Volcanoes in Hawaii: Web-based Instruction By Lilinoe Yong ETEC 687 Ari Eichelberger
Describing the Project • Learning Objective : To develop a Web site to test the effect of Web-based instruction. • Audience: Elementary students in grades 3 & 4 of the Hawaiian Language Immersion Program. Primary Target • Audience: Elementary Students in grades 4 -6 of the CAFÉ After School Program. Tiertiary
Planning Procedures – – – – I will be creating a Web-based instructional lesson plan on Web. Quest Timeline: October 1 - 15 I will be creating a questionnaire to measure their attitude towards Web-based instruction. Timeline: October 1 - 8 I will demonstrate how to use the Web. Quest with a large group on October 19, and a small group the week of October 22. I will survey my students and make adjustments to the Web. Quest based on these recommendations. Timeline: October 26 and give myself two weeks to make the changes on the Web. Quest by November 5 I will be creating a tutorial on creating Webpages with Dreamweaver. Timeline: by November 12 I will provide my students time to create their own Web pages to share with their classmates. Timeline: by November 19 I will give the students’ Web-pages to the school Technology Committee and ask them to post it on the school server. Timeline: between November 19 and 22 I will reflect on my learning contract and timeline to see if I was effective in my objective. Timeline: between November 26
Expectations • The purpose of this Web Site it to determine if the students like Web-based instruction compared to textbased instruction. If the students’ prefer Web-based instruction I will implement it in my regular instruction on a daily basis. • Upon completion of this lesson students will: • write a response to 3 topics. (Pele, Maui and Hot Spot Theory) • create a multimedia Web page. . • Record the history of volcanic eruption. • Define vocabulary words using online resources. • complete a questionnaire
Project Implementation • Create Web Site • Set up lab • 1 week per process implementation • 1 hour daily • How did I measure or evaluate this? • Refer to Evaluation section of the Volcanoes of Hawaii Web Site. (rubric)
What worked • How was this project received? • This project was exciting to the students. They looked forward to using the computers daily. • Writing a grant to Office of Hawaiian Affairs for 8 computers 6 months prior • Requesting funds for software in advance • Picking up the software vs. shipping (time) • Audience selection: using my own students
What didn’t work • Waiting period for the computer lab to get up and running created stress • Waiting period for the purchase orders to be processed created stress • Inviting the Hawaiian Immersion grades 5 & 6 to participate (NCLB schedule conflict) • Only 1 Dreamweaver software • Blogs- no student email, no access
Demographic Information ( Graphed L to R, T to B): Percentage of Girls to Boy Audience, Percentage of Girls to Boys Who Participated, Percentage of Girls to Boys with Computers at Home, Percentage of Girls to Boy Participants that liked Web-based Instruction
Questionnaire • The Web. Quest lesson was easily understood. – – – • I was able to read the Web. Quest. – – – • 0% = strongly disagree 0% = somewhat disagree 23% = neutral 18% = somewhat agree 59% = strongly agree 0%= strongly disagree 0%= somewhat disagree 0%= neutral 0%= somewhat agree 100%= strongly agree I was able to complete the tasks. – – – • 06%= strongly disagree 12%= somewhat disagree 06%= neutral 44%= somewhat agree 35%= strongly agree The Web. Quest activity helped me to solve the problem. – 0%= strongly disagree – 0%= somewhat disagree – 18%= neutral – 23%= somewhat agree – 59%= strongly agree 23% = strongly disagree 0% = somewhat disagree 12% = neutral 0%= somewhat agree 65%= strongly agree The Web. Quest made learning interesting for me. I want WQ. – – – • • I was able to write a response. – – – 06%= strongly disagree 12%= somewhat disagree 06%= neutral 44%= somewhat agree 35%= strongly agree
Specific Comments • • Ua make au I ka ha’awina lolo uila Maopopo ka lolo uila ia’u Hiki ia’u ke hana ma o ka lolo uila ‘A’ole pono au I ke kōkua ‘A’ole hiki ia’u ke helu Pelekania Pono au e ho’omaka e helu Pelekania Hiki ia’u ke kākau I ko’u mana’o
Evaluation Summaries • The findings of this study indicate that 100% of the students liked Web-based instruction regardless of whether or not they actually completed the tasks of the process • All students were successfully able to navigate the Web. Quest • Given a choice, all of the boys in grades 5 & 6 chose not to follow through with the tasks of the process due to homework & time constraints • More studies need to be conducted in regards to the use of Web-based instruction by boys
Reflection • • I have such basic skills like word processing skills; however, I never did loading and downloading, or zipping files. I do not know what FTP stands for so I am not certain if I have ever done that before. I have a basic knowledge of how an operating system (e. g. , Mac OS, Windows) works. I am very teachable. I will read and follow directions to the best of my abilities. I know that I am a hands-on learner. I am also visual so I need to make a picture graphic sequence of the steps needed for me to be productive. I have not yet approached my friends to help because I have a great desire to learn by trying. My librarian did give me a title of a book that I can read to learn more about Dream weaver. I have many teacher colleagues back at Puohala that are depending on me to come back with Web page making skills. When I return to Puohala I want to be able to highlight the learning activities at Puohala that fosters the children’s learning. I wanted to budget what I could afford so I went to Best Buy and the Comp. USA sale. I looked on the internet and Comp. USA was the same price with mail in rebate. I wanted to save cash so I went to Best Buy. (2006) basic skills like word processing skills (2007) loading and downloading, or zipping files (2007) Dreamweaver, Wiki, Web. Quest (2007) Time constraints – plan ahead, plan to succeed Road blocks e. g. shortage of internet plugs call for a life line, e. g. Polly Quigley Children reflections, children samples work: maintain children portfolios for next grade level
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