Comparing Websites Andrea Dolan

Idea My students spend a long time looking up information on websites that are boring, with little information and information they can’t read. I rarely see a students spending a lot of time on a high quality website that actually provides great information and links. As Bruce (1999-2000) stated, the web today hides its precious treasures behind a greater mass of semiprecious or junk-grade texts. I want to know why my students spend so much time on these junk websites. I also want to know what my students think of when they see a quality website. I want to find out what a quality website to them looks like.

My students spend a long time looking up information on websites that are boring, with little information and information they can’t read. I rarely see a students spending a lot of time on a high quality website that actually provides great information and links.

As Bruce (1999-2000) stated, the web today hides its precious treasures behind a greater mass of semiprecious or junk-grade texts. I want to know why my students spend so much time on these junk websites. I also want to know what my students think of when they see a quality website. I want to find out what a quality website to them looks like.

Idea I want to see if my students are able to distinguish between a high quality website and a low quality website. The students will be comparing two websites I approved. The quality of the websites is based on my opinion which includes the quality of information, the reading level, organization, videos and pictures.

I want to see if my students are able to distinguish between a high quality website and a low quality website.

The students will be comparing two websites I approved. The quality of the websites is based on my opinion which includes the quality of information, the reading level, organization, videos and pictures.

Predictions and Explanation I predict that my students are going to be overwhelmed and frustrated. I believe this because some students have never been on the Internet and they don’t know how to navigate through the website to get the information they need. I also believe they are going to see to much information that they are not going to know were to start or were to go. I also predict that the advertisements that pop up on websites are going to be very distracting to my students. My third graders have very short attention spans and I think they are going to be very curious about the pop ups instead of paying attention to the information about there animal project.

I predict that my students are going to be overwhelmed and frustrated. I believe this because some students have never been on the Internet and they don’t know how to navigate through the website to get the information they need. I also believe they are going to see to much information that they are not going to know were to start or were to go.

I also predict that the advertisements that pop up on websites are going to be very distracting to my students. My third graders have very short attention spans and I think they are going to be very curious about the pop ups instead of paying attention to the information about there animal project.

Predictions and Explanation I predict that my third grade students are going to be looking for games, videos and pictures to get their information from instead of reading the information about they animal. I believe this because some of my students think they can get all the information they need from the games, videos and pictures. Some students are lazy and want to take the easy way out. While other students are going to feel intimidated by the printed words and they don’t know how to scan the paragraph for the information that is needed.

I predict that my third grade students are going to be looking for games, videos and pictures to get their information from instead of reading the information about they animal. I believe this because some of my students think they can get all the information they need from the games, videos and pictures. Some students are lazy and want to take the easy way out. While other students are going to feel intimidated by the printed words and they don’t know how to scan the paragraph for the information that is needed.

Predictions and Explanations With the above predictions I don’t think my students are going to see the websites the same way I do. I believe some students will never find there animal because the website will be to hard to navigate. I also think some of my students are going to think a good website is just one that has pictures, videos and games. Some students are going to get frustrated very fast. I believe this because most of my students have no experience on computers. My students find it hard to read directions or information on most websites because the reading level is to high for them.

With the above predictions I don’t think my students are going to see the websites the same way I do. I believe some students will never find there animal because the website will be to hard to navigate. I also think some of my students are going to think a good website is just one that has pictures, videos and games. Some students are going to get frustrated very fast. I believe this because most of my students have no experience on computers. My students find it hard to read directions or information on most websites because the reading level is to high for them.

Significance of Project This is a meaningful project to me because as a teacher I want to provide my students will the best resources possible. In my eyes I might see a website as being great but I never really considered if my students felt the same way. I want to provide great resources on the Internet that I think is high quality but also I want my students to find the information useful and interesting.

This is a meaningful project to me because as a teacher I want to provide my students will the best resources possible.

In my eyes I might see a website as being great but I never really considered if my students felt the same way.

I want to provide great resources on the Internet that I think is high quality but also I want my students to find the information useful and interesting.

Description Of Plan Before the students even begin the project I am going to present them with a lesson about how to evaluate websites. The students are using the Internet to get information they need in order to complete an animal project. Students will be given time to explore each website and find there information needed for there project. I then would check to see if the students saw the websites the same way I did. The students will all be looking up the same animal which will be the zebra. The students will answer questions such as; What does a zebra eat? What kind of environment does the zebra live in? Why do zebras have strips?

Before the students even begin the project I am going to present them with a lesson about how to evaluate websites.

