Key Attributes
|
Inquisitory
(questioning)
|
Collaborative
|
Expository
(telling)
|
Generative
|
Anchored
|
Problem-based
|
| |
I
|
C
|
E
|
G
|
A
|
P
|
| Student find Web sites
that define rules of subject area |
X
|
|
|
|
|
|
| Student find sites that
are supporting examples of subject area |
X
|
|
|
|
|
|
| Students review or find
Web sites that provide multiple perspectives on subject area |
|
X
|
|
|
X
|
X
|
| Web sites are created
to share data between groups |
|
X
|
|
|
|
|
| E-mail or other communication
features of the Web link collaborators together |
|
X
|
|
|
|
|
| Teacher shows specific
Web sites or assigns Web site for student to review to present rules of
subject area |
|
|
X
|
|
|
|
| Students are presented
with Web-based simulations, that they can manipulate |
|
|
|
X
|
|
|
| Students are provided
with database sites they can use to interpret, make inferences, or predictions |
|
|
|
X
|
|
|
| Students are provided
with Web sites that function as triggers for discussion about concepts |
X
|
|
|
X
|
|
|
| Teacher uses Web site
to provide realistic context of a problem scenario (virtual field trips,
simulations, etc.) |
|
|
|
|
X
|
X
|
| Students use Web to search
for information to solve problems |
|
|
|
|
X
|
X
|