Exploiting the Internet in Middle and High School
(for Native Speakers and ELL's Too!)
http://www.lclark.edu/~krauss/osu2003/internetells.html

Michael Krauss
(krauss@lclark.edu)
Academic English Studies, Lewis & Clark College
Presented at:
ELI Technology Workshops: Teachers Using Technology
Oregon State University, December 12, 2003

I. The Basic Question:

Q: Why should I use Internet resources to supplement my teaching?

A: "21st Century Literacies - skills needed to flourish in today's society and in the future. This combination of information, multicultural, media, and visual literacies can better help K-12 students and adult learners address and solve the issues that confront them." SBC Pacific Bell Knowledge Network Explorer 21st Century Literacies

"If we want to facilitate our students' developing new electronic literacies, we have to break away from the notion that computers and the Internet comprise an optional tool to use in the language class, like a tape recorder. . . if we want people to learn how to communicate, read, and write in online environments, we're going to have to take them there. . ." Millennialism and Media: Language, Literacy, and Technology in the 21st Century, Mark Warschauer, AILA Review 14, 49-59 (1999).
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II. Barriers to Internet Use:

Q1: What if I am a "newbie" in using technology in the classroom?

A1. Internet Tutorials: Excellent tutorials, very up to date, on Basic Internet, Research Guides, Search Engines and Subject Directories from the University at Albany Library.

Q2: B. I'm not a "newbie," but I don't have experience using computers with ELL's?

A2: Technology Tips by Deborah Healey, OSU - A treasure of highly relevant, easy to follow mini-lessons (aimed at teachers) on using technology in the classroom. Includes practical lesson ideas oriented towards ELL's.

Q3: What if I only have one computer in my classroom?

A3: Eduscapes by Annette Lamb - an excellent compilation of ideas, articles, and strategies for making the best use of the one computer classroom.

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III. Some Oft-Heard Questions about Choosing Web Sites:

Q1: Is there a rule of thumb to follow to know if a Web site should be used and how it should be used?

A1: "The extent to which a student gains the same pedagogical benefit from a printout of your Web resources as from the resources themselves is the extent to which you have done nothing of pedagogical value by using the Web." Alistair B. Fraser, Prof. of Meteorology, Pennsylvania State University (see article).

Q2: Is there some sort of checklist that would help me to evaluate if I should use a particular Web site in a particular class?

A2: I've compiled a checklist to help you decide if a particular site might fit your needs. Need more copies of the form? Click here to download the form to your computer. Open and print using MS Word or another word processing program. Modify as you like!

Q3: Are there special considerations when I have ELL's in my classroom?

A3: Generally speaking, the same qualities that make a Web site attractive for use with native speakers, make it attractive to ELL's.
Suggestions: 1) Aim for text that is at or slightly above ability level of ELL 2) Prep ELL with pre-reading vocabulary work and familiarize her with content (possibly in her native language?) 3) Choose sites that have visual and auditory assists when possible. 4) Modify/simplify language used in the site (with permission) if using on local computers.
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IV. Looking at Sample Web Sites

Q: Can you show some examples of sites from different subject areas that you consider high quality?

A: Here is a sampling of stimulating, interactive sites in a variety of subject areas. Would these work with both native speakers and ELL's? What level of English would be required?

  • Cultural Debates Online - Make multicultural studies come alive! You'll discover connections and differences between a rain forest society, (the Mentawai), your own culture, and other communities of students.
  • Flash Mind Reader - the computer reads your mind! (or does it?). Math based puzzler that can be used to stimulate students discussion and exploration for a solution!
  • Moon Phases - Do you really understand why the moon's phases occur? You will after viewing this animated model.
  • Favorite Poem Project - Listen to both celebrities and "regular" folks read their favorite poems and explain why they poems are meaningful in their lives.
  • Changing Illusions - Do you really believe what you see? These optical illusions might spur you to find out more about the topic.
  • Columbia River in Danger - Learn about the problems affecting this unique ecosystem via an informative, interactive Web site.
  • Who's Who and What's What NY Times Daily Quiz - An engaging daily puzzle + links to articles from different sections of the NY Times. Just might hook students into keeping up with the news.
  • Froguts - Want to dissect a frog without the hassles of setting everything up (let alone finding the frogs!). Bring a bottle of formaldehyde along if the simulation is not real enough for you!
  • Culture Profiles Project - For students with adequate English skills, a "one stop shopping" source for research on any of 75 countries of the world!
  • Quia Subject Categories - Use others teachers' games, puzzles, and quizzes to supplement your materials; create your own online activities and challenge students to do likewise!
  • SoundLearning - categorized collection of Minnesota Public Radio's text and audio files for use in supporting the curriculum; also includes instructional strategies for using these types of materials in the classroom. For advanced ELL's or native speakers.

--All these sites and more can be found in the ESL Independent Study Lab.
--Click here to learn how to author Quia activities (or see activities authored by my ELL students).

--Some of these sites require free browser plugins. If you don't already have them, you can download them here: RealAudio®, QuickTime®, Shockwave®, Flash®.

Q: Can you show some example of sites that ELL's can use to work on discrete language skills?

