This article, by Bernie Dodge, was a very beneficial guide in finding out how to make an effective WebQuest (as it is explained in the title). The title, “FOCUS”, is described by the following;
1. Find Great Sites – Be comfortable with the sources you use, as well as narrow down and master a particular search engine that works for you. Keep in mind to save what you find.
2. Orchestrate Learners and Resources – Use people from the community and around you that can help you to master a lesson or topic to be taught to the class. Decide how computers in the classroom will be used as well as using time efficiently in the computer lab.
3. Challenge Your Learners to Think – “The first impulse of many teachers is to treat the Web as an extension of the school library and to assign the same kind of research report” (p. 9). ALLOW THE STUDENTS TO BE CREATIVE AND PROVIDE USEFUL STRATEGIES FOR RESEARCHING.
4. Use the Medium – Allow for conversation; using your personal WebQuest to initiate students’ comments and suggestions. Also, don’t allow your creations to be overstimulating and distracting – get right to the point.
5. Scaffold High Expectations – “Scaffolding is a temporary structure used to help learners act more skilled than they really are” (p. 58). Allow the students to be able to explain what they have done with their projects and web pages.
I found this article to be very beneficial when bringing the WebQuests to the classroom and to individualized students. It is helpful knowing how something can be effectively used for a large class of students!
Tuesday, January 26, 2010
The Student Web Quest
Without ever having previous knowledge of what WebQuest is all about, I found this article to be very beneficial for those of us that are not WebQuest-savy. Explaining the history of who created the marvelous WebQuest, as well as how it has changed over the years, WebQuests really seem to be a beneficial tool in class curriculum.
Not only does this article explain the minor details of WQ, it also includes examples of sites that can be used in the classroom for projects or other forms of teaching and learning. WebQuests can be modified to be teacher and student friendly, as well as provide an abundant – and reliable – source of information.
Also included in this article, was information on how to write (and build) your own WebQuest. Then, there was important information about going into the details of the essential parts and guidelines of a WebQuest. Lastly, this article by Maureen Brown Yoder explains how to evaluate a WebQuest.
Not having been familiar with WebQuest before, I found this article very useful and beneficial in getting started with building my own. Essentially, I hope to make more pages as I get further along into teaching. These resources seem very fun for learning, at the same time, keeping them academic and providing useful information for anyone at any age.
Not only does this article explain the minor details of WQ, it also includes examples of sites that can be used in the classroom for projects or other forms of teaching and learning. WebQuests can be modified to be teacher and student friendly, as well as provide an abundant – and reliable – source of information.
Also included in this article, was information on how to write (and build) your own WebQuest. Then, there was important information about going into the details of the essential parts and guidelines of a WebQuest. Lastly, this article by Maureen Brown Yoder explains how to evaluate a WebQuest.
Not having been familiar with WebQuest before, I found this article very useful and beneficial in getting started with building my own. Essentially, I hope to make more pages as I get further along into teaching. These resources seem very fun for learning, at the same time, keeping them academic and providing useful information for anyone at any age.
Tuesday, January 19, 2010
Family Guide to Child Safety on the Internet
This was a great guide to read and had a vast amount of important information for families using the internet. It was very clearly written as to what the mission statement, or the reasoning behind the importance of this internet safety guide. One of the purposes of this guide was that it “was established to educate parents on ways to make the best of the Internet’s benefits while protecting their children from these potential dangers” (Guide, p. 3). Although some parts of this informational packet were specific to the Baltimore community, there were several great websites that anyone could access.
One part of this guide was specifically written to parents in the sense that some parents may not feel completely okay with the fact that children use the internet when they are alone or with friends. There are not just ways for parents to prohibit their children from internet usage, but more of an understanding of where to come to an agreement, and most importantly, staying safe.
I really enjoyed this article, and with the permission, will hopefully use bits and pieces of this guide for my future classes and their parents. What I liked most about this article (or guide) was that because the creators of this guide said that this was a family guide, they really stuck to their words and used language for both parents and their children to understand. However, although the checklists of what to remember as a parents, it would have been nice to see a small checklist for their children to have, that wasn’t so overwhelming in length.
One part of this guide was specifically written to parents in the sense that some parents may not feel completely okay with the fact that children use the internet when they are alone or with friends. There are not just ways for parents to prohibit their children from internet usage, but more of an understanding of where to come to an agreement, and most importantly, staying safe.
I really enjoyed this article, and with the permission, will hopefully use bits and pieces of this guide for my future classes and their parents. What I liked most about this article (or guide) was that because the creators of this guide said that this was a family guide, they really stuck to their words and used language for both parents and their children to understand. However, although the checklists of what to remember as a parents, it would have been nice to see a small checklist for their children to have, that wasn’t so overwhelming in length.
