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Searching the net, writing essays, contributing to the web

Searching the net, writing essays, contributing to the web

During the development of every eTwinning project, pupils in each partner school search the internet to provide information for their new partners. Most of the time, this search ends in a mere copy of texts and images and is usually frustrating for both the pupils and their teachers. Also, this type of searching doesn’t involve the pupils in building new knowledge for the web. The following search methodology attempts to minimise the problems of this process by providing clear steps for searching, summarising and publishing.

Agegroup: 13 years and up

Level: Intermediate

Duration: 6 hours

ICT Tools: Internet, search engines, word processing software, image processing software (optional).

Pedagogical Objectives

On successful completion of this activity, pupils will be able to:

use ICT tools and search engines
collaborate with their partners
evaluate websites regarding the quality of the information they provide
distinguish between trusted and non-trusted sites
filter information gathered during the searching process
identify and respect creative rights on the net
compose an essay based on the evaluation of the gathered information and their own critical thinking
apply their own rights to this essay

Process

Step 1

Pupils create a question to send to their partners. The topic chosen should involve critical thinking, e.g., exploring the effects of global warming which is an important and current affairs topic, which will easily bring them to other questions.

For example:

:-( “What is global warming?”

This is too general and will simply lead to strict definitions which won’t help pupils to express their own opinions and thoughts.

:-) “How do you think global warming will affect my country?”

This question allows for more interaction between the pupils and gets them involved in an issue that applies to their own lives, as well as those of their partners.

Step 2

In order to come up with results, pupils then break down the original question from 6 - 10 more specific questions related to the subject under discussion.

For example:

What is global warming?
What are the side effects of global warming on air, water and land?
What are the causes of global warming?
Which human activity influences the global warming effect the most?
What is the ‘Kyoto protocol’?
What organisation is responsible for global warming in my country?
What organisation is responsible for global warming in my partners’ country?
What is the level of CO2 emissions in both countries?
What can I do about global warming?
What do scientists predict for the future?

Step 3

Pupils work in small teams. Each team is responsible for working on some of the questions. For each of the mentioned questions, pupils locate and write down the keywords to be used for an internet search engine.

For example:

global warming, Kyoto protocol, environmental side effects, CO2 emissions, climate solutions, etc.

Step 4

For each keyword, pupils search the internet. Pupils then fill in the below table, with the webpages that seem the most reliable and trusted in regards to the question. Teacher should discuss with pupils the importance of reliable information, trusted sites and how to distinguish between good and bad ones. In the first column, pupils write the exact web address. In the second column, they try to evaluate the webpages in relation to the following questions:

1. Is it related to the subject?

2. Is it an official site of a well-known organisation?

3. Does it express personal opinions or objective information based on research?

Web Page	Evaluation
http://www.globalwarming.org/	Related to the subject, trusted site, provides scientific information
http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html?inline=nyt-classifier#	Related to the subject, eJournal article, expresses personal opinion
Etc…

At the end of this process, based on their discussions and opinions, pupils select the most valuable information to be used to answer the main question.

Step 5

Pupils study and discuss the collected information.

Step 6

Pupils write essays (as a team or individually; it is up to the teacher to decide) trying to express their own thoughts on the discussed question/subject. This is a good opportunity for partner pupils to collaborate in the essay-writing process.

A structure for this essay could be:

Essay title + image designed by pupils

1. Summary

2. Brief introduction

3. My/our research and facts found

4. Conclusions and personal thoughts

6. Links and resources

7. Our rights

Essay can vary in length from one to many pages, depending on the overall pedagogical objectives of the eTwinning project.

Outcomes

Pupils work together to develop their online research and writing skills and are well prepared for similar activities and tasks in relation to their overall eTwinning project objectives.

Tips

References

Dodge, B. (2007). WebQuest.Org. Retrieved August 27, 2008, from http://webquest.org/index.php

Jakes, D.S. & Pennington, M.E. &, Knodle, H.A (2002). Using the Internet to Promote Inquiry-based Learning.

Internet Innovations. Retrieved August 27, 2008, from www.biopoint.com/inquiry/ibr.html