Using the Internet to teach Holocaust Studies

The Internet is an incredible educational resource. Like all the best resource materials, Internet sites are usually both interactive and multi-media; they integrate textual, audio and graphic materials and can thereby promote very active modes of learning. Use of the Internet can be interactive in very sophisticated ways:

· It can allow dialogue between the learner and the computer, among learners, and between learners and teachers
· It can allow learners to access content in any order they choose and interrupt it when they need to
· It can often give real-time feedback to learners.

Advantages of using the Internet
Research about educational technology has found that it is the most attractive, interesting and effective supplement to teacher-based instruction for all learners. It saves learning time and is more effective than other supplementary materials with learners at both the lowest and the highest levels. Using Internet technology has many advantages, including the motivation of learners, the individualisation of learning, the versatility of its uses and roles, its facilitation of learning skills and strategies (both general and language) and its facilitation of language use related to the target content.

There are also special advantages for teachers which can improve both teaching and learning. Using the Internet can give teachers the chance to use their time more effectively in class and it can also foster new modes of communication between teachers and learners. It can free teachers from the role of "correct answer giver" and allow them to take on the role of facilitator more than is usually possible. In addition, deciding how to incorporate Internet technology into their programs may cause language teachers to rethink and even improve the way they teach.

Using the Internet to teach Holocaust Studies in different settings

In a library or SAC (Self Access Centre)
Usually in a SAC it is possible for each student to work alone on the computer, with little or no teacher supervision, depending on the age of students. However, it is always advisable to set specific tasks or homework for the students to complete in the SAC, in accordance with your overall teaching program. Note that in Australia the accepted proportion of classroom-based instruction vs self study in a SAC or library is 80%-20%.

In a classroom with only one computer
When there is only one computer in your classroom, it is a good idea to combine face-to-face instruction of the majority of students with pair or small group work on Internet study. For example, you may present a topic to the whole class, then set a variety of practice activities as follow-up work. Most of the practice activities would be done according to your instructions, or from a worksheet or textbook, but others would be exercises based on the Net that students could do in pairs or threes. Make sure there is enough time during the lesson for all the students to have a turn on the computer.

Note that research has shown that students who work together with educational technology usually show great and rapid improvement in their comprehension, discussion and analytical skills. Just make sure they take turns using the mouse.

Alternatively, you could choose two or three students per lesson to work on selected Internet activities while the rest of the class does 'ordinary' work. This is a good idea if your class is small enough (12 students or less). However, if your class is very big, it may take many lessons until everyone has has a turn on the computer. It is probably less frustrating to learners to have a little time each lesson (as described above) than a whole lesson only occasionally. Never have more than three students working on the computer at once, since one or more will be unable to participate.

In a Computerised Classroom
Naturally, this is the ideal situation. Students can work alone, or in pairs or threes. The teacher can direct their work, monitor individual progress and provide appropriate feedback. You can select activities which suit your different students' individual learning styles and abilities. You might set extra work in specific areas for students who need remediation, or extension work for those who are working faster than others in the class.

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