s, “werecommend purposeful implementation based on the accessibility of the technology, howeffectively it addresses specific learning goals, and how well its intended purposes fit the needsof the students”
As educators we should be really aware of digital divide issue. We should emphasize alignment between technology use and pedagogy, making an effective use of technology and serving clear instructional outcomes.
. It allows students time and space to consider rhetorical choices, reflect, think, and gatherevidence prior to engaging in a discussion of the text (Chen & Chiu, 2008).
Having only recently learned about flipped learning, I can see how tools like social annotation and platforms such as Hypothesis can be powerful during students' self-regulated learning time. These tools allow learners to interact with the text, reflect, and share insights at their own pace. Then, during class time, the teacher can guide a discussion based on those annotations, engaging an audience that is already actively connected to the topic.
Social annotation improves learning by supporting self-regulation, increasing engagement,providing scaffolding for improved reading comprehension, and promoting deep thinking.
I find social annotation to be a powerful way to engage students while also encouraging self-regulation and deeper understanding. It really resonates with the constructivist approach to learning, where students actively build their own knowledge through interaction. I also appreciate how it allows for flexibility and personalization, making the learning experience more meaningful for each student."