WEBQUEST ON DISINFORMATION

INTRODUCTION



In this webquest we will provide students with the necessary tools so that they are able to develop critical thinking in the face of different news items related to any subject that they are presented with and to be able to realise when they are faced with a fakenew.

TASK

In this task the students will have to read two news items proposed by the teachers and carry out an analysis following the different steps proposed above and say if any of the two news items is false and justify why with the different aspects learnt; however, if at any time they need any kind of help, the teachers can serve as a guide in the event that they get lost in carrying out the task.

                NEWS 1:


Investigan como violencia machista el asesinato de una mujer en Lugo por su pareja | Sociedad | EL PAÍS

                NEWS 2:

Un informe confidencial revela que, el 80% de las denuncias por violencia de género, son falsas
The analysis will be assessed according to a rubric which we leave at the disposal of the students below; we leave the students free to choose the tool they want to use to present the analysis they have carried out.

PROCESS

Students should follow the following sections to fully analyse whether the proposed news items are fakenews or real news.

RESOURCES

For the successful completion of this task, children should use at least the items we have provided when analysing the two news items, and if they consider it appropriate, they can go to various online pages where they can complete their knowledge in order to analyse these news items. 

Steps to analyse whether a news story is fake


You can use any word processor of your choice: Canva, Genial.ly, Word, Powerpoint or other similar ones.

You should bear in mind that originality will be valued when carrying out the work.

EVALUATION 

The marking of this work will be carried out by means of a rubric of the student's own creation.T he grade of this work will be carried out by means of a report of the student's own creation where the use of all the sections explained for a good analysis will be taken into account, subsequently the depth in the development of each of the points will be evaluated; the good or bad writing of the student's text and finally, as we have mentioned before, the originality of the student's text.



CONCLUSION

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Entradas populares de este blog

BIENVENIDA

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 BIENVENIDOS!!! Hola chicoss!! Somos dos maestras de educación primaria : Carla Santos Acevedo :Una tutora de habla hispana,la cual posee un curso sobre desinformación   Uxía Iglesias Gómez : Una profesora especializada en lengua inglesa.  En este blog aprenderemos qué es la desinformación y ciertos aspectos clave para una buena comprensión del término, los motivos de la desinformación, como podemos buscar información en fuentes fiables; como abordarlo en el aula de primaria y diferentes tips para luchar contra ella y desarrollar un pensamiento crítico Este taller contra la desinformación se trabajará en el Colegio San Vicente de Paúl, en la localidad de Benavente; Más concretamente en el 6º curso de la primaria con aproximadamente unos 24 alumnos OBJETIVOS DEL BLOG: P romover directrices para la lucha contra la desinformación en nuestro centro educativo   Fomentar la alfabetización digital a través de la educación y la formación. Aprender a diferenciar los cont...
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CONCLUSION

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AS A FINAL CONCLUSION TO OUR BLOG WE WOULD LIKE TO SHARE A SHORT REFLECTION The ‘Our school against misinformation’ campaign has enabled students to use critical thinking skills to deal with the information they encounter in their daily lives, both in and out of school.   Throughout this blog, we have addressed fundamental aspects such as distinguishing between fact and opinion, verifying sources, and being wary of misleading content, allowing students to clearly recognise the pitfalls of misinformation. Through hands-on activities, such as case studies and the creation of a WebQuest, students have experienced first-hand how to spot misinformation and learned how to use fact-checking tools. Our efforts have not only supported digital literacy, but have also fostered an appreciation of responsible digital citizenship, enabling us to act in an ethical and informed manner online.  This blog is set up as an ongoing learning space, where our students can return to deepen the c...
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ALFABETIZACIÓN Y DESINFORMACIÓN EN EL AULA

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En un entorno educativo que potencia la alfabetización digital, la escuela o el aula se convierte en un espacio donde los estudiantes desarrollan las competencias y habilidades que les permiten avanzar de forma crítica, segura y responsable en el ámbito digital. Este entorno se centra en ofrecer tanto recursos tecnológicos como metodologías de enseñanza apropiadas para incentivar el aprendizaje digital, la habilidad de discernir información y la innovación en el uso de herramientas tecnológicas.  CLARIFICACIÓN DE CONTENIDOS SOBRE LA ALFABETIZACIÓN: A continuación, se enumeran los elementos esenciales que transforman el aula en un entorno educativo ideal para la alfabetización digital:  Acceso a la tecnología : Un entorno educativo que impulsa la alfabetización digital garantiza que todos los estudiantes cuenten con acceso a dispositivos tecnológicos (como computadoras, tabletas o pizarras interactivas) y a internet. Estas herramientas deben incorporarse al entorno del aula par...
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