Course Activities & Reflection
DED240
"Teaching & Learning with the Internet"
DED240 will provide a framework for trainee teachers to start integrating the internet in their own teaching and into the learning of their students. For more information about the course module and links to course and lecture notes, click on http://eduweb.nie.edu.sg/programme/diped/ded240/index.htm
To get into the Web Forum page for this module, click the following website: http://155.69.76.13/~ded240
Focus Question:
Designing learning to harness the information resources of the internet. What are the main similarities and differences between such ‘traditional’ approaches and the kind of models of teaching and learning associated with ‘web-based instruction’ in the article provided.
The
Internet has made its way into the classroom in recent years and its integration
in education has tremendous impact on the pupils' thinking and learning. As
teachers, it is very crucial that we know the correct approach to use so that we
can be effective in our teaching.
The 'traditional'
classroom approach to teaching and learning is predominantly characterised by
"chalk and talk", the teacher plays a central role in pupils'
learning. Here, the teacher focus on dispensing information and often pupils'
interactions are usually not encouraged. In the traditional classroom, there is
hardly room for creativity and innovation - which are critical in today's
knowledge-base driven economy. Pupils are merely passive learners of knowledge
and they seldom dwell in higher order thinking.
With the use of IT
and Internet in teaching, it is unfortunate to say that some teachers still use
the ineffective 'traditional' approach. The Internet is used as a means to
transmit information to pupils. It only takes over the traditional role of a
teacher.
There are some
similarities between the 'traditional' approach and the model approach
associated with web-based instruction. Both aim to provide and present pupils
with information. Teachers use the Internet as an alternative source of
instruction to teach pupils. Pupils also have the opportunity to involve and
have access to the World Wide Web. In both approaches, the computer takes the
role of a tutor to deliver instruction and information.
One main difference between the 'traditional' and the 'model' is their approach
to instruction. The former tends to be more teacher-oriented where the teacher
presents, delivers instruction and reinforce practice. The latter is more
learner-centred where pupils are actively involved in learning. They learn to
use the web information to construct knowledge and help them in problem solving.
In the traditional approach, the instructional materials tend to be very limited
and can sometimes be very monotonous. Instruction is sometimes not well-focus
and teachers sometimes tend to supply information that irrelevant to the
instructional objectives. Unlike the traditional, the model approach is based on
instructional design principles and is more focus. Pupils' activities and web
materials are well designed and varied. They are very motivating and able to
enhance learning through the appropriate use of graphics, images, animation,
sound effects, colours and simulation. In the traditional approach, pupils are
presented with massive chucks of information and their learning objectives are
seldom tested. The Internet materials presented are not differentiated. Teachers
tend to engaged pupils in low order, knowledge type questions. The model
approach aims to assess pupils learning through on-line web activities or quiz.
It also makes use of the inquiry approach (eg the WebQuest). Pupils are exposed
to higher-order thinking which require them to compare, contrast, classify,
induce, deduce and analyse. Teachers can also customise and design web sites
that provide remediation and enrichment to meet the needs of different
abilities.
Unless we embrace
the model approach based on sound instructional principles, it would be
difficult to instill creativity and innovation among our young.
Focus Question:
Developing a search strategy for a chosen topic. How difficult did you find it to translate your topic into search terms which produced quality and manageable information. Describe some of the steps you went through, and any difficulties encountered (and how you overcame these).
Searching the Internet for the
desired information can be quite a tedious process if we do not possess the
necessary search strategy. Such knowledge is necessary so that we can be more
efficient and productive.
1. Brainstorming for keywords
I wanted to search the internet and some relevant information on a Science topic
concerning "Gravity", I started brainstorming, base on my prior
knowledge, for keywords associated with gravity, for example, 'gravitational
force', 'weight', 'pull', 'Earth', 'pictures', 'experiment' and 'activity'.
Using a search engine like "AltaVista", I find it almost impossible to
search through all these keywords to obtain the information I needed. In fact, I
was loaded with countless pages of information.
2. Basic knowledge of search engine syntax
Fortunately, with the help of some basic knowledge of the syntax involving
search engine, such as the use of quotation marks at the beginning and end of
the search words, the use of upper and lower case letters, I was able to narrow
down my search results. However, my search results is still very wide and
contains many irrelevant information. To further narrow my search on the topic,
I find it necessary to devise a search strategy instead of doing it in this 'ad
hoc' manner.
