Inquiry

How can we learn to read critically?

This is the title/topic of an inquiry-based unit where the objective is to evaluate statements and facts in order to gain a deeper understanding of what is written either in texts and/or on the Internet. "For example, we learn that "in 1492, Columbus sailed the ocean blue" and that he discovered America. But what did he really discover and in what sense did he discover it?"

Students are to choose a commonplace statement from a list and then use the Internet to search for information on this topic to see what they can learn about why the statement may be in some way limited or incorrect. Students should continue searching in an effort to find facts they did no know prior to their search on the chosen topic. The point is for students to locate information that changes their view on a particular subject. Students are to use the following questions to guide them through the inquiry process as well as respond to each:

• What does the Web say about it? Does it contradict the statement?
• Does that change your beliefs?
• How do you know which is true? The original statement? The web page? Something else?
• What does this tell you about credibility of the Web? About credibility of other sources? About knowledge? About how we acquire knowledge?

The important components of an inquiry-based lesson are inherent for the most part. The enduring understanding and essential question(s) exist though not labeled clearly. Students need to think for themselves, make connections, construct new knowledge, demonstrate learning, problem solve, and synthesize information gathered. All of these are done by choosing a statement, searching for information, and answering the guiding questions, which require students to compare, contrast, connect, analyze, synthesize and determine what is accurate, which would be the problem solving component of the lesson. Also, this unit includes authentic lessons that are providing students with a skill that is applicable to real life situations. Any user of information must learn how to engage in the process of evaluating what they read in an effort to understand something to the greatest extent possible. Additionally, this unit provides background reading to prepare students for this activity as well as examples of misinformation in texts and on the Internet. There are two other lessons in this unit; one about Web site evaluation and another about issues that affect evaluation of information in digital environments, both of which further support the objectives of this inquiry-based unit.

source:
Inquiry Page - http://inquiry.illinois.edu/index.php
Inquiry Units - http://inquiry.illinois.edu/bin/unit_update.cgi?command=select&xmlfile=u10324.xml

Value of Internet Resources in Education

There are myriad Internet resources currently available that can enhance educational experiences for students, parents and teachers, thereby positively impacting students’ learning. The infinite Internet resources at a teacher's disposal enable them to create and teach engaging lessons and provide positive learning experiences. It is in an educator's best interest to create lessons requiring the use of technological tools to teach the lesson as well as for the students to use in school or at home to extend the learning in an effort to meet students' preferred intelligence and learning modalities. The Internet affords an infinite cache of tools that will help students understand, organize, synthesize and share knowledge. For example, Web 2.0 tools provide such things as Snipd for archiving, Delver and Managed Q for searching, Gliffy, Exploratree, Mayomi, Mind Meister and Kayuda-just to name a few, for concept mapping, EasyBib for creating a bibliography, Similipedia for researching, Diigo for annotation, slideboom, Google Docs and knols, for file sharing, wikis, blogs, podcasting etc... the list goes on and on. There is so much information available and these tools are especially wonderful for the purpose of accessing it efficiently. Students can demonstrate learning by pulling up a presentation on slideboom whenever necessary. Teachers can communicate at any time via Websites and blogs. Students can share opinions and reactions with each other via wikis, knols and blogs. Parents can check in on their child’s progress via student information systems and communicate with teachers and administrators. They can even pay for lost or damaged school library books online. The Internet provides free access to information easily. While it is not without it’s pitfalls, it has the capacity to do more good than harm simply by making it easier to communicate and access information. The Internet is currently shaping minds whether teachers use it for teaching or not. It is a school’s responsibility to teach Internet safety and train teachers and students how to use its’ resources. It is a community building tool simply by being an avenue for increasing communication. It is a learning tool used by teachers and for teachers regularly during professional development whether it’s in school, or an online tutorial or class at home. Teachers are using the Internet to learn, plan, and teach on a regular basis. Students are using it to learn and demonstrate their knowledge constantly. As the Internet advances with Web 3.0, so too will teaching and learning.