Integrating the Internet into the Classroom-Week 1 Day 3-5

Integrating the Internet into the Classroom
Facilitator: Michael Krauss, Lewis & Clark College

Daily Assignments

Week 1
Day 1|Day 2|Day 3|Day 4|Day 5

WEEK 1
Browsing On-Line Content Materials

DAY 3
Looking at Quality, Content-Rich Sites

The Web is so vast that it can be intimidating. If you have a pool of resources which you know you can rely upon, it makes things seem more manageable. Today's assignment is a step in that direction. Suggestion: Check your watch and set a reasonable time limit for investigating these resources. Don't get sucked into the "black hole" of Web browsing without time limits! If you make "bookmarks or favorites", you'll be able to easily return to the sites you find, making this browsing assignment well worth your time. NOTE: You can store and manage your bookmarks online or even join a social bookmarking Web site so that you can pool your bookmarks with others interested in sites in the same content areas as you.

TASK 1: Choose a content-area of your choice: (e.g. history, technology, environment, American culture, etc.). With that in mind, explore these Content Rich Web Sites (part of the ESL Independent Study Lab). Locate one individual site (not a directory of sites) which would be useful to assist in teaching the content area you chose.

TASK 2: Describe and evaluate the site you chose so that others can make use of it too. Your comments will be included on the Discussion Page and on a Web page accessible to all. Follow these steps:

Go to the Workshop Discussion Page to the topic, "Sites to Share." Click on the link, "Post New Message to: "Sites to Share.'"

In the "Subject" box, type the subject of your chosen Web site and the age range of students for whom it would be appropriate.

In the "Message Text:" box, type the complete URL for the site. Others will copy and paste your address into their browsers, so be sure the address is accurate.

Describe the site and why you think it would be suitable for the target student group.

Optional: Include some evaluative comments on the overall quality of the Web site based on the sample evaluation forms you looked at.

1) WWW CyberGuide Ratings for Content Evaluation by Karen McLachlan, Media Specialist, East Knox High School, Howard, Ohio - kmclachl@knox.net (NOTE: This is an online evaluation form. You do *not* have to complete it. Just use it as a resource).

Additional Information/Resources:
With so many "lists of links" to resources on the Web, is there any one best education source? Of course, this is very subjective and may depend on your specialty content area, but here are a few of my favorites which could be used as a starting point in the search for sites to integrate into the curriculum. Of course, teachers must be able to locate and organize sites on their own, but that will be covered in a later session on searching the Internet.

For ESL/EFL teachers: (Content Area teachers will find useful resources too!) I recommend The Internet TESL Journal - In my opinion, the best single collection of ESL/EFL links available. This site has a search engine, pages which load quickly and which can be downloaded to be read offline.

For content area teachers: (ESL/EFL teachers will find useful resources too!) ReadWriteThink is a partnership between the International Reading Association, the National Council of Teachers of English and the Verizon Foundation. There is an amazing amount of free Internet-based content divided into Lessons, Standards, Web Resources and Student Materials.

For ESL and content area teachers who are looking for self-study materials which students can use independently in a computer lab or from home, check out the ESL Independent Study Lab. (Listening, Reading, Grammar, Vocabulary, Pronunciation, TOEFL, Content/Research, Writing, Fun & Games).

Standards for Public School Education

NOTE: Given the current stage of education reform in public schools, teachers, of necessity, are concerned with meeting mandated national and state (of Oregon) standards. "Benchmarks" is the buzzword of the day. The Internet will be an important tool to help students achieve content-based standards. This site on instructional resources is a good starting point. Through this course, you will develop skills found in the national educational technology standards and will be able to pass them on to your students.

Return to top.

