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... preaches. Technology may increase teacher attention to individualization because of the different levels of knowledge the students bring to the learning environment. One thing that computer experienced students bring to school is their enthusiasm to try the latest technological innovations. The student's eagerness to learn using the Internet and multimedia labs starts from the individualization that the computer represents, the interactivity of the computer, and access to the Internet.
The entry level CMIS 108 course was used along with the Web Quest in a multimedia lab environment to give the learners the ability to go over the objectives of the course at their own pace. However, if a topic that is covered in class is not met to learner's satisfaction, then he / she will have the opportunity to revisit the objectives online going through the Web Quest. The task is the single most important part of a Web Quest. It provides a goal and focus for student energies, and it makes concrete the curricular intentions of the designer. A well-designed task is achievable and appealing and elicits thinking in learners. The task is the single most important part of a Web Quest.
It provides a goal and focus for student energies, and it makes concrete the curricular intentions of the designer. A well-designed task is achievable and appealing, and elicits thinking in learners. A Web Quest is defined, by Bernie Dodge at San Diego State University, as "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. " Along with Tom March, Bernie Dodge has developed and promoted this method of teaching (web) (1995). As a teaching and learning tool, the Internet permits interactive, navigation through its pages.
The Web is the medium by which Internet resources can be organized for information access and exchange. It is attractive to students and teachers because someone else has already done the work of locating and organizing meaningful collections of Internet Resources. I checked the courses in the catalog and I noticed that there were no developmental computers courses offered through Instructional Services. The university services can be arranged in order to provide students who lack initial computer skills and literacy.
In addition to assisting students in subjects such as reading, writing, and math computer literacy should be available to all incoming college students. A student's area of focus regardless of the subject or discipline he / she chooses while pursing their post-secondary education, today's society computer skills and knowledge is required not and an elective. The university should require a minimum competency in computer literacy; by having entering students pass an entry-level exam. The Internet is today and tomorrow's tool for communicating with others, irrespective of distance and time. The Internet promotes the concept of a community of learners, not only in the traditional classroom, but also in virtual learning communities linked together by state, national, and global connections. I was able to use the Web Quest in a beginning computer class at the university being taught by Dr.
Erthal. Students were first introduced to the Web Quest visually by following along with the teacher. Dr. Erthal pointed out the various sections-objectives, computer ports, input/ output devices, resources, etc.
Activities designed to augment formative evaluation included: identifying the computer ports, a matching exercise on computer terms, and a crossword puzzle on computer architecture. During the first five weeks of the semester, students visited the various sites in order to familiarize themselves with computer architecture, terminology, and hardware. One resource included information and quizzes on the above-mentioned topics. Test questions were selected from these quizzes and included along with the MICROSOFT WORD application test. The Internet is a powerful vehicle for information dissemination, partly because it demolishes physical and social barriers that have traditionally limited communication among individuals and groups. As Internet use proliferates, more and more people will gain access to databases containing the stored knowledge of countries around the world.
The Internet provides a rich new source of ideas and resources. Teachers can enhance their instruction with many lesson plans and reference materials and take advantage of professional development opportunities. In addition, they can communicate with students, parents, educators, and other interested individuals on issues of mutual concern. The greatest obstacle to the Internet is not its acceptance as a tool in the education of students, but how that tool can be employed. The Internet should compel professors to enable their students to use critical thinking in pursuit of knowledge. A central issue of Internet use lies in differentiating information and knowledge.
Information pertains to accumulating discrete pieces of data, whereas knowledge involves extrapolating broad concepts from information. The interactive features of the Internet and its capacity to access many sources instantaneously make it an interesting medium for critical thinking and the creation of knowledge. The following quiz determines if students learned the information that presented was in the Web Quest. Also, I believe that it would be prudent observe the students in class to determine if they have or acquired specific skills to work with computers. I have also developed several other tools to determine the learner's comprehension of the material that was presented in the Web Quest. The vocabulary matching, the ports on the back of the CPU case, and a crossword puzzle all relate to peripherals of a computer.
The number of students in Dr. Erthal class totaled approximately 120, primarily incoming freshman taking an intro computer class, CMIS 108. For the vocabulary matching, the results were very promising as the pie chart graph details. The largest percent was at 11 % for the facsimile, and 10 % for both the operating system and the modem. The remaining percentage on the other items missed can be attributed to their lack of knowledge in dealing with computer hardware and software applications. The tower case port matching was an exact image taken off of the Web Quest, and I expected to see better results.
The ports with the highest percentage missed were: monitor 18 %, serial (com) 18 %, and the speakers' jack at 16 %. This says that most learners' may be familiar with the operation of a computer, but few have had experience in the set-up of a computer. Most people are only concerned with the turning on the computer and having access to its applications. However, over time more and more individuals will become acquainted with the connections and the interior of a personal computer. Perhaps no one technological advance has caused more excitement than the proliferation of the World Wide Web. This is the key component to increased information access.
There is no question that the web enables increased access to information, but again to what end? Does more information really help anyone? One of the benefits of technology is increased access to information. If nothing else, we seem to be suffering from information overload.
We still must admit that initial access to this information is by no means equal; it is typically limited by wealth, race, and gender. Improving access still isn't enough. More and more, students are demanding that what they learn have practical applications in the real world or have a real economic benefit later in life. If it doesn't benefit them or isn't usable, they are likely to lose interest. Web Quests and other innovative methods to instruct will become a standard in order to teach in the future.
Although no one can foresee or tell the future, and all the technology and software applications can only add to one's As we look toward a new millennium, parents, educators, citizens, government leaders, and businesses have an opportunity to be the weaver of dreams for children's futures. By surrounding students with a circle of support and a consistent message emphasizing education and lifelong learning, we can better prepare students for the twenty-first century and for a lifetime of success. Bibliography: REFERENCES 1. Azzara, J. , (2000). Training teachers for technology.
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