Developing Ethical Direction
This article gave a very clear understanding of how children (as well as others) may feel about using technology. Included in this article is a picture of a compass, divided into different categories of how one may feel about using a particular source or when they are coming across something they may not be familiar with. On the example of the compass, the different categories include: Right, I don’t know, It’s an individual choice, What’s the big deal, Wrong, As long as I don’t get caught, Depends on the situation, and I am not sure it’s wrong. When using this ‘internal compass’ while on the internet of other form of technology, this can be a useful tool students use.
The reason for using this compass is that “the complexity of technology and how society chooses to address technology use make it difficult for students to find true north. In this article, the different categories are broken down to go in depth of what students may lead to believe what is true about technology usage.
Above all, this article goes in depth of why it is important to learn good digital citizenship. Just like in elementary school, when we learned what it was to be a good citizen, future students can learn, also, what it means to be a good digital citizen.
This article had a ‘catchy’ way of giving an example of how students may be at different stages as far as their comfort level with technology. There are some students out there that may have no previous knowledge at what is out there on the internet, so what they think may be that they are not sure that what they are doing is wrong. Or, a student may have previous knowledge and education about proper technology usage, but they do things they are not supposed to do anyway.
After reading this article, I feel that this particular passage gave a good, clear understanding about how to really know the different levels of where different students may be at as far as their understanding of how to properly use the internet or other sources of technology.
The reason for using this compass is that “the complexity of technology and how society chooses to address technology use make it difficult for students to find true north. In this article, the different categories are broken down to go in depth of what students may lead to believe what is true about technology usage.
Above all, this article goes in depth of why it is important to learn good digital citizenship. Just like in elementary school, when we learned what it was to be a good citizen, future students can learn, also, what it means to be a good digital citizen.
This article had a ‘catchy’ way of giving an example of how students may be at different stages as far as their comfort level with technology. There are some students out there that may have no previous knowledge at what is out there on the internet, so what they think may be that they are not sure that what they are doing is wrong. Or, a student may have previous knowledge and education about proper technology usage, but they do things they are not supposed to do anyway.
After reading this article, I feel that this particular passage gave a good, clear understanding about how to really know the different levels of where different students may be at as far as their understanding of how to properly use the internet or other sources of technology.
Teaching Zach to Think
After classroom discussion of children being so connected all of the time to the technological world, this article really emphasizes on a particular (and common) example among many while researching.
Without the proper education and knowledge, it is a given that anyone coming across the internet will believe what they are reading is true. Zach, a fourteen year old, was researching a popular university website about how the Holocaust never happened. Of course, not knowing to research the author of this posting any further, he was led to believe that this statement was true, simply because the author of this page identified himself as a professor at Northwestern University.
With just one example of a story like that, it is a wonder at what children may believe these days. As far as internet and other forms of technology, children are so used to having answers right away.
As explained in the article, “it is essential that students also learn how to validate the information” as well as “learn how to research, publish, and communicate working with the internet and other information tools” (Alan November).
After reading this article, I was somewhat surprised by a fourteen year olds answer in agreement to the Holocaust never happening. Fortunately for me, I was taught about the Holocaust in late elementary school. I also had the privilege to go to Washington, DC soon after that, and go to the Holocaust museum to learn even more about this time in history. Now, not every student and family has the opportunity to travel to and learn about rich history, but at least, fourteen year olds could be taught at a younger age as to whether or not what they are reading is valid or ‘safe’ to use.
With the proper education, and with enough practice, we can teach Zach to think.
Without the proper education and knowledge, it is a given that anyone coming across the internet will believe what they are reading is true. Zach, a fourteen year old, was researching a popular university website about how the Holocaust never happened. Of course, not knowing to research the author of this posting any further, he was led to believe that this statement was true, simply because the author of this page identified himself as a professor at Northwestern University.
With just one example of a story like that, it is a wonder at what children may believe these days. As far as internet and other forms of technology, children are so used to having answers right away.
As explained in the article, “it is essential that students also learn how to validate the information” as well as “learn how to research, publish, and communicate working with the internet and other information tools” (Alan November).
After reading this article, I was somewhat surprised by a fourteen year olds answer in agreement to the Holocaust never happening. Fortunately for me, I was taught about the Holocaust in late elementary school. I also had the privilege to go to Washington, DC soon after that, and go to the Holocaust museum to learn even more about this time in history. Now, not every student and family has the opportunity to travel to and learn about rich history, but at least, fourteen year olds could be taught at a younger age as to whether or not what they are reading is valid or ‘safe’ to use.
With the proper education, and with enough practice, we can teach Zach to think.
Tuesday, January 12, 2010
Digital Natives, Digital Immigrants
This article goes in depth about what it means to be a “digital native” and a “digital immigrant”. Digital Natives can be explained as the “native speakers” of the digital language of computers, video games, and internet. When explaining Digital Immigrants, they are the older generations that do not know this native tongue of digital language. These immigrants speak a different ‘language’ when it comes to technology. This article also explains that we, as adults, and older generations behind us, will need to be right up there with the kids of our future, in learning the digital ways – especially if we want to become a teacher.
