Module 11: Communication and the Internet |
Time
10 - 20 hours
Module Description
This optional module is intended to introduce students to the Internet, and help them understand its tools and its potential for world-wide communication. Students should explore the unique challenges of communicating via the Internet and searching for information on the Internet. They should examine the Internet's potential for interpersonal, group, and mass communication. They should also explore Internet-related issues such as etiquette, security, and propaganda.
Purposes
Foundational Objectives
Specific Learning Objectives
Suggested Topics
Implications for Communication
Internet Tools
Web Pages and Sites
Finding and Evaluating Information
Internet History and Issues
Suggested Resources
| Note: An essential aspect of using the Internet is the evaluation of information for reliability, authenticity, and bias. |
The Internet is relatively new technology to most schools, teachers, and students. It is expected that this module will be chosen in one of three situations:
Because the Internet is evolving and changing, and because there are many good, comprehensive resources available, the Teacher Information section of this module will provide only brief descriptions of possible topics. Teachers are encouraged to focus on the Internet as a communication device--as both a source of information and a means of communicating with other people.
| Note: It is not intended that the information here be taught routinely, outside of the context of students' communication experiences. Teachers may incorporate the information in mini-lessons or other learning activities, as need arises. Such mini-lessons may be conducted with the whole class, small groups, or individual students, depending upon need. |
Tools
The following are basic Internet tools that should be explored by students in this module.
E-mail: refers to electronic mail and allows the user to send and receive messages. Through the use of e-mail, students can communicate with others around the world. They can also participate in discussion groups.
Students can also learn to send "attachments" or attached supplementary documents or files with their e-mail messages.
World Wide Web: is a system of Web pages and sites. Software called a "Web browser" allows the user easily to access any of these. They can include text, visuals, and sound. Individuals, companies, and interest groups such as artists, musicians, consumer groups, government agencies, museums, tourist bureaus, and schools can establish Web sites.
"Hypertext" links can lead to more information or other sites on the Web. One document might be linked to another, which the user can access simply by clicking on a word, phrase, or symbol.
"Browsers" are means of accessing the World Wide Web (Netscape, for example). The following are the types of services accessible with a Web browser such as Netscape:
Gopher: is an Internet tool that provides access to information through a menu system. The items on the menu allow you to move through the Internet in an organized way. Because Gopher sites are located and/or organized by a "server" , they are not all available on the World Wide Web. On the other hand, neither do Gophers give access to all the sites on the World Wide Web.
Bookmarks: allow you to make your own menu. When you locate a site to which you want to return, you can add it to your bookmark list and then return to the site simply by clicking.
Listservers: are groups to which Internet users can subscribe. They are organized around a particular interest (e.g., writers' listserv, educators' listserv). When you have subscribed, you receive messages posted by others in the group. Listserv messages come to your personal mailbox.
Newsgroups: are also special interest groups, but messages, questions, and documents are posted centrally rather than to your personal mailbox. Internet users can access a newsgroup on a particular topic--cultural anthropology, for example. However, users must understand that posted material is not vetted and users must evaluate the material's credibility.
Chat Lines: are Web sites where users can send written messages to each other and reply in "realtime"; that is, the person receiving the message sees it as soon as it is typed and can reply immediately.
The above are only a few of the services and tools teachers and students might explore using the Internet.
Finding and Evaluating Information
When researching a topic using information in an Internet site, students need to watch for the following:
This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles. Sample assessments are provided at the end of this module.
How the teacher proceeds with the module will depend on students' experience and knowledge, and the equipment and software available. Teachers might begin with mini-lessons on topics or tools, and then develop activities and projects that enable students to learn and practise. For example, the teacher might conduct a mini-lesson on e-mail and then develop an activity that requires students to use e-mail.
Teachers might also ask individual students or small groups to learn about a particular Internet topic and then report back to the large group. For example, a small group of students could prepare a presentation on methods of searching for information on the Internet.
Students should also explore research topics that require them to use the Internet as a source of information. These could be connected to other subject areas such as Biology, Visual Art, or Social Studies. They might be on topics related to students ' post-secondary interests (e.g., post-secondary programs, cultural exchanges, employment in other countries).
Exploration of Internet-related topics or issues is also important. The following are examples:
| Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need. |
Activity: E-mail
Have students compose and send an e-mail message to a company asking a question about a product in which they are interested. The following are examples:
Activity: Using the Internet as a Source of Information
Have students select a country and/or specific area they would like to visit. Ask them to find travel information using the Internet (how to get there, where to stay, what to see, etc.).
Activity: Reports
Have students explore a broad topic such as "How the Internet has affected world-wide communication" or "How e-mail has affected personal communication". Students can present their findings in written or oral reports.
Activity: Consumer Information
Have students choose a consumer issue and research it using the Internet. They should include summary statements about how the Internet has affected the availability of consumer information.
Activity: The Internet and Politics
Have students search for information on a political issue or topic using the Internet. Encourage them to make summary statements about how the Internet may affect journalism and the role of the journalist. They might access a newsgroup for this activity.
Activity: Web Site Design
Have students create their own Web page or a Web site for their school.
Activity: Web Exchange
Have students locate another school that wishes to participate with them in designing a collective Web site. The school could be anywhere in the world. The two schools could co-develop a site on a topic of common interest, or they could compare their communities and cultures.
Activity: Web Site Review
Discuss criteria for evaluation of Web sites. Have each student evaluate and review a Web site, much in the same way a student would do a book review. Students could present their reviews in written form or orally to the rest of the class.
Activity: Favourite Web Sites
Have each student find three favourite Web sites. Each student should complete an assessment checklist for each site (see sample checklist for assessing internet information). Then, as a class, organize the Web sites by heading or topic (e.g., music, games, travel, politics, etc.). Make a chart for the classroom. Create a system of bookmarks for the sites.
Activity: Gopher Sites
Have each student find a Gopher site that interests him or her. Create a master list, with directions and notes on each site.
Activity: Visual Art on the Internet
Students with a particular interest in visual art might be given the task of finding a Web site created by a visual artist. They should explain the Web site to other students and make comments on how the Internet might affect the work of visual artist s in the future.
Activity: Interactive Web Sites
Ask small groups of students to find an "interactive" Web site. (They might begin by researching current computer publications, which often give information on the latest Web sites.) Have groups explain the Web site they discovered to other groups, focusing on the interactivity and how it works.
| Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning. |
Sample Assessment of Basic
Internet Skills
Student's Name:
Activity or Project:
Audience:
Purpose:
Date:
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Yes |
No |
Comments | |
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Understands basic terminology:
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Demonstrates the following:
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Comments:
(Based on Heide & Stilborne, 1996, p. 56)
Sample Checklist for Assessing
Internet Information
1. Who created the site?
2. Is the information accurate?
3. Is the information current?
4. Is the information balanced and objective?
5. Is the information complete?