1. 1 Internet Web Sites: An Introduction and Guidelines for Evaluation C. Candace Chou University of St. Thomas

2. 2 Types of Educational Web Sites Informational Informational Instructional Instructional  Drills, http://www.edu4kids.com/ http://www.edu4kids.com/  Games, http://www.quia.com/web/index.html http://www.quia.com/web/index.html  Tutorials, http://teachers.teach- nology.com/themes/holidays/mlk/ http://teachers.teach- nology.com/themes/holidays/mlk/http://teachers.teach- nology.com/themes/holidays/mlk/  Simulation, http://george.lbl.gov:80/vfrog/dissect.html http://george.lbl.gov:80/vfrog/dissect.html Computer-supportive collaborative learning Computer-supportive collaborative learning  WISE (Web-based Inquiry Science Environment) http://wise.berkeley.edu/ http://wise.berkeley.edu/ Distance Learning Distance Learning  Blackboard, WebCT

3. 3 Curriculum Databases ISTE(International Society for Technology in Education http://cnets.iste.org/index2ns.html ISTE(International Society for Technology in Education http://cnets.iste.org/index2ns.html http://cnets.iste.org/index2ns.html WebQuest, http://webquest.sdsu.edu WebQuest, http://webquest.sdsu.eduhttp://webquest.sdsu.edu InTime (Integrating New Technologies Into the Methods of Education), http://www.intime.uni.edu InTime (Integrating New Technologies Into the Methods of Education), http://www.intime.uni.edu http://www.intime.uni.edu ThinkQuest, http://www.thinkquest.org ThinkQuest, http://www.thinkquest.orghttp://www.thinkquest.org

4. 4 Review and Analysis Technical Considerations Technical Considerations  What does your computer need to be able to see/hear/interact with this webpage?  Computer size and speed: Internet connection speed: RAM, MHz  Internet Connections: modem, ethernet, DSL  Peripherals: microphone, speaker(s), headphones, printer  Software: browser, helper applications or plug- ins for sound, graphics, video, etc.

5. 5 Quality and Design I Appearance: text, color and graphics clear/unclear, helpful/distracting Appearance: text, color and graphics clear/unclear, helpful/distracting Audio & video: clear/unclear, helpful/distracting Audio & video: clear/unclear, helpful/distracting Language: fast/slow/dense/sparse Language: fast/slow/dense/sparse Reliability & Speed: availability, response- time, downloading and linking Reliability & Speed: availability, response- time, downloading and linking Navigating: clear organization (site map?), appropriate divisions and subheadings, links Navigating: clear organization (site map?), appropriate divisions and subheadings, links

6. 6 Quality and Design II Engaging: design captures and keeps attention Engaging: design captures and keeps attention Activities: challenging and intrinsically motivating Activities: challenging and intrinsically motivating Validity: sources documented Validity: sources documented Links: useful? Listed/evaluated/incorporated Links: useful? Listed/evaluated/incorporated Contact: author and/or source contact addresses provided Contact: author and/or source contact addresses provided

7. 7 Content Objectivity: biased? Accurate? Objectivity: biased? Accurate? Authenticity: cultural information, language scripted/authentic Authenticity: cultural information, language scripted/authentic Appropriateness: violence/sexuality/humor/cultural norms/appropriate to target age Appropriateness: violence/sexuality/humor/cultural norms/appropriate to target age Language: standard/colloquial/slang/formal/informal/nativ e/non-native/dialect/regional Language: standard/colloquial/slang/formal/informal/nativ e/non-native/dialect/regional Interest: attention getting? Maintains interest? Interest: attention getting? Maintains interest? Topicality: information up-to-date? Date of publication or update provided Topicality: information up-to-date? Date of publication or update provided

8. 8 Type Instructional: Language teaching/learning Instructional: Language teaching/learning Authentic: commercial information, advertising; public information (city, art, music); personal web page Authentic: commercial information, advertising; public information (city, art, music); personal web page

9. 9 Intended Audience Age Age Language level Language level Cultural Knowledge Cultural Knowledge Academic vs. Consumer Academic vs. Consumer Classroom vs. individual Classroom vs. individual Computer use skills Computer use skills

10. 10 Instructional Purposes--Intended or Potential Listening Listening Speaking Speaking Reading Reading Writing Writing Culture Culture Grammar Grammar Vocabulary Vocabulary Research Research

11. 11 Adaptability Usefulness for different learning levels Usefulness for different learning levels Usefulness in various learning/teaching styles Usefulness in various learning/teaching styles Classroom or individual setting Classroom or individual setting Usefulness for independent work, group work, whole class Usefulness for independent work, group work, whole class

12. 12 Interactivity Navigational Control: clear and unencumbered (to what degree?) Sequencing: linear/branching, menu driven

13. 13 Application and Reflection Who will be using this web site? Mode: individual/class Mode: individual/class Language level: beginner/intermediate/advanced Language level: beginner/intermediate/advanced Target Language goals: professional/academic/survival skills Target Language goals: professional/academic/survival skills Target Audience: nationality/age/interests, comfort level with computers Target Audience: nationality/age/interests, comfort level with computers Internet navigation Internet navigation

14. 14 Application and Reflection In what kind of facility? Classroom Classroom Lab Lab Home Home

15. 15 Is the web site appropriate for your students? If not, why not? Quality Quality Content Content Type Type Intended Audience Intended Audience Adaptability Adaptability Interactivity Interactivity Other Other

16. 16 For what purpose (curricular objectives) will you use the web site? Present target language Present target language Present cultural information Present cultural information Prompt student discussion Prompt student discussion Teach a language skill Teach a language skill Communication strategies Communication strategies Evaluate students Evaluate students Other? Other?

17. 17 What teaching techniques would you use with this web site? Pre-activities Pre-activities Post-activities Post-activities Segment/whole Segment/whole Home/class/lab Home/class/lab Viewing/listening/writing Viewing/listening/writing What need(s) does this web site fill that cannot be met by using other materials? What need(s) does this web site fill that cannot be met by using other materials?