WEEK 1
Strategies for Integrating On-Line Content Material

DAY 4
Making the Transition to Web-based Materials and Activities

TASK 1: Reading: Scan What's on the Web, Sorting Strands on the World Wide Web for Educators, by Tom March. The author provides a framework which classifies materials found on the Internet into 7 categories. The objective is to try to provide a workable organizational structure which can be applied to the wildly expanding Web. NOTE: Many of the links in this article, which provide examples of the 7 categories, are no longer functional. I have been in touch with the author and the links will not be updated in time for this class. However, I have provided working links within the quiz that follows, so you can explore sites illustrating each of the 7 categories. Just read this article for an introduction to the 7 categories and as background for the article that follows below.

TASK 2: Reading: Read Working the Web for Education, Theory and Practice on Integrating the Web for Learning, by Tom March. This article builds on the pedagogical concepts presented in the earlier March article. The focus is on "activities," one of the 7 categories discussed in the prior reading. "Activities" is where the action is for teachers. You'll be learning how to create your own online learning activities and/or how to find appropriate learning activities created by others. This article provides great examples of five types of web-based activities, and explains which might be best in particular learning situations.

TASK 3: Have you finished reading both of Tom March's articles? If so, take the quiz. Your answers will automatically be emailed to me.

TASK 4: Explore the Blue Web'n database of Internet learning sites to see examples of the 7 categories described by March (scroll down to "The Content Table.") Choosing a content area of your choice, explore thoroughly one of the selected sites.

(Optional) You can subscribe to the Blue Web'n Update listserv and receive weekly notification of sites added to the Blue Web'n Database. Well worth it! To subscribe, use the online form at http://www.kn.pacbell.com/wired/bluewebn/ OR send an e-mail message to bluewebn-subscribe@yahoogroups.com.

TASK 5: Buddy Group Check! - Check in by email with your buddies. Share what you have found out about your topic of interest. Remember, in Week 3 you will report to the class on what you have been discussing in your Buddy Group and any conclusions you have drawn.

Additional Information/Resources:

Want to read the latest on what Tom March has to say about the World Wide Web in the first decade of the 21st century? See March's "The New WWW: Whatever, Whenever, Wherever." March introduces a new tool for maximizing learning with the Web: Class Act Portals.

Reading about what other teachers are doing with technology in the classroom may be what you would like to do.

Techlearning.com is produced by Technology & Learning Magazine, the Well Connected Educator and SchoolTech Expo & Conference, and contains contributions from hundreds of teachers, administrators and other experts in the field.

www4teachers is a great resource that contains articles, resources, and tools for Integrating the Internet. You'll see more references to parts of this site in future lessons.

Return to top.

WEEK 1
Activities for Integrating On-Line Content Material

DAY 5
Six Web-based Learning Activity Formats

TASK 1: Reading: "Filamentality: Activity Formats"
Browse this site quickly to understand and see examples of the following types of Internet activities: Hotlist, Scrapbook, Treasure Hunt, Subject Sampler, WebQuest. Write down your general impressions as well as specific comments/questions you have as you browse.

TASK 2: Examine closely the excellent examples of the six learning formats contained in Six Paths to China.

TASK 3: Complete one of the activities suggested in the My China Subject Sampler.

Optional:In your two column notebook, complete the sampler assignment in one column. In the other column, take notes from the "teacher's point of view" in terms of what this assignment requires the learner to do and what language and thinking skills are required.

TASK 4: Go to the Workshop Discussion Page and share your ideas in the topic titled, "China Subject Sampler."

Optional: Read the postings of your colleagues and write a comment to at least one of them that will further or deepen her thinking regarding the use of web-based activity formats in her teaching.

TASK 5: Go to the Discussion Page and enter your thoughts in the " Progress Report" topic. This is your chance to comment on what you have learned so far and what you would like to do in the coming days of the course.

Additional Information/Resources:

Filamentality is just one of the resources sponsored by the Pacific Bell Education First project. The official website for the project is the Knowledge Network Explorer. There you will find additional resources, lessons, articles and more!

In Fall, 2000, I gave a presentation at the annual ORTESOL conference (Oregon Teachers of English to Speakers of Other Languages) entitled, "Let's Create Web-based Learning Activities!" Have a look at the presentation in preparation for your building a Web-based activity next week.

