WebQuest :Lack of Web
Access
Señora Trinidad
Pictures Google.com/images
The
Problem:
The lack of web access is a
social problem affecting Latinos, African-Americans and minority students. Students in our school are not getting the
appropriate web skills in order for them to meet the technology standards in
college or the work force. How is this
problem affecting you personally? Should
you demand to have more web access in each classroom? Using computers is not a privilege is a right
that you deserve to have, and should demand.
Web access and learning computer skills is a must in today’s society and
schools must focus on developing these skills for all high school students.
Task:
Your objective is to do a research on
the cause and effects of the lack of web access in your school community and
use the six steps of the Public Policy Analyst to find evidence that will allow
you to develop public policies that you think will reduce or eliminate this
problem.
Process
(2) Gather evidence
(3) Identify causes
(6) Select best
solution
For
this assignment you must:
1. Complete all
worksheets provided in each link (6).
2. Write a two page report on your findings
(double spaced) based on the PPA system
3. Cite at least 3 on-line sources where you
obtained this information
4. Present a PowerPoint Presentation
Process:
Use
the following guidelines for the completion of the product.
Guidelines:
1. Research
the sources listed below in order all the following questions.
2. Use
the six step public policy analysis work sheets before writing your report.
i.
www.maxwell.syr.edu/plegal/TIPS.html
3. After you complete your six
worksheets, begin writing a first draft.
Gathering
evidence of the problem
The goal of these activities is to develop problem solving skills through using
the Internet. Therefore, this step requires your group to use the Internet to
locate at least three different types of evidence to support the existence of
your problem.
Statistics that focus directly on
your specific problem within your specific geopolitical location are usually
the best source of evidence. However, sometimes the data is from national
statistics and your problem location is for your city or state. Then, you may
sometimes use that data with a statement that the problem in your city or state
is consistent with the national data. Also, you may do a search with keywords
from the social problem combined with the name of your city or state to locate
additional web resources and data.
Resources:
1.
Internet Access and Content for
Urban Schools and Communities
... Student Access to Computers. ...
Stats in brief: Internet access in US public schools
and classrooms ... do not necessarily reflect the position or policies
of OERI or ...
eric-web.tc.columbia.edu/digest/dig157.asp - 33k - Cached
- Similar pages
2.
DAILY BRUIN ONLINE - Lack of Web
access a social problem
... Lack of Web access a social problem
TECHNOLOGY: President ... to all regardless of their
social and economic ... in the home than African Americans or Latinos
in any ...
www.dailybruin.ucla.edu/db/issues/ 00/01.31/news.divide.html
3. Minorities and the Digital
Divide: Who are the Winners and Who ...
... as likely to have
a college education than Latinos (US Census ... encourage the
adoption
of technologies subtly shift the problem of social inequalities
and ...
firstclass.wellesley.edu/~nyilla/cs100/rp1.html
4. Technology is Key to Latino Social,
Economic Agenda 
Economic and
social stability for ... In fact, the problem of Latino preparation for and
participation ... Web sites for Latinos must translate content from English to ...
www.trpi.org/press/031402.htm cached
5. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000086
|
Title: |
Internet Access in |
|
Description: |
This statistics in brief provides information collected
in the Fall of 1999 about the extent of Internet access in |
6.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003039
|
Title: |
Internet Access in Public Schools, Fall 2000 (FRSS 79): Public Use
Data Files
|
|
Description: |
This file contains data from a 2000
quick-response survey, "Survey on Internet Access in U.S. Public
Schools, Fall 2000" (FRSS 79). The survey was completed by school
officials at elementary and secondary public schools. These officials were
asked about Internet access and other information technology resources at
their schools. Questions covered availability of computers, school and
classroom level Internet access, acceptable use policies, access to
technology after school hours, whether or not particular groups within the
school (i.e., administrative staff, teachers, students, students with
disabilities) were able to access the Internet, number of computers on site,
speed of Internet connection, sources of technology funding, school personnel
for advanced telecommunications support, and availability of special software
and hardware for students with disabilities. |
7. http://www.state.me.us/mlte/
The
(Picture,
Policies
websites:
8.
http://www.neirtec.org/statepolicy/documents/chart0112.pdf
9.
http://nces.ed.gov/pubs2003/tech_schools/chapter1_2.asp#3
10.
http://www.ed.gov/index.jsp
Search Engines
1.
Alta Vista
2.