The students are using the Internet to get information they need in order to complete an animal project. Students will be given time to explore each website and find there information needed for there project. I then would check to see if the students saw the websites the same way I did.

The students will all be looking up the same animal which will be the zebra. The students will answer questions such as; What does a zebra eat? What kind of environment does the zebra live in? Why do zebras have strips?

Description of Plan The first website is the low quality website which is called ASPCA Animaland located at http://www.aspca.org/site/PageServer?pagename=kids_home . The second website is the high quality website which is the National Geographic Kids located at http://kids.nationalgeographic.com .

The first website is the low quality website which is called ASPCA Animaland located at http://www.aspca.org/site/PageServer?pagename=kids_home .

The second website is the high quality website which is the National Geographic Kids located at http://kids.nationalgeographic.com .

Description of Plan I will collect my data by observing my students on each website and seeing how much time they spend on each site. I will also observe how they explore and navigate through each website. I will interview each student to see what they thought of each website. I will then follow the interview up with a survey.

I will collect my data by observing my students on each website and seeing how much time they spend on each site.

I will also observe how they explore and navigate through each website.

I will interview each student to see what they thought of each website.

I will then follow the interview up with a survey.

Description of Plan I will ask my students questions such as: Did you find it easy or hard to read the website information? Were there pictures of the zebra? Were there videos of the zebra? Was the website easy or hard to find information on the zebra? Was it easy or hard to navigate through the website? What did you like about the website? What did you not like about the website?

I will ask my students questions such as:

Did you find it easy or hard to read the website information?

Were there pictures of the zebra?

Were there videos of the zebra?

Was the website easy or hard to find information on the zebra?

Was it easy or hard to navigate through the website?

What did you like about the website?

What did you not like about the website?

Interesting Pattern In My Data My prediction of my students feeling overwhelmed was true. As I watched my students try and find were to go to find the zebra I noticed right away that my students were all ready a little frustrated. Most of my students could not figure out how to navigate through the website. Two students got extremely frustrated and and gave up quickly. I was surprised at how focused three of my students were by stayed on task the entire time. Even being a little frustrated my students still continued to try to find the information needed for their project. None of my students got off task by trying to play games or trying to go somewhere else on the Internet. The other two students did not get off task but quickly gave up in frustration.

My prediction of my students feeling overwhelmed was true. As I watched my students try and find were to go to find the zebra I noticed right away that my students were all ready a little frustrated. Most of my students could not figure out how to navigate through the website. Two students got extremely frustrated and and gave up quickly.

I was surprised at how focused three of my students were by stayed on task the entire time. Even being a little frustrated my students still continued to try to find the information needed for their project. None of my students got off task by trying to play games or trying to go somewhere else on the Internet. The other two students did not get off task but quickly gave up in frustration.

Interesting Patterns In My Data I predicted that my students were going to get all there information from the videos and pictures. This prediction was partially true. Three of my students found the answers to the questions by reading the articles on the zebra. The other two students did not really read the articles and went to the video and pictures to answer the questions. Both these students were not able to answer all the questions and made up answers from the information in the video and pictures to answer the rest of the questions.

I predicted that my students were going to get all there information from the videos and pictures. This prediction was partially true. Three of my students found the answers to the questions by reading the articles on the zebra. The other two students did not really read the articles and went to the video and pictures to answer the questions. Both these students were not able to answer all the questions and made up answers from the information in the video and pictures to answer the rest of the questions.

Interesting Patterns In My Data What website did the students pick? Surprisingly all of my students said the website they liked the best was Website 2 (High quality). When asked why they chose website 2 the students stated: Lewis: I liked the video. Caleb: There is more things to do and see. The video was cool. Jasmine: Looks nice and more fun. Lots of pictures. Elvin: I liked the pictures and video on the Zebra. Rachel: The video was good and I answered all my questions from here.

What website did the students pick?

Surprisingly all of my students said the website they liked the best was Website 2 (High quality).

When asked why they chose website 2 the students stated:

Lewis: I liked the video.

Caleb: There is more things to do and see. The video was cool.

Jasmine: Looks nice and more fun. Lots of pictures.

Elvin: I liked the pictures and video on the Zebra.

Rachel: The video was good and I answered all my questions

from here.