A: Some of these resources are primarily designed for ELL's to work on either in class with a teacher or independently. Others were designed for native speakers but would work with ELL's as well.

  • Phonetics (The Sounds of American English) - Students can see animated articulation models plus see and hear native speaker pronunciation.
  • Randall's Cyber Listening Lab - Well over 100 complete listening lessons using audio and video, with lessons designed for ELL's.
  • Learning Resources (Western Pacific Literacy Network) - Simple news stories with accompanying audio and video plus self-correcting online exercises to assist in comprehension.
  • ESL Blues - Creative online grammar activities, including diagnostic quizzes to point students to exercises, specific to their needs.
  • Miniature Earth - Thought provoking stimuli help to promote meaningful writing. Students (and teachers) will learn important facts about our world. Classroom discussion of this site should naturally lead to a relevant writing task.
  • DFilm MovieMaker - Students choose a setting and write dialogue, which is instantly converted into an online movie. A fun way to publish lower level English students' work.
  • ESL Learning Links - Readings from beginning to advanced, a varied collection designed with ELL's in mind. Many readings include accompanying online activities.

 --All these sites and more can be found in the ESL Independent Study Lab.
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V.Incorporating Web sites into Classroom Lessons

Q: What type of pedagogically sound classroom activities can I create (or find) that utilize Web sites?

A: Tried and true Web-based activities include Treasure Hunts, Samplers, WebQuests, and Scenarios.

--View Treasure Hunts, Samplers and WebQuests made by teachers in my online course (scroll down to "Online Activities Produced by Current Participants."

--Search Filamentality for Treasure Hunts, Samplers, and WebQuests (scroll down to Filamentality)

--View highly rated WebQuests at the WebQuest site (Click "Portal," then "Top" from left sidebar)

--Learn more about Treasure Hunts, Samplers, and WebQuests with Filamentality
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VI. Scenarios: Why They Are a Good Choice for Native Speakers and ELL's

Q1: What is a scenario and how can they be incorporated into the curriculum?

A1: Scenarios can be designed to be used with students individually, with cooperative groups, or as whole-class Internet lessons. A Scenario poses issues to be explored or problems to be solved. There are teacher-made questions to guide the student and an Internet site(s) that serves as a resource to provide the needed information to complete the task. The student researches the Web site(s) provided by the teacher and reports (orally or in writing) to come to a successful conclusion to the Scenario. Content shouuld be chosen to fit the curricular needs of the class.

Q2: Hmm, sounds interesting, but I'm still not exactly clear. Could I see an example?

A2: Sure, here are several examples: Click here to see Scenarios written by teachers who completed an online course with me. Click here to see Scenarios written by Joan Berger. Click here for more Scenarios written by teachers in one of Berger's workshops.

Q3: I see that students often create oral or written reports as the final step in completing their Scenario. Is there an easy way to post a students' written report to the Internet?

A3: Perhaps the simplest way is to use the Project Poster. Five minutes from Word file to Internet with no Web page knowledge needed--really!)

Q4: What about evaluating the final report of the Scenario? Are there any grading rubrics available?

A4: Rubrics are super easy to create online and then print. Click here to design one to fit your exact needs.
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VII. Hands On! - Create A Scenario and Post it to the Web!

Now that you've seen examples of Scenarios, it's time to design one of your own. When you finish, you will post your Scenario to the Internet. We will be able to share and use one another's Scenarios. Just follow these steps:

1. (20 minutes) Find an appropriate Web site around which to design your Scenario. These links should give you plenty of choices. Or you can use a Web site we've already looked at together or one you already know about.

2. (20 minutes) Open Word on your computer (or if you prefer, just use paper and pencil). In your handout, find "Scenario Assignment." Complete the three steps of the Scenario Assignment. If using Word, save the file to your desktop.

3. (20 minutes) Register for the NiceNet discussion board. This is the medium we will use to post our Scenarios to the Internet. Follow these steps:

a) Click here to go to NiceNet (http://www.nicenet.org/)

b) Follow the instructions in your handout to register with NiceNet. Your class key is S88369S30 (last digit = zero, not the letter "o")

c) Post your Scenario to NiceNet. If you used Word to type your Scenario, you can copy and paste your work to NiceNet. If you used pencil and paper, type your Scenario into NiceNet now.

d) When you want to access NiceNet after this workshop is over, complete instructions are here. You can also refer to the handout, "NiceNet Instructions."

-- Online conferencing is an excellent technique to use with native speakers and ELL's. Here is a Tech Tip on the topic of conferencing in general, and another on NiceNet specifically. Here are some examples of conferencing assignments used with ELL's.
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VIII. Workshop Evaluation (Online)

  • Click here to complete a short evaluation (5 minutes). Thanks!
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IX. Additional Resources:
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Images on this page used with the permission of
Discoveryschool.com from their ClipArt Gallery.

©2003 Michael Krauss
All Rights Reserved

This Web page was prepared for a workshop offered on December 12, 2003, "Teachers using Technology" at Oregon State University, Corvallis Oregon. The workshop was supported by a grant from the U.S. Department of Education, Office of English Language Acquisition.
Created by: krauss@lclark.edu
Updated: 12/10/03