solving strategies, reading/writing strategies, graphing pattern ideas, and posses clear definitions for data, collection, and analysis.
Going back to Saber Tooth Curriculum, the IC & A structures we choose for our students need to relate to what they/their community needs. There must be a REASON we are implementing the specific activity into our educational design. For example, if a school is starting a garden, then the teacher could choose an Ask an Expert activity or the class could take a tele-field trip to a garden center or vegetable farm. If a school did not meet the math benchmark, then implementing an IC & A related to those missed SOL questions (percents/decimals etc...) might work since that is an area where the students need to improve/feel more comfortable. When choosing one of these activity ideas, there must first be a specific objective and community NEED that will be met. Not just, "Wouldn't it be cute to tally our teeth w/ classes around the world." It should relate to an authentic problem that the teacher and/or students decide upon. When first trying to incorporate theses structures, it might be easier to incorporate some of the activities that do not require as much time to start with. Make sure the activity is incorporated into the design and is connected to content. From the crunching of numbers to the making of classroom holiday decorations, IC&A activity structures have something for everyone.
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