Web-Based Research in the Classroom

There is a wealth of knowledge on the internet; some good, some bad. However, it seems that sometimes the fear of getting “bad” or incorrect knowledge makes many hesitate to use information from the internet. Nonetheless, there are a lot of accurate and useful website that are often overlooked due the numerous inaccurate websites and lack of knowledge about how to decipher useful and accurate information from information that is not useful and inaccurate.

I remember being told by teachers to only use information from websites that end in .gov, .edu, .org, and the like to ensure that I am getting good information. And that makes me wonder, should I even bother with .com websites? It seems inevitable that I would have to deal with .com websites because those type website are the majority domain. I also refuse to believe that every .com website is useless or that every .gov, .edu, or .org website is golden. Any website can have information that is inaccurate that may be because of purposeful or non-purposeful error on the part of the person(s) in charge of the website.

I also remember getting the rules for internet searches which include using Boolean operators, which have proven very helpful in narrowing search results and getting accurate information. While being specific and using as many keywords as possible can help, sometimes it narrows the results too much and the user us unable to find what he/she is looking for. I also think the search within sites option may also lead to results that are too limited.

Knowing what one is looking for (facts, opinions, narratives, statistics, etc.) is also helpful is determining which sources to use. The nature of the reason for wanting information is key in choosing sources because if one is doing a research project, then he/she will want the most accurate and fact-based information, however, for more playful endeavors or casual browsing, perhaps such authentic information is not a priority.

All in all, I think the search advice to know what one is looking for and the purpose of the search (leisure, academic, etc.), using Boolean operators, evaluating the source of the information (author, year of publication, organization, etc.) and the CARS checklist are good ways to ensure that search results are the most appropriate, useful, and accurate.

The teleresearch model is good for helping individuals, especially those inexperienced or unsure about how to do a useful internet search proceed through websites and information while making sure that he/she is using decent websites and obtaining useful and accurate information. The model starts with finding information and gives the user a variety of sources that may be useful, next, and then users are able to explore a topic which leads him/her to a leading website on the topic. Thirdly, users are directed to a website that further narrows their topic. The fourth step allows users to locate and use interactive websites that support their research. In the fifth step, students get a hands-on look at the topic, allowing the research to become more personal and hopefully more accurate. In the sixth step, the findings of the research are published using the sources gathered from the previous five steps and the information deemed most useful. This model represents a good way for users to narrow down searches and get quality information and then publish their information as a means to display their findings and help others who may be searching the same topic. Models such as this ensure the likelihood that accurate and useful information is available on the internet.

The Historical Scene Investigation is a good way for teachers to find primary source documents that may not be readily available. In this manner, teacher can bring in more accurate information and give students multiple perspectives on historical issues. This source represents a method for going beyond textbook information and supplying learners with a bigger picture of historical events. The Historical Scene Investigation website is a compilation of historical events put together as crimes that need to be solved. It is up to the user(s) to use the available evidence and information to form logical conclusions about the historical event. The site contains information about little known historical events, which further allows students to get a bigger picture of history and formulate opinions and knowledge based on more in-depth information (beyond textbooks). The site contains teacher notes so teachers know how to introduce to guide students through the activity and student notes which give students advice on how to investigate the case, the evidence, the clues, and finally the asks students to propose what happened. This site is excellent for critical thinking and broadening the learning experiences and knowledge bases of students.