Evaluate Internet ResourcesThis is a featured page

While at NECC 2008, I was given a card called Tips to Evaluate Internet Resources. It was developed by PBS TeacherLine under a grant from the U.S. Department of Education. Other than a few minor modifications, it appears here as it does on the card.

Who is the target audience? Some sites have a very specific appeal, others are much broader. Ask...

  • Does the site appeal to a specific grade level and/or curriculum area?
  • Is the site intended for just students? Just teachers? Both?
  • Are the concepts introduced and language used consistently age and grade appropriate?
  • Will students require guidance in reading or navigating the site?

Does the site support my unit of inquiry? Quality sites provide unique and/or up-to-date resources for in-class use. Ask...

  • Is the information provided both current and congruent to the topics you are teaching?
  • Is the information provided accurate and pedagogically sound?
  • Does the site provide resources that allow you to do something in the classroom that you would otherwise be unable to do?
  • Are charts, maps, etc. included? Are they well done and meaningful? If not included, is the absence noticeable?
  • Are the sources listed primary or secondary or both?

Is the information reliable? Ask...

  • Who is the author of site content? Does he/she have a particular bias?
  • Is the site supported by an educational institution, a commercial company, a non-profit company, or an individual?
  • Can one easily get in touch with the people responsible for the site content? Is there an e-mail address for the webmaster or the site?
  • Is the information current?
  • Is the information credible? Is is factual and accurate? Is the information a form of advertising? Does it try to persuade the reader of something?
  • Are there reviews of the site? Has it received any rewards? Is the evaluator a credible source?

How does the website use the Internet's capabilities? Look for sites that enable you and your students to:

  • Read current text relating to a particular subject;
  • View dynamic and up-to-date photographs, illustrations, animations, and video;
  • Listen to recorded audio clips as well as live audio;
  • Download simulations and games relating to units of inquiry and access other multimedia content offering interactive, panoramic views of a space or object;
  • Visit sites displaying real-time data;
  • Send and receive e-mail form keypals (electronic penpals);
  • Contact and query mentors and experts;
  • Participate in collaborative, problem-solving projects that involve informative searches, group creations and virtual gatherings;
  • Join an information collection project that includes contributing to the creation of a database and pooled data analysis;
  • Publish resources and projects created by you and your students.

What is the quality of the related links? Ask..

  • Are the links active and clearly described? Do they point to current information?
  • What is the quality of content found on these related sites?
  • Is the content found on these related sites appropriate for classroom use?
  • Does the site suggest how the related sites could be used to enrich the curriculum?

Is the site well designed? A site should be attractive and easy to navigate. Ask...

  • Is the navigation clear and consistent throughout the site? Is it easy to find what you're looking for?
  • Do the multimedia elements (graphics, sound, video) work well with each other? Do they provide information?



todbaker
todbaker 		Latest page update: made by todbaker , Jul 23 2008, 12:43 PM EDT (about this update About This Update todbaker Moved from: Bobber Wiki - todbaker

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