Wiki+Use+in+k-12+Classrooms

Leuf and Cunningham define a wiki as "a freely expandable collection of interlinked web pages, a hypertext system for storing and modifying information - a database where each page is easily editable by any user" (2001). There are many factors to consider when opting to use a wiki in the classroom. It is important first of all to have access to the Internet for all involved, and to choose a stable wiki program that is secure and not prone to "web spiders and worms" (Hew & Cheung, 2009). No matter the age of the users, no one wants to have to deal with technology that only works sporadically or risks infecting the rest of the system.

In order for a wiki to be effective, it must also be easy to set up and use. Hew & Cheung (2009) found that “it is conceivable that people will be less likely to use a tool if the technology is confusing, technically demanding and difficult to use…” (Hew & Cheung, 2009). That is, "the ease with which student were able to use the wiki technology to undertake the stated assignment (Mindel and Verma, 2006)." As with any new technology it is important that students feel comfortable with the software and can easily manipulate it. Just as we discussed in the POET article this week wiki software should provide a good conceptional model and visible clues. As with any new technology, training should be provided to students on the use at the start of the course.

According to Poscente and Fahy (2003), as cited in Hew & Cheung (2009), “instead of asking students to complete wiki-based tasks or activities that call for a single, fact-based answer, instructors should use open-ended activities where there is more than one possible answer or suggestion.” Therefore, the wiki activity must be relevant, interesting and used to answer open-ended questions or discussions without correct/incorrect answers. If users are expected to participate; it should be mandatory with some sort of fairly devised mark scheme. Denen (2005), as cited in Hew & Cheung (2009), states that, “activities that invite students to share their own personal point of view have also been found useful in increasing student contributions in the discussion.”

“Students were significantly more inclined to participate in wiki when such use was mandated and backed up by an incentive scheme. [However, they] tended to drop the use of wiki if they perceived the wiki activity to be irrelevant to their curriculum...when there is no proper division of labour, students are less likely to use wiki.” (Hew & Cheung, 2009). Whether in the classroom or in an office, no one wants to feel like they are doing 'busy work.'

"The use of wikis opens the possibility for students to take an active role in the writing of the content of the site..encouraging reflection" (Hew and Cheung 2009). Not only does this improve students’ writing skills but it gives them the opportunity to explore other perspectives. They become the driver of their education rather than just a passenger as they begin to choose which tangents and links they will investigate as a true author of their studies. Giving students this power allows them to further their learning outside of the classroom as they continually edit and modify their creations. It has been my experience that students accomplish more with wikis than without as it is continually being changed and added upon. The exciting part is that a wiki is a never-ending work in progress; links can always be included, changes made or expanded upon, and more information can be submitted.

The idea of creating links among the web pages would be a way to get students mapping out concepts and cross referencing work. Educators are constantly telling students to "use what you know" when approaching new topics. Introducing a classroom wiki would be a great way to help them see the connections between each lesson and how it all fits together and applies to life outside the school.

According to Guzial et al (2002), as cited in Hew & Cheung (2009), one of the factors “that could influence students’ use of wikis is pedagogical issues, which include the following: task or activity, mandatory or optional wiki use, incentives relevance of the wiki activity to the curriculum and use of graphics.” When doing activities and having discussions about their learning, it is important for students to see solutions and ideas from a variety of different perspectives. This encourages students to be divergent thinkers.

The article by Hew and Cheung mentions that past research has shown wikis being used in only nine different disciplines of study: political science, education, engineering, health, media arts, language, public policy, business and information sciences. If a teacher of a subject such as math, which has a finite answer for questions, expects a wiki to work in a classroom, that teacher must realize that “if there is only one correct answer, it is only rational that students stop using wikis because after one student responds correctly, there really is no need for further contribution from other students” (Hew & Cheung, 2009). There are likely other uses for wikis in a math class or other class where there is rote memorization, but to have a wiki used solely for answering absolute questions is an exercise in futility. One of the most difficult topics with many students is Geometry and Calculus proofs. Although there is typically one correct answer there are numerous ways to arrive at that answer. Wiki could be a great way for students to debate and discuss different approaches to the same problem and ultimately discover the most efficient and effective method for themselves to use when solving that particular type of problem or that particular skill. In addition, mathematics requires a strong written component to demonstrating understanding of all skills and concepts. A wiki would provide a perfect vehicle for students to use when writing about how they obtained a particular answer or explaining their thinking when working through a problem.

Hew and Cheung went on to discuss wikis versus online discussion groups and found that "the wiki group outperformed the online discussion group in each criterion" (2009, p 151). This perhaps is because you cannot simply add //I agree// to a wiki. Students have to come up with new and meaningful information to add not just a rehash of what others have posted. Students are more likely to do groupwork-homework using a wiki because they do not have to actually get together and "[allow] them to observe the development of their classmates’ work" (Hew & Cheung, 2009). Teachers must also see the wiki as useful, or there is no point. In the study by Hew & Cheung (2009), they found that instructors liked, "the possibility of individual student evaluation of the participation in group work due to the easy and fast accessibility to each student’s part of the work, retrieval or erased parts or former versions, historical record of the writing (who, when and what), chance to get immediate and automatic notification by e-mail when students made changes in the document” (Hew & Cheung, 2009).

The typical classroom is rapidly evolving and more and more classes are being offered online. Wikis can be an engaging and motivating tool for creating collaborative documents and sharing useful information among classmates. This type of technology is great for such purposes, as it provides a central location where everyone can edit information without the tedious and time consuming tasks of sending documents back and forth.

Research also shows that wiki work needs to be required. It has been seen that when considered optional only a handful of students contribute and then only once or twice. There seems to be very little editing and revision unless it is required. The problem then is how do you grade a wiki? Is the amount of contribution more important then the content? Further discussion and research on this topic would be beneficial.

Lastly it is important to note that there are some downfalls to wikis, mainly the most popular one, Wikipedia. It is an incredible resource for obtaining information and can be a wonderful starting point for teachers and professionals alike. That being said, it is important to know that it is a non-secure and not always reliable source. It cannot stand alone when it comes to retrieving information.

REFERENCES: Hew, K.F. & Cheung, W.S. (2009). Use of wikis in K-12 and higher education - a review of the research, //Int. J. Continuing Engineering Education and Life-Long Learning//, Vol 9, Nos. 2/3, pp. 141-165.

Leuf, B. and Cunningham, W. (2001). //The Wiki Way: Quick Collaboration on the Web//. Boston, MA: Addison-Wesley Professional.

Mindel, J.L. and Verma, S. (2006). 'Wikis for teaching and learning', //Communications of AIS//, Vol. 18, pp.2-38.