The value of Internet resources for education

The Internet in education; should we use it, should we not? The controversy surrounding this statement is discussed throughout pedagogy. I feel that the incorporation of the Internet in education is extremely important. Our students need to be able to leave the security of the classroom, and enter the world. It is necessary for our children’s survival that they emerge from school knowing how to use available technology. As with any new curriculum tool, proper usage of the Internet needs to be taught to both teachers and students. If only one group is familiar with the Internets protocol, then this group has the upper hand. In other words, in my experience, the students entering school have additional information, more knowledge, and extra experience with the ins and outs of the Internet than the teachers. This is a problem. However, most of this knowledge and experience has not taught them the two basic things they need to know; Internet safety and how to research information.

Internet safety needs to be taught in schools as early as kindergarten. Our students are online. We all know that. If they are there, they need to know what they are doing. There are many ways for parents to help keep their children safe at home. Unfortunately, society today has children at home alone, without the parent’s supervision. We all know this is where the trouble begins. Therefore, the school needs to help students understand that they are not anonymous. Surfing the web and breaking Internet rules can be as dangerous as crossing the street without looking both ways. The Internet can allow strangers into the home through cyberspace. This message must be drilled into our children’s heads, the same way we teach them not to talk to strangers. How do we do this? By taking one step at a time.

Teachers have a resource available to them that is often underused. This resource is their trained library media specialist. (LMS) This person can usually be found in the library, under the heading of librarian. But don’t be fooled, this librarian usually has more knowledge and information than most people are aware of. The process is very simple. Walk down to the library. Collaborate with the media specialist. Tell him/her what resources you need. Explain what information you would like your students to focus on this year. Clarify that you would like lessons that teach students how to find information on the Internet, without using Google or Wikipedia.

Resources such as books are fast becoming a thing of the past, and most school districts subscribe to excellent database systems that are not being used. However, it is my experience that most teachers do not know how to use a database and their idea of research is to tell the students to Google the subject matter. (Important side note: Through my library media program, I learned that up to 33% of the library budget may be spent on database upkeep. This seems like an enormous sum for a resource that is not being used. ) Therefore, I feel that it would be necessary to start with staff development. Teachers need to learn to use the databases first; after this has been accomplished, students can be taught proper research skills.

There are many models of ways to teach Information Literacy. For primary grades, (K-2) it is called the Super 3. The steps of the Super 3 are simple. They are: plan, do, and review. The LMS will have different worksheets and rubrics to help guide the students through the process. Basically, once the teacher assigns what topic ideas he/she would like researched, the entire class goes to the media center, and the fun begins! In order to properly go through the entire process of research from beginning to end, the teacher needs to plan for about 10 to 15 sessions with the LMS for approximately 35 to 45 minutes. This would allow the teacher her/his planning time, and allow the students to begin working on proper research techniques. This whole process needs to commence as soon as the lesson of researching begins. If there is a unit on research in kindergarten, it starts there. Again, our kindergarteners are already on-line; it is up to us to make sure they know how to find information the proper way.

One of the Information Literacy models that I have used for the upper grades, (3-12) is called the Big 6. First, the teacher needs to assign a project for students to research. After the project is assigned, the LMS will define the steps of the Big 6 Literacy Model. As with the Super 3, there are rubrics and worksheets that correlate to the steps in order to best assist the students with their research. (One of the benefits of adopting an Information Literacy Model is the common language that will be used by all educators. This pattern of research is reinforced for students from year to year and subject to subject.) I have found that using the Big 6 Model is very helpful. The Big 6 Model covers: Task Definition, Information Seeking Strategies, Locating and Accessing Information, Usage of Information, Synthesis and Evaluation.

I believe that all students need to tackle research by using electronic journals, databases, and appropriate internet sites. I believe that Google can be a useful tool in certain circumstances; however, I do not feel that it belongs in a school environment. As a teacher, and a future LMS, it is my job to show students different ways to find information, beyond the Google environment. I feel that providing tangible evidence about the power of the Internet in education is an enormous challenge that I cannot ignore. Research states that children who use technology and the Internet in school develop positive attitudes toward technology as a tool for research and learning. I feel that it is imperative for our children’s survival that they emerge from school knowing not only how to use technology and the Internet, but also understanding the potential dangers of it as well.

References
Big 6 Model: www.big6.com
Super 3: http://www.big6.com/kids/K-2.htm