Internet based project work
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Internet-based project work (IBPW) allows teachers to incorporate the internet into language lessons in a structured way. It encourages cooperative learning and cross-curricular topics. Steps to prepare an IBPW include choosing a topic, defining the task, finding resources, and deciding on the outcome. WebQuests are mini-projects where most information comes from online. They have a rigid structure and specific learning goals or outcomes. Examples of WebQuest topics include global warming, planning a UK trip, and investigating who made athletic shoes.
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This program allows users to manage employee records in a database. It allows adding, modifying, deleting, recalling, and listing employee records which are stored with information like ID, name, salary, and date. The object oriented program is written in C++ and uses classes and functions to manage the database through different options from the menu.
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Powerpoint presentation on internet and its uses
The document provides an overview of the Internet, including its history, infrastructure, uses, and impact. It discusses how the Internet began as a network of connected networks for research and has grown into a global system used by billions for various purposes. Key points include:
- The Internet connects millions of private, public, academic, and government networks worldwide using standard TCP/IP protocols.
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Integration of technology_into_the_curriculum
This document discusses strategies for integrating technology into the K-12 curriculum. It defines educational technology and outlines the National Educational Technology Standards. A variety of tools are presented, including SMART Boards, blogs, Glogster, Google Docs, videos, wikis, and webquests. These tools can be used to engage students, promote collaboration and creativity, and reinforce skills. The document also provides tips for creating a personal learning network and avoiding distractions while teaching with technology.
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The document discusses WebQuest, which is an inquiry-oriented learning strategy that uses guided discovery and resources from the World Wide Web. WebQuest involves students completing a doable task using predefined online resources. It allows for active learning through having students analyze, synthesize and problem solve to develop their own creative solutions. WebQuests are designed to support learning through scaffolds that help students with reception of information, transformations of knowledge, and production of new understanding.
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This document provides an overview of WebQuests as an educational tool for teachers. It discusses what WebQuests are, how to design an effective WebQuest, and examples of existing WebQuests. The key points are:
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This document provides an overview of WebQuests, including their structure and purpose. A WebQuest is an inquiry-based lesson that involves students working individually or in teams to solve a problem using online resources. It promotes skills like information literacy, critical thinking, and deeper learning. The standard structure of a WebQuest includes an introduction, task, process, evaluation, and conclusion. Examples of existing high-quality WebQuests and tools for creating new ones are also presented.
Question 7 Brain Based Learning
WebQuests are inquiry-oriented lessons that use mostly online resources to engage students in thinking required for the 21st century. They have main components including an introduction with a role or scenario, a task with an end product, a process with steps and online resources, and an evaluation like a rubric. Using WebQuests can stimulate brain-compatible learning by allowing students to build their own knowledge as they work towards completing a task by navigating online and transforming information rather than just searching for it.
Designing and Internet WebQuest
This document discusses the components and structure of a WebQuest, an inquiry-oriented lesson plan that uses online resources. It defines a WebQuest as an activity based on an engaging task that uses predefined web resources. There are two types: short-term for knowledge acquisition lasting 1-3 days, and long-term for extending and analyzing knowledge over 1-4 weeks. The key building blocks of a WebQuest are an introduction, task, process, resources, evaluation, and conclusion. The introduction hooks the reader, the task outlines the end goal, the process guides the steps, and resources, evaluation, and conclusion complete the activity.
Webquests
A webquest is an inquiry-oriented lesson format that uses mostly online resources to have students complete an authentic task. It requires higher-order thinking rather than just summarizing information. Key parts include an introduction, task, process, evaluation, and conclusion. Teachers can create webquests to engage students in different intelligences and reuse them, adapting as needed. The website zunal.com provides templates to easily make webquests.
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Web Questppt
A WebQuest is an inquiry-oriented activity where learners interact with resources on the Internet. WebQuests motivate students and scaffold learning through cooperative work. The basic elements of a WebQuest are an introduction, task, process, evaluation, and conclusion. The introduction sets the stage and context. The task describes what learners will produce. The process provides step-by-step instructions and links to resources. The evaluation displays a rubric. The conclusion summarizes learning and encourages reflection. WebQuests integrate technology and can be constructed using templates.
A Survey of Web 2.0 Technologies Pang
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WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.
Webquestsforuseintheclassroom
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Integrating the Internet Into the K-12 Classroom
The document outlines the agenda for a 6-day course on integrating the internet into K-12 classrooms. Day 1 introduces assignments and discusses internet workshop strategies. Day 2 focuses on completing research projects. Day 3 covers internet projects and registry sites. Day 4 continues research and evaluations. Day 5 details the five phases of internet inquiry: question, search, analyze, compose, and share. Day 6 finishes assignments and provides a course evaluation.
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This document summarizes a course on web design that was piloted in the summer of 2003. The course was a 3 credit course that met 4 times a week for lectures and labs. It covered topics such as XHTML, CSS, JavaScript, Photoshop, and building a basic website. 18 students from various majors enrolled. Student and instructor evaluations found the course to be very successful overall, though some improvements were suggested like ensuring proper software and pairing programming/non-programming students. The document also discusses implications of incorporating web design material into existing computer science curriculums.
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