Models of Internet Use
The four instructional models of Internet use are Internet Workshop, Internet Project, WebQuest and Internet Inquiry. They are all similar in that they require the student to be hands-on participating in the activity whether individually or collaboratively. All four require student access to the internet and rely on the sharing of information collected.
An Internet Workshop activity allows students to collaborate with each other within the classroom, while an Internet Project allows students the opportunity to collaborate with students in another classroom (either across the school or across the globe). An Internet Workshop activity might be helpful in preparing students for an Internet Project. With the majority of interaction occurring within the classroom, a teacher would be better able to facilitate the process of an Internet Workshop before opening up the experience to include external classrooms.
WebQuests and Internet Inquiries differ in that a WebQuest will utilize the Internet as a medium for research based on the curriculum or specific task directed by the instructor. An Internet Inquiry relies on the students’ interests as a being the topic of research. Students are tasked with answering a question or solving a problem that is of interest and that is important to them, rather than researching a topic that is assigned. Both models give students the opportunity to develop program solving and critical thinking skills, but an Internet Inquiry tends to be more individualized.
I would like to try using Internet Inquiries when appropriate with my students. By allowing them to research a topic or question that they are interested in would give them more motivation to accomplish the task. Sharing their findings would give them a great opportunity to work on their oral and written communication skills as well, which is an area that many students with special needs have challenges with. By incorporating individual research with group sharing, as a class we can learn about each others' interests as well as about the content presented. This generation's students value fun, collaboration and "want to work with people they click with" (Schrum & Levin, 2009, p.36).
Schrum, L., & Levin, B. B. (2009). Leading 21st century schools: harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.
Access to Technology for Student Teaching Experience
Although we do not have a SMARTboard in the room where we do the majority of our instruction, my cooperating teacher and I will have access to one for specific lessons in an adjacent classroom at times. Although my cooperating teacher teaches Special Education, her focus at NBHS is primarily reading and literacy. After the first few days of the TCPCG program, I already have some practical ideas of how to integrate technology into lessons and how to use tools to create resources for students (and parents) via blogging, social bookmarking, wikis, etc. I also am particularly interested in the exploring the use of social networking to develop reading and language skills.
Thanks for sharing about your placement. You did a good job summarizing similarities and differences among the models. However, I 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?
ReplyDeleteSecond - I do not see an APA citation and reference. You have to attempt to include at least one in every post.