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An Investigation of PreK-12 Educators' Information Needs and Search Behaviors on the Internet
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Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division,

Abstract

The Internet contains a vast array of educational resources, ranging from individual activities to whole curricula. This research study used content analyses and an electronic questionnaire to investigate how and why PreK-12 educators use information from the Internet for instructional design purposes in order to inform the design of an Internet-based system that provides one-stop, any-stop access to Internet-based educational materials. Results indicate that lesson plans are the most sought-after instructional resource on the Internet. The data also revealed that, although most respondents use the Internet for instructional planning, they often consult several resources (print, electronic, and/or human) and use or adapt the information to meet their specific instructional needs. Tables and figures present data related to: elements found in instructional resources; requested information in AskERIC questions; specified information in AskERIC questions; content areas represented by questionnaire respondents; sources of information used for instructional planning; top-rated preferred information sources for instructional planning by subject area; amount of Internet use for instructional planning by subject area; critical elements of Internet-based lesson plans; ease of Internet search; amount of relevant information found; and level of satisfaction with Internet search. (Author/AEF)

Citation

Small, R.V., Sutton, S., Eisenberg, M., Miwa, M. & Urfels, C. (1998). An Investigation of PreK-12 Educators' Information Needs and Search Behaviors on the Internet. Presented at Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division 1998. Retrieved February 22, 2020 from .

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