It is vitally important that both teachers and students are able to and knowledgeable about how to carefully and competently evaluate online resources for validity, bias, accuracy, etc. Teachers must be trained in order model this skill for their students. As we saw in November's (2010) anecdote about Zack, even that which appears at the face to be a scholarly source requires further investigation. Teachers need to develop guidelines for online information seekers to use to evaluate and value judge any given source. November (2010) suggests that teachers instruct students to use MAP-ing to determine the value of information. MAP-ing allows students a tried method in which to critically evaluate a source using the web address, the author and the information's purpose in conjunction with cross-referencing the data to analyze validity and usefulness. Teachers must instill such a process as a necessity for any and all scholarly research.
Among the four instructional models of internet use, there are several similarities. While some lend better to it, all can be used effectively for collaboration and information sharing. All of the models are constructed to allow students or teachers to work together either to gather information or to present or share information. Internet workshop, project and inquiry are all student-centered and the end-users are students. WebQuest is a toll for teachers to use to create curriculum that can be shared with other teachers. Another difference between the four instructional models in that webquest, workshop, and project are essentially stand-alone projects, whereas inquiry can incorporate all of the skills and knowledge acquired in the other instructional models and can serve as a capstone instructional model.
References
November, A. (2010). Empowering Students with Technology. Thousand Oaks, CA: Corwin.
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