The corridor where WWW was born. CERNground floor of building No.
Even if this is a high priority area, it is also one that is faced with many challenges, especially when you look at the classroom environment that has significantly changed over the years.
There are many students in schools nowadays and teachers therefore face the challenge of a large population with varying educational needs. Teachers and educators have seen the entry of a number of technological innovations into classrooms especially in the US.
The An analysis of the world wide web recent one is the use of the World Wide Web WWW that has offered many opportunities that enhance ways in which teachers teach and students learn. It has been used as an instructional tool to provide educational experiences to learners in Grade K There are those who criticize the use of the internet claiming that it may give misleading information to students and those who laud it as an important tool in fostering the educational competence in learners.
It is this complexity of issues that calls for the educators and policy makers to provide evidence on the positive effects and challenges of this tool in Grade K classrooms. Basing on this, a study was initiated to respond to some prior work on the use of WWW which had showed a mismatch in the intended aims of the project and student behaviors in carrying out online investigations.
Artemis, an information seeking interface, was created using design principles that were learner centered. The interface together with a research engine and a permanent space for working, allowed the students access to a digital library that had appropriate online resources for middle school learners.
This helped students to concentrate on the online resource content, evaluate its usefulness and digest the information instead of spending time looking for appropriate sites on the Web. The study was based on the complex contexts that framed the environments in which the learners participated.
Those students that were engaged in activities of online information seeking, had access to tools that were designed for enquiry support and also received enough scaffolding and therefore were expected to develop better understanding of content.
Many researches done, show that seeking of information in electronic environments is similar to that in WWW. It is therefore a special case of problem solving where learners identify and interpret an information problem, establish the search plan, conduct the search, carry out result evaluation and use available information to solve a problem.
It was established that as students engage in activities of information seeking, they move from predictable stages and progress from ambiguity to clarity and from general information seeking to, looking for specific information.
They learn how to come up with their own points of view or how to understand a problem or topic, thereby increasing their confidence and interest as they move from just conceptualization of problems to finding solutions to the problems.
Hypermedia is a method used in the organization, structuring, and accessing of information in a network of multimedia joints that are linked together. Software for browsing uses these hypermedia designs to help students easily access information on the Web.
They simply click on an image, text or graphical buttons to navigate various networks, sites or pages within the sites in an easy manner. This system allows the integration of graphics, text, animation, video, and audio into a multidimensional learning environment that enables users to easily move among large quantities of information permitting freedom from the linear, flow printed text that is highly directed and allows for the exploration of other alternatives that can provide a better understanding of the previously unrecognized alternatives.
Through this system learners develop intellectual partnerships with the hyper-media based programs as the programs take up part of the information processing burden as the information is being located, retrieved and presented on the computer.
It is also worthy to note that the access to primary resources through networks give unique opportunities to the learners for the construction of better and new understandings of information. The nature of the resources that are normally available in Grade K is very much different from the Web based ones.
As earlier mentioned, studies have shown that when carrying out online enquiry, scaffolding is very important in supporting the learning process. It provides decreasing amounts of support aimed at helping students fill the gap between their current abilities and the targeted instruction.
It comes in many forms from printed materials to modeling behaviors put up by the teacher. They often start with simple instructions that give learners a chance to take part in difficult tasks or activities at the start of their inquiry.
In this way students gain the required experience and skills that enhance their cognitive capabilities of tackling a task. A four week long study on the effect of online learning on students provided with Web materials showed positive results.
The study builds on previous attempts to show how students interact and learn in the online environments of learning like the WWW. The study did not show any link between the learning outcomes of students and their use of online resources.
But the analysis showed that learners can benefit to a greater extent from access to online materials for inquiry based activities if they learn how to appropriately use the search and assess strategies, if they choose resources thoughtfully, and if they are supported and provided with scaffolding.
The study showed that although the learners found it difficulty to use the Web at first, they gradually became proficient at using Web tools such as Artemis which, to some, become part of their inquiry activities. These technological tools have emerged to be very important in that they support students as partners during their intellectual tasks, whereby they allow them to finish tasks quickly and with little effort and also increase the scope of the cognitive abilities and strategies of the learners.
More evidence also backs the idea that the quality of resources from the Web avails learners with information seeking activities.
Literature and hypermedia research also show how easily accessible content can facilitate learner inquiry and support learning through various ways like integrating images, video and sounds to allow users use hearing, vision, and language production as means of building understandings.
It also permits open-ended information retrieval. Sites that facilitate engaging easy-to-read content while combining with other learning supports enhanced the construction of content understandings. Studies suggest a connection between student development of content understanding and their use of search and assess strategies when doing online investigations.
Most of the studied students engaged at satisfying and levels above average with search strategies but others showed poor strategies.
The highly engaged ones were a lot more deliberate in selecting search topics, choice of sites, thorough in information browsing and thoughtful in content evaluation.The World Wide Web is a multimodal, networked means of document delivery that is the most important source of content in the world today.
In this course, you will learn about and apply methods of Content Analysis -- defined both narrowly and broadly -- to diverse types of content communicated through HTML documents on the web, including text. The World Wide Web ("WWW" or simply the "Web") is a global information medium which users can read and write via computers connected to the Internet.
The term is often mistakenly used as a synonym for the Internet itself, but the Web is a service that operates over the Internet. Usability Testing of World Wide Web Sites. Michael D. Levi and Frederick G.
Building a medium or large World Wide Web site, whether for distribution over the Internet or over an intranet, can and should be viewed as a major software development effort.
The World Wide Web is characterized by its ubiquity, global reach, interactivity, decentralized, hyperlinked structure, and multimedia format. All of these characteristics present researchers with opportunities and challenges at each step of a content analysis: sampling, unitization, development of content categories, coding, and analysis.
The World Wide Web (WWW), also called the Web, is an information space where documents and other web resources are identified by Uniform Resource Locators (URLs), interlinked by hypertext links, and accessible via the Internet.
English scientist Tim Berners-Lee invented the World Wide Web in Essay Annotated Bibliography On The World Wide Web. The World Wide Web dates back to when Tim Berners-Lee came up with a way to move one document from one computer to another.
From there, the World Wide Web exploded on the scene and became the future of technology.