3. Use of Boolean Expression
One very important strategy that I learnt from my DED240 module is the use of
Boolean expression like "AND", "OR" and "NOT" if
my search involves more than one search item.
4. Organise keywords into sub-categories
I also learn to group and organise my keywords into into sub-categories such as
main concept, principles, images and activities. This has helped me to be more
focus when using the Boolean expression such as "AND" and
"OR" in my search. I also have a list of words I do not want but are
related to 'gravity'. Here I can use the Boolean expression "NOT". By
doing so, I was able to narrow down my search results drastically.
Searching and
managing information from the Internet is after all not a tedious and painful
process if we are able to organise our ideas and devise a correct search
strategy.
Focus Question:
If
you are able to effectively evaluate what is good and/or effective on the
internet, then you should be better prepared to design and develop your own
webpages and online educational resources. Choose one of the websites (or URLs)
selected on your TOPIC SEARCH last week, and write a short evaluation of this.
In terms of its apparent purpose and type, how effective was this URL and what
were its main positives and negatives? Which evaluative criteria were most
relevant to the website selected? [use either the evaluation sheet provided or
any other you come across as a model of this]
Topic:
Magnets
Web
Page Title : Magnet Man
URL
: http://www.execpc.com/~rhoadley/magindex.htm
While it may be an easy process
to bookmark and select websites from the Internet as on-line educational
resources. However, the impact and effectiveness of these websites have to be
taken into consideration before using them to teach our pupils.
The
website chosen for discussion is titled “Magnet Man” at the above URL. The
following are my evaluative criteria.
It
is an informational type. The website is very rich in content and everything a
pupil may want to know about magnet can be found here. It contains well-defined
terms and terminology, drawings, figures as well as real images on the subject.
It also provides interesting experiments with procedural guidelines for pupils.
It has generously provided a good number of related links to other sites on
magnets.
This
website is well maintained by the author. The website shows that it was last
updated in 01/01/2001. The author clearly highlights the new information that
has been added. The author has clearly identified himself and allowed users to
feedback suggestions and ideas. The website is also very well organised and
straight to the point. Users can move easily to find the particular resource
they need.
The
website intended audience is primary school pupils. The language used is simple
and some of the experiments are very basic. The author has also provides pupils
with many challenging and unique experiments. I find that it is also a very
useful site for teachers and parents to use the materials and ideas to teach
their children.
Although
the bullet-type format used may make the site look rather monotonous, I felt it
make the layout neat and organised. It is easy for user to access any
information directly and quickly. The author also uses different colours for
different sub-topics. The website is highly informative and creative. Teachers,
parents and pupils can use them as supplementary materials. It will be an
excellent site for pupils who is interested in creative and challenging ideas
about magnets. The experiments are very well illustrated with diagrams and
pictures. The procedures provided are clear and easy to understand.
This is an excellent informational website for both teachers and pupils. The homepage cover can be improved and made more attractive with graphics and colours.
The process of designing a webpage (for whatever purpose) should involve a number of stages of development as well as various ‘elements’ planned as a layout or map. The resulting ‘interface’ helps to not only organize and publish your website, but to encourage interaction and interest. You have been asked to design a ‘resources’ page , and organize this in terms of a theme related to your chosen topic. Discuss the stages you went through and some of the elements you chose in order to come up with an effective web ‘interface’ plan or layout.
When
I am designing and creating a webpage such as a 'resource page', I can
categorise my process into 4 main parts:-
1. Planning Stage
- Consider who my target audience is - ffor this project, my pupils are the
people who will visit my website.
- Decide on a suitable webpage design appplication software. When I first started
using MS Word to create my webpage (saved as html format), I found it easy to
use but there were limitations in creating graphics interface and scroll-down
menus. So I decided to use more powerful and dedicated webpage software like
"Web Express" and "Frontpage".
- Decide on an appropriate webpage titlee that I want to teach my pupils.
- Specify my webpage learning outcomes.<
- Source for appropriate and relevant leearning resources to be put at this site
as hyperlink.
2. Design Stage
- Decide on the layout of the webpage - whether to use frames or not and also
how my portals are to be designed. In my assignment, I have considered the use
of tables or even metaphor for my portals.
