Muhammad Betz (mbetz@sosu.edu)
Fri, 2 Apr 1999 14:12:51 -0600
From: "Muhammad Betz" <mbetz@sosu.edu> Subject: Internet as teaching tool Date: Fri, 2 Apr 1999 14:12:51 -0600
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Re: Melissa Liu:
I have found you entry addressed to "Arun" quite interesting, but I think it
understates the case for using Internet in the classroom. For example, the
title, Internet as a tool for teaching makes the Internet appear teacher
oriented. I have found that the use of the Internet, more often than not
reduces the direct involvement of the teacher. As a tool for teaching,
popular software programs, like Hyper Studio and MS PowerPoint, facilitate
Internet use. These programs, of course, lend themselves to classroom
presentations, which can make optimal use of fantastic sites related to
almost any topic imaginable as a backdrop to other student activities, with
or without the Web.
Yes students need to use the Web as a mega source of information. They as
well as teachers need extensive acumen in the protocol and mechanics of
searching and finding. Besides the info mining capability of the web, you
mention student publishing. The term, "student publishing," does not
capture the real nature of student activity on the web. Consider the very
popular phenomenon of Web Questin', as developed by Dr. Bernie Dodge, at
http://edweb.sdsu.edu/webquest/webquest.html. The Web Quest motif is taking
public schools in the U.S. by storm!! Yet, how can Web Quests be
classified: as mere information searching or as student publication?
Another example is that of Telecomputing Activities as postulated by Dr.
Judi Harris at her web site on Virtual Architecture:
http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/. Yes, there
information gathering and student publishing involved in the Virtual
Architecture concept, but there is also a whole range of other learning
experiences, such as cooperative learning endeavors, critical thinking,
communication, and the list goes on and on.
It seems to me that your approach is tied to teaching and learning about
technology more so than are Web Quests or Virtual Architecture. In the
latter the entire K-12 curriculum is open to a wide array of teaching and
learning possibilities.
Regards,
Muhammad Betz, Ph.D.
Associate Professor
Southeastern Oklahoma State University
mbetz@sosu.edu
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