Final Reflection EDUC 6712D-1

I have learned a lot about web literacy and technology implementation into the classroom. The most striking revelation I have had about the teaching of new literacy skills as a result of this class is that; "The ability to think critically about web information is an essential skill for teachers and students" (November, 2008). Web reading is so much more than just reading what is on a web page, it involves the understanding of the grammar of the Internet and how information is controlled. "Locating and comprehending information on the Web is even more challenging than locating information in traditional venues. This is a highly complex process, one that many learners of all ages find difficult" (Eagleton, 2007). Students and teachers need to understand the essential elements of the Internet. Some of the essential elements are: domain names, IP addresses, URLs, Web browsers, links, home pages, examination of content, and asking about the author or owner. Before our students can effectively utilize the web, they must understand how to think critically about the information and communication they will use on the Web. Students must learn the "grammar of the Internet" before they can engage in critical thinking (November, 2008).
The knowledge and experience I have gained by taking this class will influence my teaching practices and will help to take my teaching techniques into the 21st century. I have learned that in order for students to effectively read information from the web they must employ strategies for Internet inquiry that will guide them to a better understanding of information and inquiry. In order for students to understand how to use the information they find on the web they must be able to understand web and print literacy, understand resources, ask questions about the information and validity of the material, evaluate information and ideas, synthesize ideas to form an understanding, transform information into knowledge and reflect on what one has learned. While taking this course, I have learned how to prepare and guide my students to understand the resources, information and ideas that they will find while using web technology. A strategy that I have learned is the "REAL" process. The REAL process is a scaffolding of four steps to help students understand web materials. The four steps are: read the URL, examine the content, ask about the author and owner and look at the links. Another useful Internet inquiry I learned is "QUEST". "QUEST is a model of Internet inquiry that engages and supports students as they tackle the complexities of reading on the Web" (Eagleton, 2007). The "Q" stands for questioning, the "U" represents understanding resources, the "E" signals evaluating, the "S" is for synthesizing, and the "T" represents transforming information found. With the use of "REAL" and "QUEST" strategies my students will have a better understanding of Web literacy and the information that they find while using Internet inquiry. REAL and QUEST will help me to make Internet inquiry clear and focused, which in turn will foster literacy.
A professional development goal that I would like to pursue is teaching my students how to navigate and understand Internet inquiry. I now realize that many students do not have the foundation or building blocks of web literacy. It is clear that students know how to navigate on the Web, but don't always understand how to evaluate information found. I will take more time in the future to teach my students how to validate information on the web. I plan on incorporating the use of "REAL" and "QUEST" strategies to help students evaluate and put information together, to research outside the box and expand their boundaries while utilizing web technology to its fullest potential. In order to implement the use of REAL and QUEST, I will take time to teach my students the principles of these two strategies. I will spend time teaching the steps and instructing students how to use REAL and QUEST strategies in the classroom to ensure that students will have inquiry skills when we begin research projects. The skills that I teach my students in English class will also help them to succeed in other classes that will require web inquiry or research.
In conclusion, the Web has opened the door and made research and information easily accessible to our students. Some of the information students will find is accurate and useful, wile some information is not. "Not teaching students to be savvy Internet users leaves them to navigate the information superhighway without a map, a tank of gas, and a spare in the trunk" (Eagleton, 2007). Teachers must take time to make sure that our students become familiar with the basic organizational structures of the Web. It is more important for a teacher to model, practice, scaffold and give feedback while teaching students strategies to employ successful literacy skills. In the future I will not assume my students have the literacy foundations, I will take time to teach them how to achieve literacy and guide them to success.

References:
Eagleton, M. B. & Dobler E. (2007). Reading the Web, Strategies for Internet Inquiry. NY: The guildford Press.

November, A. (2008). Web Literacy for Educators. CA: The Corwin Press.