Go to Daily Assignments - Week 2

Return to top.

Return to Workshop Home Page.

Return to Workshop Discussion Page.

Return to Syllabus-at-a-Glance.

Created by: krauss@lclark.edu
Updated: 3/9/07

WEEK 1	Browsing On-Line Content Materials
DAY 3	Looking at Quality, Content-Rich Sites
	The Web is so vast that it can be intimidating. If you have a pool of resources which you know you can rely upon, it makes things seem more manageable. Today's assignment is a step in that direction. Suggestion: Check your watch and set a reasonable time limit for investigating these resources. Don't get sucked into the "black hole" of Web browsing without time limits! If you make "bookmarks or favorites", you'll be able to easily return to the sites you find, making this browsing assignment well worth your time. NOTE: You can store and manage your bookmarks online or even join a social bookmarking Web site so that you can pool your bookmarks with others interested in sites in the same content areas as you. TASK 1: Choose a content-area of your choice: (e.g. history, technology, environment, American culture, etc.). With that in mind, explore these Content Rich Web Sites (part of the ESL Independent Study Lab). Locate one individual site (not a directory of sites) which would be useful to assist in teaching the content area you chose. TASK 2: Describe and evaluate the site you chose so that others can make use of it too. Your comments will be included on the Discussion Page and on a Web page accessible to all. Follow these steps: Go to the Workshop Discussion Page to the topic, "Sites to Share." Click on the link, "Post New Message to: "Sites to Share.'" In the "Subject" box, type the subject of your chosen Web site and the age range of students for whom it would be appropriate. In the "Message Text:" box, type the complete URL for the site. Others will copy and paste your address into their browsers, so be sure the address is accurate. Describe the site and why you think it would be suitable for the target student group. Optional: Include some evaluative comments on the overall quality of the Web site based on the sample evaluation forms you looked at. 1) WWW CyberGuide Ratings for Content Evaluation by Karen McLachlan, Media Specialist, East Knox High School, Howard, Ohio - kmclachl@knox.net *(NOTE: This is an online evaluation form. You do not* have to complete it. Just use it as a resource).**
	Additional Information/Resources: With so many "lists of links" to resources on the Web, is there any one best education source? Of course, this is very subjective and may depend on your specialty content area, but here are a few of my favorites which could be used as a starting point in the search for sites to integrate into the curriculum. Of course, teachers must be able to locate and organize sites on their own, but that will be covered in a later session on searching the Internet. For ESL/EFL teachers: (Content Area teachers will find useful resources too!) I recommend The Internet TESL Journal - In my opinion, the best single collection of ESL/EFL links available. This site has a search engine, pages which load quickly and which can be downloaded to be read offline. For content area teachers: (ESL/EFL teachers will find useful resources too!) ReadWriteThink is a partnership between the International Reading Association, the National Council of Teachers of English and the Verizon Foundation. There is an amazing amount of free Internet-based content divided into Lessons, Standards, Web Resources and Student Materials. For ESL and content area teachers who are looking for self-study materials which students can use independently in a computer lab or from home, check out the ESL Independent Study Lab. (Listening, Reading, Grammar, Vocabulary, Pronunciation, TOEFL, Content/Research, Writing, Fun & Games). Standards for Public School Education NOTE: Given the current stage of education reform in public schools, teachers, of necessity, are concerned with meeting mandated national and state (of Oregon) standards. "Benchmarks" is the buzzword of the day. The Internet will be an important tool to help students achieve content-based standards. This site on instructional resources is a good starting point. Through this course, you will develop skills found in the national educational technology standards and will be able to pass them on to your students.

