Reflecting on Chapter 2

Most students are familiar with the Internet in some form or fashion. Chapter 2 gives us an overview of searching and researching on the Internet and how teachers should try to include effecting research methods in classroom instruction. I agree with the authors when they describe the process of researching as a way to sometimes just find an answer. In my classes, including college level courses, teachers often give questions or assessments that students can google and find the answer in an instant. Instead of giving "close-ended" questions for research and investigation, teachers should pose questions, issues, or problems that students can explore and construct answers based on their findings.

One of the problems with the Internet is that it's so "big". There are many resources that we have at literally the click of a button. With these resources comes the temptation of getting off task and spending time in areas that are not important or irrelevant to the task. Even as I am sitting here reading and reflecting, it is very tempting to go check my facebook or look at the new MacBook that I want to order. In order for students to search and stay on task effectively, we need to teach skills to our students that will promote a positive searching mentality. As the authors describe (p. 15), since there are so many resources, we need to be able to search, evaluate, and then organize information we find. If students know they are searching for a purpose and have steps in mind to follow they will hopefully stay on task more and learn valuable and relevant information (not that the "other stuff" isn't relevant, but might not be relevant to the assignment at hand).

One of the important skills each person needs to possess while searching the Internet is the ability to evaluate sources. From our homework assignment, I learned to easily someone can trick you into thinking their website is real. I listed several tips for testing the credibility in that section of my blog. Two main things should be evaluated: credibility and relevancy. Once it is established that the site is credible, we need to make sure it is relevant and relates to what we are searching for.

Sometimes students might not know the valuable and educational resources that are on the web. For example, there are many scientific experiments or inquiry questions that are ready to be explored. Students can access these sites to see certain scientific controversies or explore scientific current events.

As most of us know, the number and varieties of technology are endless. Students can now browse the Internet on their phones, ipods, etc. Instead of viewing this as a negative thing, we must embrace the positives and somehow incorporate them into the classroom. We should start teaching students at a young age how to browse and explore the web. If they know how to use the Internet effectively, their opportunities for learning are endless.