In the Study -- Teleresearch Harris, Judi (1998). Study teleresearch. In Virtual Architecture: Designing and Directing Curriculum-based Telecomputing (pp. 55-77). Eugene, Oregon: International Society for Technology in Education. Additional curriculum-based examples available at the Virtual Architecture Web Page at http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/ (accessed 8-05-01). Abstracted by Cherrie Noble Harris' most recent book, Virtual Architecture, contains a wealth of research and practical experience on technology integration in the classroom, with a particular focus on curriculum-based use of the Internet. In this chapter, she discusses the rationale for teleresearch, which is "using a computer connected to a telecommunications network, like the Internet, to do research at a distance" While Harris is a champion of Internet use in the classroom, she emphasizes that two criteria must first be considered before building teleresearch into the curriculum: first, whether the teleresearch allows students to do something they couldn't do before, or second, whether they can do it better by using the Internet. A core idea in teleresearch is information seeking as distinct from Internet surfing. Among the many challenges in using the Internet for research purposes is the very large amount of information available. A search query to any of the major Internet search engines, such as Yahoo or Google, may return hundreds, or even thousands, of results. In order for students to learn how to effectively search for relevant information on their topic, she says, the development of information-seeking skills is critical. Therefore, teleresearch must be focused and purposeful, involving an important information-to-knowledge process, in which the instructor becomes the guide and architect in developing a curriculum that incorporates these key skills. Harris has identified six purposes for students to use the Internet in their research activities. They are: To practice information seeking skills To become informed about a topic of inquiry and/or answer a question To review multiple perspectives on an issue To generate data needed to explore a topic To solve authentic problems To publish synthesized and/or critiqued information overviews for other students to use To illustrate these purposes, she provides numerous examples, including several Webquests. Joan Schatz' WebQuest, "In the Time of the Old Ones," for example, provides opportunities for students to learn about environmental awareness by exploring the weaving and legends of the Navajo people. Linda Jungwirth's WebQuest invites students to research the relationship between population declines among Antarctica's penguins and changes in the ozone layer. Harris describes the educational teleresearch cycle as "unending...ever-deepening and organic." These cycles parallel research activities in both virtual and more traditional environments. They are: Surfing (telegathering) Searching (telehunting) Sifting (teleharvesting, teleprocessing) Synthesizing (telepackaging) Serving (teleplanting) Her book provides a balanced perspective and useful information for teachers as they contemplate integrating the Internet into the classroom. While she explores the potential of the Internet, she also provides guidelines and criteria for its use. Quoting Arthur C. Clarke, she concludes: ...Information is not knowledge, knowledge is not wisdom, and wisdom is not foresight. Each grows out of the other and we need them all.

Technology Enriched Learning