- Decide on how I would like my visual ddesign to look like such as the
background design and colours, type of fonts used for Title, Headings,
sub-headings and general text, the colours and size of the fonts, the
incorporation of clipart, graphics and animations.
- Decide on how to organise and group myy resources to make it user-friendly.
3. Evaluation Stage
- Always preview the webpage with a browwser first before publishing it.
- Obtain feedback from friends and try tto make improvement to the webpage.
- Check that all the resources provided are continually updated.
- Check that all resources are properly linked.
4. Publishing Stage
- When all is checked and properly evaluuated, the webpage is ready for
publication.
- Decide on where to publish the webpagee. For ISP account holders, they can
publish it free with the Service providers. As a non-ISP holder, I have to use
internet free websites like geocities.com to publish my webpage.
- Upload the necessary html and image fiiles into the web folders.
There are two parts to this reflection:
Part
A: Web Quest
Webquests
represent a more learner-centred, inquiry-based approach to learning focused on
‘an activity’ rather than mere information or skill alone as the
unit of learning. In light of your own experience in developing a
webquest, what do you think are the main advantages (and any significant
disadvantages) of the Webquest model in comparison to traditional transmission
and teacher-centred approaches to learning?
Part A
As I work on the WebQuest for this module, I do find it very different from the traditional transmission approach to teaching and learning. The advantages of the WebQuest model overweighs that of the traditional 'chalk-and-talk' model and some of the advantages are:-
- The WebQuest model comprises of tasks and activities that adopts a more student-centred approach to teaching and learning.
- the pupils are actively involved in constructing their own learning through inquiry learning of on-line web resources and instruction. Pupils also learn to be more independent in their learning and become less dependent on their teachers.
- the activities are designed to allow pupils to work in pairs or groups and hence encourages cooperative learning and group interaction.
- it presents pupils with tasks that requires problem solving skills. Many of its activities encourages pupils to think critically and creatively.
- the mode of assessment may be formative, pupils are assessed in a more relax and anxiety-free environment as compared to the traditional pen-and-paper mode of assessment.
- teachers play the role as a facilitator and motivator. Their presence is to encourage pupils learning, provide scaffolding and stimulate discussion.
- WebQuest incorporates the use of interesting graphics, images and animation, games and quizzes that motivate the pupils to learn.
Part
B. Seminar Presentation Focus
Briefly recount the ‘story’ of how you developed your Web Resource in terms of addressing the following prompts (no. 2 and 3 where appropriate) :
How did you go about coming up with a specific theme (in relation to a chosen subject) that was suitable for organizing a web search and resource development?
In the developing of your resource and the website, were there any design or other problems you had to overcome (e.g. getting certain effects like WordArt on your web page, or to convert a Front Page webpage into a form recognized by the Geocities format)?
Any bits of advice or particular design/technical tricks you would recommend or pass on to other people?
Part B
1) As a primary science teacher, I have chosen "learning about water" as theme for the web learning resource. As I am teaching this in the Science lesson, I have decided to focus and organise the web learning resources into the 3 main aspects - "Water as a matter", "the states of water" and "the water cycle". This can be used as resources for P4 and P5.
There are science concepts that my pupils need to know can be rather difficult to explain and understand. The materials provided in the primary science textbooks are very limited and these concepts are not explained in greater depth. To broaden the scope and perspective on these topics, I want my pupils to go beyond the textbooks and immerse into the rich resources available in the Internet.
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2) As this is the first time that I'm creating a web site, there are several problems that I face.
- I first created my images with MS Word but they did not appear when I publish in geocities. I soon found that I had to edit the directory path in the html codes. Creating and saving it in Frontpage is much easier and does not have such problems.
- However Frontpage has its drawbacks when come to alignment of text and graphics. In this aspect, It is difficult to achieve the "what you see is what you get" effect.
- Another setback is that there are no drawing tools available in Frontpage. As I needed them for my portals, I had to create them in Word or powerpoint and use them in frontpage. When I create shapes and fill them with text and colours and export it over to frontpage, the text and colours are embeded in frontpage and no changes can be made. The process can be quite tedious if there are many of such shapes with text to be created for the porters.
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3) I may not be very acquainted with other web page design software, my advice is find out what other software is available in the market and what kind of software web designers use and what are the strong features of the each software. Decide on what is best for you.
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