. 2 .
For teachers interested in using the Web constructively in classroom assignments, it is essential to initially reduce the number of options that students have to explore on the Web (to "fence the land in," so to speak) and to clearly define the outcomes of each web search or "hunt." Think of these limits as a fence around the playground, while at the same time providing equipment for play, such as gyms, balls, a nets.
There are many sites already on the Web that contain focused assignments that are interesting, relevant, and ready to use, ranging from educational areas at PBS / Public Broadcasting and the Library of Congress to WebQuests, which I discuss in section 4 of this text. I've enjoyed working with the information supplied by PBS online about the quests to reach the summit of Mount Everest, which is located in the Travel and Exhibitions section of the overwhelming home page. "Everest Quest" is an adventure suited for grades 4 and up, and the related web areas associated with this adventure contain a virtual tour of base camp, facts on the height and atmospheric conditions of the mountain, and several transcripts of e-mail communications from the top of the mountain.
The Library of Congress Home Page continually evolves and requires a diligent educator and a student in upper grades (10-12) to use it. While all the information is archived, the interface--the look--of the pages changes frequently. A great way to get started with the Library of Congress is in the section marked Exhibits--and, again, select one exhibit for students to study. Students will enjoy the online exhibits pages, which correspond to actual exhibits at the library itself, but which are independently useful for research and learning how to browse the web. The American Memory pages contain documents and photographs. They are useful for upper grades (10-12) and more advanced computer-users. Students ready to do research will find many primary sources in these pages. The Library of Congress also highlights a Learning Page for educators that contains puzzles and assignments that make use of the on-line, digital collections.
In my experience, language arts classroom assignments that require work with the World Wide Web need to be completed in various stages:
Pre-search discussions introduce the technical language required to understand the file-retrieval system of the network (how the Internet works through servers and directories and how it depends on a special code called html) and the language of metaphors upon which the web relies to associate virtual space with physical locations;Focused initial assignments such as scavenger hunts or mapping exercises draw attention to the structure, appearance, and variegated environment of the web;
Post-search discussions reflect upon the nature of the experience in raw terms, such as whether it was a bad trip or a good trip;
Evaluatory assignments look specifically at the quality of the electronic information found on the web and compare it to print-based sources. (Advanced students, such as students in grades 10 and above, and teachers training to use the web in classroom practice, can be encouraged to discuss the social implications of the digital revolution with students, introducing issues of gender, race, economic access to technology in order to question claims that the web is revolutionizing literacy in America and the world.)
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Send mail to Marguerite
Helmers, helmers@uwosh.edu