Monkey Wrench, a very successful computer program, was explained in this article as well. Created by a group of professors, this program was made in the hopes of getting young people interested in learning about software. This was an important part of the article, because it showed that although a child may be on a computer, playing games, does not mean that he or she may not be learning anything. This program puts a whole new meaning on putting fun into learning.
I found this article to be very well written, and had almost a humor to it. This is the type of article that I will immediately pass on to others, just to read it for the fun of it.
Monkey Wrench, a very successful computer program, was explained in this article as well. Created by a group of professors, this program was made in the hopes of getting young people interested in learning about software. This was an important part of the article, because it showed that although a child may be on a computer, playing games, does not mean that he or she may not be learning anything. This program puts a whole new meaning on putting fun into learning.
I found this article to be very well written, and had almost a humor to it. This is the type of article that I will immediately pass on to others, just to read it for the fun of it.
Tools for the Mind
With technology changing so rapidly and extensively, it is often a wonder how everyone will ever catch up at the same pace.
This article goes in depth about the struggles or reasoning behind why students are not receiving the proper education on how to use, and why it is important to bring technology into the classroom. There are many arguments and concerns as to whether or not teachers are being properly trained on how to effectively use technology resources.
One of the main arguments, however, is that of using the proper technological resources effectively, and whether or not they are being properly taught. For example, Burns explains "school districts often lack technology trainers who are proficient in the mechanics of these tools and in the conceptual skills they demand" (p. 51). This explains that although there may be an abundant amount of resources and different technologies to be learned and discovered, it is really up to the technology trainer to really go in depth with students (or new users) how beneficial and useful these technologies may be.
I found it interesting in Burns' article, when she explained the different strategies for changing the computer technology’s instructional potential; "Strategy 1: Teach critical thinking first and technology later" (p. 52). It is so important for not only the students to be aware of their critical thinking, but the teachers and instructors as well. When coming across questionable websites, such as not showing an author, or publishing date, or even of where the source may have even come from, it is important for teachers "to show students how to evaluate the information's veracity, reason logically, come to evidence-based decisions, create relevant new knowledge, and apply this learning to new situations" (p. 52). Oftentimes, students may just copy and paste what they think is important information, without even knowing where it came from. It wasn't until I was in tenth grade when my creative writing teacher wanted nothing more than to teach us to ask questions and think critically. He wanted us to not believe everything he says, but to really think critically and be evaluative students. This shows that not only would this skill of evaluating information online be effective in technological research and projects, but in everyday life as well.
The last part of this article explains how teachers may decide upon which types of technologies they want to use for their classroom and curriculum. Teachers must remember to follow state and national standards, as well as being able to come up with matching up with particular learning outcomes. Also, it is so important for teachers to have a support system in this ever-changing technological world. "They need opportunities to work together...to plan...activities in which technology serves to extend learning in ways that would not be possible without its use" (p. 53).
This article goes in depth about the struggles or reasoning behind why students are not receiving the proper education on how to use, and why it is important to bring technology into the classroom. There are many arguments and concerns as to whether or not teachers are being properly trained on how to effectively use technology resources.
One of the main arguments, however, is that of using the proper technological resources effectively, and whether or not they are being properly taught. For example, Burns explains "school districts often lack technology trainers who are proficient in the mechanics of these tools and in the conceptual skills they demand" (p. 51). This explains that although there may be an abundant amount of resources and different technologies to be learned and discovered, it is really up to the technology trainer to really go in depth with students (or new users) how beneficial and useful these technologies may be.
I found it interesting in Burns' article, when she explained the different strategies for changing the computer technology’s instructional potential; "Strategy 1: Teach critical thinking first and technology later" (p. 52). It is so important for not only the students to be aware of their critical thinking, but the teachers and instructors as well. When coming across questionable websites, such as not showing an author, or publishing date, or even of where the source may have even come from, it is important for teachers "to show students how to evaluate the information's veracity, reason logically, come to evidence-based decisions, create relevant new knowledge, and apply this learning to new situations" (p. 52). Oftentimes, students may just copy and paste what they think is important information, without even knowing where it came from. It wasn't until I was in tenth grade when my creative writing teacher wanted nothing more than to teach us to ask questions and think critically. He wanted us to not believe everything he says, but to really think critically and be evaluative students. This shows that not only would this skill of evaluating information online be effective in technological research and projects, but in everyday life as well.
The last part of this article explains how teachers may decide upon which types of technologies they want to use for their classroom and curriculum. Teachers must remember to follow state and national standards, as well as being able to come up with matching up with particular learning outcomes. Also, it is so important for teachers to have a support system in this ever-changing technological world. "They need opportunities to work together...to plan...activities in which technology serves to extend learning in ways that would not be possible without its use" (p. 53).
Subscribe to:
Posts (Atom)