Lycos
3.
Yahoo
4.
MSN
5.
Google
6.
MetaCrawler
7.
All The Web
EVALUATION
Guidelines
for your typed report.
1. Your three page typed report must be based on the 6 step public policy analyst format
2. You may include graphics in addition to the typed 3 pages
3. You must use paragraphs and follow the conventions of standard written English
4. A cover sheet with your name, class, date, and title of your project
5. Rreport is necessary.
The following rubric should be consulted
:
|
|||||||||||||||||||||||||||||||||||||||||||||||||
|
How this
research integrates the standards of Foreign Language Learning:
Source: http://www.isbe.state.il.us/ils/foreignlanguage/foreignlang.html
http://www.emsc.nysed.gov/ciai/lote/pub/lotelea.pdf
APPLICATIONS OF LEARNING
Through
Applications of Learning, students demonstrate and deepen their understanding
of basic knowledge and skills. These applied learning skills cross academic
disciplines and reinforce the important learning of the disciplines. The
ability to use these skills will greatly influence students' success in school,
in the workplace and in the community.
SOLVING PROBLEMS
Recognize and investigate problems; formulate and propose solutions supported
by reason and evidence.
Learning a
foreign language develops the tools for dealing with various types of survival
challenges, technical skills and interpersonal exchanges across and among
cultures. Students use the process of forming a hypothesis, testing that
hypothesis, eliminating nonessential information and drawing conclusions, aided
by and further developing the four skills which are at the core of
communication: listening, speaking, reading and writing. Knowledge of other
cultures and world issues helps students temper their communication about the
problems they endeavor to solve.
COMMUNICATING
Express and interpret information and ideas.
The four basic
skills essential for oral and written communication are enhanced by an
understanding of non-verbal gestures, cultural symbols and rituals, global
trends, regional varieties of language, and local traditions and contexts. For
students of language to contribute to society, they must learn the academic,
technical and workplace uses of language and how those realms of knowledge
relate to other fields of study. Students learn to communicate for a complete
range of purposes including personal, school-based, community, vocational,
recreational and professional. In modern languages, curricular designs reflect
the importance of students developing simultaneously all four communication
skills—listening, speaking, reading and writing.
USING
TECHNOLOGY
Use appropriate instruments, electronic equipment, computers and networks to
access information, process ideas and communicate results.
Students of
foreign languages benefit from access to a wide range of technology helpful in
locating primary sources in the target language and interacting directly with
native speakers. Students reinforce their knowledge of software, technical
skills and vocabulary as they use this technology both within and beyond the
foreign language classroom. The use of technology in the foreign language
curriculum adds a powerful tool for lifelong learning, advanced research,
recreational activities and understanding of global issues.
WORKING ON TEAMS
Learn and contribute productively as individuals and as members of groups.
Group learning
activities at the core of foreign language learning are one component of actual
communication in the target language. Students using the target language to
engage in group discussions and research projects are already communicating
within the classroom. Group learning activities also reflect contexts and
processes outside the classroom. For example, students involved in a debate may
cover the same issues as presented in a court of law during the French
Revolution. Students preparing a group presentation on the Amazon rainforest
may cover the same problems as a group of Brazilian engineers and scientists.
MAKING CONNECTIONS
Recognize and apply connections of important information and ideas within and
among learning areas.
Students of
foreign languages make four types of connections throughout their study. First,
they learn how to transfer skills and content of the foreign language in ways
to better understand skills and content of the first language. Second, students
make subject-matter connections, reinforcing content and skills of other areas
such as science and fine arts. Third, students explore issues and themes which
cross disciplinary lines, and fourth, students use the target language for
making connections to vocabulary and processes important in the world of work,
in community service, and for recreational purposes
By completing this activity students will
learn how to use the Internet for research and analysis. They will use critical thinking skills to
make decisions on what policies would be most effective. They will become familiar with PowerPoint
presentations. They will use the power of the media in all its applications to shape, convince and
persuade teens to stop and think before they make important life decisions. They will be able to
draw conclusions on public opinions derived from an analysis of surveys based on focused, well thought
out questions specifically targeted to a narrow, interested audience. Based on this knowledge, they
will know exactly what the targeted audience thinks and can approach policy makers with accurate
information whose goal is to replace ineffective policies with better formulated,
relevant and implementable new policies.
*This WebQuest was
prepared in association with the TIPS 2003 program,