Integrating the Internet into the Classroom Facilitator: Michael Krauss, Lewis & Clark College Quiz-March Articles Please enter your full name: Please enter your Email address: Part 1 What's on the Web, Sorting Strands on the World Wide Web for Educators, by Tom March Tom March classifies "applications" which are available on the Web into 7 categories. Now that you have read this article, answering these quiz questions should be a snap! Read the following descriptions and follow the links. Decide which of March's 7 "applications" is being described and type (or copy and paste) the answer in the spaces provided. Choose your answers from the choices in the boxes below. When you finish, go on to Part 2. Good luck! Enrichments Lesson/Online Tutorials Tools References Resources Projects Activities 1. The silly, irreverent, even risque´ sites that can give some educators a headache, but often provide "motivational springboards" for students to explore more serious learning activities. (Ex: Cave of Magic - Can the latest computer chip really read what's in your mind?) 2. Creating this type of application is a main strategy for classroom teachers to integrate the Web with their students' learning. This application includes Treasure Hunts, Samplers and WebQuests. This involves specific, outcome oriented learning and integrates other web applications such as references and resources. (Ex: Tuskegee Tragedy) 3. This application encourages students to solve a problem over a longer period of time. The heart of this application is usually a compelling event that benefits from in-depth examination from multiple perspectives and various academic disciplines. (Ex: Quest Series) 4. This application targets specific learner outcomes and then guides the user through instructional steps, often with feedback or checkpoints. These detailed and methodical websites make great learning tools (Ex: The The Digital Dissection) 5. When a teacher wants to accelerate a process, she may use this application. These devices facilitate either student or teacher learning. Educators will not generally be the creators of this application because of the complexity of designing them. (Ex: Metacrawler) 6. This source enhances educational programs by making learning more relevant and by tapping into specialized expertise. It differs from a reference in that it does not attempt to be complete. It differs from a lesson in that it does not contain instruction with clearly stated learning objectives. This is the main type of content on the Web.(Ex: The Web Museum) 7. Comprehensive, informational sites that educators will invariably find useful. They may be databases, directories, encyclopedias, etc. (Ex: The CIA World Fact Book) Part 2 Working the Web for Education Theory and Practice on Integrating the Web for Learning by Tom March The proverbial warning: Read all answers before marking your quiz. Choose the one, best answer. When you finish, click the Submit button. 8. Which of the following, according to the article is true? a) the Internet may become one of the primary sources of information in the classroom b) the Internet is an example of disintermediation c) cognitive psychology theory suggests that schema is best built by weaving strands of information together into a unified whole d) the Internet requires support from teachers in three main areas: creating a learning environment, shaping Web-based activities and hands on facilitation of students' learning skills e) all of the above are true. 9. Which statement most accurately describes the author's opinion of using the Internet for playing unstructured computer games, online chatting, or surfing? a) these are valid activities because students will learn something about using technology tools b) these are valid activities because students can be creative and will happen upon nuggets of knowledge c) these are not valid activities and can give the Internet the reputation of being an "embarrassment of riches" d) these are not valid activities because teachers should be the source of information taught in school e) these are not valid activities because students are likely to come upon pornographic or other unsuitable materials. f) none of above 10.Which of the statements below is true? a) A Hotlist is a good beginning Internet activity for a teacher who does not have extensive Internet experience, and also is an effective way to guide students in their Internet browsing. b) A Multimedia Scrapbook and a Subject Sampler share the quality of encouraging students to be creative and of appealing to students with a variety of learning styles. c) A Treasure Hunt works more on discrete skills than does a WebQuest, but by adding a "big question" at the end, students are also encouraged to synthesize what they've learned d) all of the above are true according to March's article. Describe how these articles helped you move toward your goal of integrating Internet resources into your teaching. (Or if they did not, why not?) Don't forget to click the "Submit" button when finished! Thanks! ©1998-2007 All Rights Reserved 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: 10/24/07
Integrating the Internet into the Classroom Facilitator: Michael Krauss, Lewis & Clark College
Please enter your full name:
Please enter your Email address:
Tom March classifies "applications" which are available on the Web into 7 categories. Now that you have read this article, answering these quiz questions should be a snap!
Read the following descriptions and follow the links. Decide which of March's 7 "applications" is being described and type (or copy and paste) the answer in the spaces provided. Choose your answers from the choices in the boxes below. When you finish, go on to Part 2. Good luck!
1. The silly, irreverent, even risque´ sites that can give some educators a headache, but often provide "motivational springboards" for students to explore more serious learning activities. (Ex: Cave of Magic - Can the latest computer chip really read what's in your mind?)
2. Creating this type of application is a main strategy for classroom teachers to integrate the Web with their students' learning. This application includes Treasure Hunts, Samplers and WebQuests. This involves specific, outcome oriented learning and integrates other web applications such as references and resources. (Ex: Tuskegee Tragedy)
3. This application encourages students to solve a problem over a longer period of time. The heart of this application is usually a compelling event that benefits from in-depth examination from multiple perspectives and various academic disciplines. (Ex: Quest Series)
4. This application targets specific learner outcomes and then guides the user through instructional steps, often with feedback or checkpoints. These detailed and methodical websites make great learning tools (Ex: The The Digital Dissection)
5. When a teacher wants to accelerate a process, she may use this application. These devices facilitate either student or teacher learning. Educators will not generally be the creators of this application because of the complexity of designing them. (Ex: Metacrawler)
6. This source enhances educational programs by making learning more relevant and by tapping into specialized expertise. It differs from a reference in that it does not attempt to be complete. It differs from a lesson in that it does not contain instruction with clearly stated learning objectives. This is the main type of content on the Web.(Ex: The Web Museum)
7. Comprehensive, informational sites that educators will invariably find useful. They may be databases, directories, encyclopedias, etc. (Ex: The CIA World Fact Book)
The proverbial warning: Read all answers before marking your quiz. Choose the one, best answer. When you finish, click the Submit button.
8. Which of the following, according to the article is true? a) the Internet may become one of the primary sources of information in the classroom b) the Internet is an example of disintermediation c) cognitive psychology theory suggests that schema is best built by weaving strands of information together into a unified whole d) the Internet requires support from teachers in three main areas: creating a learning environment, shaping Web-based activities and hands on facilitation of students' learning skills e) all of the above are true.
9. Which statement most accurately describes the author's opinion of using the Internet for playing unstructured computer games, online chatting, or surfing? a) these are valid activities because students will learn something about using technology tools b) these are valid activities because students can be creative and will happen upon nuggets of knowledge c) these are not valid activities and can give the Internet the reputation of being an "embarrassment of riches" d) these are not valid activities because teachers should be the source of information taught in school e) these are not valid activities because students are likely to come upon pornographic or other unsuitable materials. f) none of above
10.Which of the statements below is true? a) A Hotlist is a good beginning Internet activity for a teacher who does not have extensive Internet experience, and also is an effective way to guide students in their Internet browsing. b) A Multimedia Scrapbook and a Subject Sampler share the quality of encouraging students to be creative and of appealing to students with a variety of learning styles. c) A Treasure Hunt works more on discrete skills than does a WebQuest, but by adding a "big question" at the end, students are also encouraged to synthesize what they've learned d) all of the above are true according to March's article.
Describe how these articles helped you move toward your goal of integrating Internet resources into your teaching. (Or if they did not, why not?)
Don't forget to click the "Submit" button when finished! Thanks!
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: 10/24/07