WEEK 1	Strategies for Integrating On-Line Content Material
DAY 4	Making the Transition to Web-based Materials and Activities
	TASK 1: Reading: Scan What's on the Web, Sorting Strands on the World Wide Web for Educators, by Tom March. The author provides a framework which classifies materials found on the Internet into 7 categories. The objective is to try to provide a workable organizational structure which can be applied to the wildly expanding Web. NOTE: Many of the links in this article, which provide examples of the 7 categories, are no longer functional. I have been in touch with the author and the links will not be updated in time for this class. However, I have provided working links within the quiz that follows, so you can explore sites illustrating each of the 7 categories. Just read this article for an introduction to the 7 categories and as background for the article that follows below. TASK 2: Reading: Read Working the Web for Education, Theory and Practice on Integrating the Web for Learning, by Tom March. This article builds on the pedagogical concepts presented in the earlier March article. The focus is on "activities," one of the 7 categories discussed in the prior reading. "Activities" is where the action is for teachers. You'll be learning how to create your own online learning activities and/or how to find appropriate learning activities created by others. This article provides great examples of five types of web-based activities, and explains which might be best in particular learning situations. TASK 3: Have you finished reading both of Tom March's articles? If so, take the quiz. Your answers will automatically be emailed to me. TASK 4: Explore the Blue Web'n database of Internet learning sites to see examples of the 7 categories described by March (scroll down to "The Content Table.") Choosing a content area of your choice, explore thoroughly one of the selected sites. (Optional) You can subscribe to the Blue Web'n Update listserv and receive weekly notification of sites added to the Blue Web'n Database. Well worth it! To subscribe, use the online form at http://www.kn.pacbell.com/wired/bluewebn/ OR send an e-mail message to bluewebn-subscribe@yahoogroups.com. TASK 5: Buddy Group Check! - Check in by email with your buddies. Share what you have found out about your topic of interest. Remember, in Week 3 you will report to the class on what you have been discussing in your Buddy Group and any conclusions you have drawn.
	Additional Information/Resources: Want to read the latest on what Tom March has to say about the World Wide Web in the first decade of the 21st century? See March's "The New WWW: Whatever, Whenever, Wherever." March introduces a new tool for maximizing learning with the Web: Class Act Portals. Reading about what other teachers are doing with technology in the classroom may be what you would like to do. Techlearning.com is produced by Technology & Learning Magazine, the Well Connected Educator and SchoolTech Expo & Conference, and contains contributions from hundreds of teachers, administrators and other experts in the field. www4teachers is a great resource that contains articles, resources, and tools for Integrating the Internet. You'll see more references to parts of this site in future lessons.

WEEK 1	Activities for Integrating On-Line Content Material
DAY 5	Six Web-based Learning Activity Formats
	TASK 1: Reading: "Filamentality: Activity Formats" Browse this site quickly to understand and see examples of the following types of Internet activities: Hotlist, Scrapbook, Treasure Hunt, Subject Sampler, WebQuest. Write down your general impressions as well as specific comments/questions you have as you browse. TASK 2: Examine closely the excellent examples of the six learning formats contained in Six Paths to China. TASK 3: Complete one of the activities suggested in the My China Subject Sampler. Optional:In your two column notebook, complete the sampler assignment in one column. In the other column, take notes from the "teacher's point of view" in terms of what this assignment requires the learner to do and what language and thinking skills are required. TASK 4: Go to the Workshop Discussion Page and share your ideas in the topic titled, "China Subject Sampler." Optional: Read the postings of your colleagues and write a comment to at least one of them that will further or deepen her thinking regarding the use of web-based activity formats in her teaching. TASK 5: Go to the Discussion Page and enter your thoughts in the " Progress Report" topic. This is your chance to comment on what you have learned so far and what you would like to do in the coming days of the course.
	Additional Information/Resources: Filamentality is just one of the resources sponsored by the Pacific Bell Education First project. The official website for the project is the Knowledge Network Explorer. There you will find additional resources, lessons, articles and more! In Fall, 2000, I gave a presentation at the annual ORTESOL conference (Oregon Teachers of English to Speakers of Other Languages) entitled, "Let's Create Web-based Learning Activities!" Have a look at the presentation in preparation for your building a Web-based activity next week.