What are a few of the similarities and differences between... Internet Project, Internet Workshop, Internet Inquiry, and WebQuest

SIMILARITIES&DIFFERENCES

Some key similarities of these models are the use of the internet to access unlimited resources, the use of the inquiry-based approach to construct understanding, the need for information literacy to be successful, and the potential to incorporate a more active learning process in the classroom. For example Internet Workshop has many variations. Generally, though, it contains these steps:
1. Locate a site, or several sites, on the Internet with content related to a classroom unit of instruction
and set a bookmark for the location(s).
2. Develop an activity requiring students to use the site(s).
3. Assign this activity to be completed during the week.
4. Have students share their work, questions, and new insights at the end of the week during a
workshop session.(Leu 2000).I found this truly creative.One key benefit in today’s classroom that is also shared across these models is the ability to link to an informational mode familiar to students.

The key differences I noted centered around independence required / allowed in the process. Some of these models allow students a great deal more freedom. For example, webquests tend to prescribe the inquiries to be made and the sites to be used in the research. This may make the webquest model more ideal for a classroom or individual student that needs precise direction. Internet Workshop, one designed around the three themes identified in this emerging framework of how literacy is changing. Because Internet Workshop fits easily into the instructional schedule of any classroom, it can be used without sacrificing another element of the curriculum. In the time it takes to read this article you could learn how to use Internet Workshop in your classroom, preparing students for the literacy future they deserve.(Leu 2002)

There are also differences in the degree of open publication of student work and thereby feedback potential from the audience outside the classroom. This may actually be a benefit for fragile students who have not yet developed the sense of confidence that comes from success.


Leu, D.J., Jr. (2002, February). Internet Workshop: Making time for literacy [Exploring Literacy on the Internet department]. The Reading Teacher, 55(5). Available: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-02_Column/index.html


Leu, Donald J., Jr. & Leu, D. D. (2000). Teaching with the Internet: Lessons from the classroom
(3rd ed.). Norwood, MA