Similarities:
The similarities between these four instructional models are that they all allow students and teachers to pool their resources in order to investigate an essential question or a unit topic more in-depth.
Another similarity is that all of these models allow students to not only develop competency in a subject area, but they are also teaching internet literacy by allowing them to develop skill such as exploring links, citing sources, and becoming familiar with technology
A third similarity is that all four types of instruction allow for greater organization and better practices in the classes. Students know exactly where to find the information their teachers want them to analyze, or teachers know exactly where to find other curriculums on WebQuest, so that the Internet portion of the class is very well structured.
Differences:
A difference between all four instructional models is the teacher’s role in the assignment. In internet workshop, the students are finding the information but the teacher is facilitating the discussion. However, in internet workshop it is more of an effort on the students to research the topic on their own and in internet inquiry the student performs all the tasks from raising the question to researching the answer.
A second difference is what the students are supposed to take away from the instructional method. In Internet design and Internet project the goal is to build on collaborative skills and help students to understand a topic that the teacher has assigned. Internet inquiry is more for self-exploration by the student so they are to learn how to answer their own questions and hypotheses.
A final difference is whether the assignment is confined to students within a team, within a class, or could involve input from students in classes around the world. Workshops typically are just within the class and involve a relatively small number of students. Internet inquiry is even a smaller student group, probably consisting of either one student or a few with the same question. Internet project and WebQuest, however, allow students and teachers from many different schools and many different locations to share information with each other.
Technology in the Classroom:
I talked with my cooperating teacher about the use of technology in the classroom. He stated that mostly the students use the basics of Microsoft Office, Internet Explorer for using WebQuests, and a media projector. He says that at this time there is no smart board in the classroom. He also stated that he is hoping to post assignments, powerpoints, etc. on GoogleDocs by next year yet it is tricky because most students do not have internet access. This is something that I could hopefully be able to help him in doing as well as developing lesson plans which use WebQuest as a means of exploring concepts.
Your first similarity indicates that the four instructional models allow students to study a topic of interest in-depth. I agree with this statement for all four models EXCEPT the Internet Workshop - here students may only find one fact or one minor piece of information about a topic... and this may be executed in only 30 minutes...
ReplyDeleteI would also disagree with your similarity on organization - the Internet Inquiry model can potentially be so open-ended that students may not know where to search for information on their topic. In fact, this characteristic of the model could overwhelm students since they essentially can find information anywhere on the Web.
In your differences section you stated, " In Internet design and Internet project the goal is to build on collaborative skills and help students to understand a topic that the teacher has assigned."
What is an Internet design? Also - all four models should be designed so that students can better understand a topic or concept.
Also, I do see two things missing - each week you are required to make a specific connection to a practical application in your classroom. For example - how could you see yourself using an Internet Workshop in your future classroom?
Second - I do not see an APA citation and reference. You have to attempt to include at least one in every post.
I feel that while each student only contributes one piece of information to the discussion, it is still a means to examine a topic more in-depth. As stated by Dr. Leu (2002), Internet workshop is to be used as method of sharing and comparing. This allows each student to research one topic briefly, but after discovering the information, they can share it with their class in order to reach that in-depth exploration.
ReplyDeleteInternet inquiry may be unorganized in the sense that students are free to examine topics without limit, often leading to an endless search for answer, but it is organized in that students are supposed to organize their research. Organization of research first includes identifying a problem and critically thinking about what questions we can then raise from this problem. The students are then to analyze this problem by gathering information or evidence, then evaluating their answers, and forming conclusions (Leu, 2002).
In Internet workshop** and Internet project the goal is to build on collaborative skills and help students to understand a topic that the teacher has assigned. Internet inquiry is more for self-exploration by the student so they are to learn how to answer their own questions and hypotheses.
A practical application in my future classroom would be to use Internet projects to collaborate with other schools from either around Connecticut or from other states in order to track the migration or tracking of birds, insects, or animals as they migrate or express a seasonality. Having a continuous project of the migration of birds from the north in the spring and fall to the south in the fall in winter, it could help students to understand not only migratory patterns (Leu, 2001), but also could allow posts such as why does the bird move to this location, how do they know when to stop flying, how does their diet change and how can they adapt to the new environment. Internet projects are great resources for biology for these types of projects and help to explain fundamental concepts, which students usually know but don’t truly understand the complexity of. More regional concepts can be also examined such as the rise in the number of mosquitoes, where do their breeding sites begin, and when should students expect them in their neighborhoods in the spring.
References
ReplyDeleteLeu, D.J., Jr. (2001) Reading Teacher. Internet project: Preparing Students For New Literacies In A Global Village, 54,568-585. Retrieved from: http://www.readingonline.org/electronic/RT/3-01_column/
Leu, D.J. Jr. (2002). Reading Teacher. Internet Workshop: Making Time For Literacy. Reading Online, 55(5). Retrieved from: http://www.readingonline. org/electronic/RT/2-02_column/
Thanks for providing the update.
ReplyDeleteMake sure in your references section that you italicize the title of the web page.
Good work!