Interesting Patterns In My Data Website 1 (Low quality) Website 2 (High quality) Students Minutes Spent on Each Site

Interesting Patterns In My Data What the students did not like about the websites. Four out of five of my students said they had a hard time finding the zebra on both websites. Three students said website 1 was boring and did not answer the questions about the zebra. Two students stated website 2 had to much stuff and they could not figure out how to see the pictures and show the video. I had to finally show them. Website 1 (Low quality) Website 2 (High quality)

What the students did not like about the websites.

Four out of five of my students said they had a hard time finding the zebra on both websites.

Three students said website 1 was boring and did not answer the questions about the zebra.

Two students stated website 2 had to much stuff and they could not figure out how to see the pictures and show the video. I had to finally show them.

Website 1 (Low quality)

Website 2 (High quality)

Interesting Patterns In My Data I was surprised that all of my students said the main reason they liked website 2 (High quality) was because of the video. They stated they really liked it because someone was narrating the video. The students said it was easier to listen to the video and get there information. All of my students also said they liked it because the website had a lot of cool pictures of the zebra. I knew the pictures and the video was going to be a reason why the students liked website 2 but I did not expect all of my students to say that was the only reason. I felt like my students were trying to find the easy way out. Only three students tried harder to look through the article and read it until they found there answers.

I was surprised that all of my students said the main reason they liked website 2 (High quality) was because of the video. They stated they really liked it because someone was narrating the video. The students said it was easier to listen to the video and get there information. All of my students also said they liked it because the website had a lot of cool pictures of the zebra.

I knew the pictures and the video was going to be a reason why the students liked website 2 but I did not expect all of my students to say that was the only reason. I felt like my students were trying to find the easy way out. Only three students tried harder to look through the article and read it until they found there answers.

Emergent Ideas I didn’t realize how little skills my students had for searching a website. I had to help all of my students at one time either to find there animal, show them how the video worked, show them how to change pages or how to go back to the page they were just at. As Bruce (1999-2000) stated, it helps to know some basic facts about how the Web functions and how search tools can help navigation. If my students had these basic skills they would not have had so much trouble navigating through the websites.

I didn’t realize how little skills my students had for searching a website. I had to help all of my students at one time either to find there animal, show them how the video worked, show them how to change pages or how to go back to the page they were just at. As Bruce (1999-2000) stated, it helps to know some basic facts about how the Web functions and how search tools can help navigation. If my students had these basic skills they would not have had so much trouble navigating through the websites.

Emergent Ideas Even after I did a lesson on evaluating websites and even though the students did pick the high quality website as there favorite it was not based on everything I taught them. It was almost solely based on the video and pictures. I have realized as Kirk (1996) stated, it is necessary to develop skills to evaluate what you find. My students still need many lessons to show them how to evaluate websites and information.

Even after I did a lesson on evaluating websites and even though the students did pick the high quality website as there favorite it was not based on everything I taught them. It was almost solely based on the video and pictures. I have realized as Kirk (1996) stated, it is necessary to develop skills to evaluate what you find. My students still need many lessons to show them how to evaluate websites and information.

Sources ASPCA Animaland. ABC Animal.. Retrieved September 21, 2007, from http://www.aspca.org/site/PageServer?pagename=kids_abcs_home Bruce, B. C. (1999, April). Digital content: The babel of cyberspace . Journal of Adolescent and Adult Literacy, 42(7), 558-563. Bruce, B. C. (1999-2000, December/January). Searching the Web: New Domains for Inquiry . Journal of Adolescent and Adult Literacy, 43(4), 348- 354. Kirk, E. E., (1996). Evaluating Information Found on the Internet . Retrieved September 2, 2007. Johns Hopkins University, The Sheridan Libraries. National Geographic Kids. Animal Creature Features. Retrieved September 27, 2007, from http://kids.nationalgeographic.com/Animals/CreatureFeature/

ASPCA Animaland. ABC Animal.. Retrieved September 21, 2007, from

http://www.aspca.org/site/PageServer?pagename=kids_abcs_home

Bruce, B. C. (1999, April). Digital content: The babel of cyberspace . Journal

of Adolescent and Adult Literacy, 42(7), 558-563.

Bruce, B. C. (1999-2000, December/January). Searching the Web: New

Domains for Inquiry . Journal of Adolescent and Adult Literacy, 43(4), 348-

354.

Kirk, E. E., (1996). Evaluating Information Found on the Internet . Retrieved

September 2, 2007. Johns Hopkins University, The Sheridan Libraries.

National Geographic Kids. Animal Creature Features. Retrieved September

27, 2007, from http://kids.nationalgeographic.com/Animals/CreatureFeature/