Integrating the Internet into the Classroom Week 3 Day 1-2

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

Daily Assignments -Week 3
|Day1|Day2|Day3|Day4|Day5|

WEEK 3
Sample Courses, Activities, and Projects Using On-line Resources

DAY 1
Sample Courses/Projects: Civil Rights, Culture Capsules, Computer Applications, Advanced Writing, Earth Science

Choose 1 task to complete from Tasks 1-5 below.

When you have finished exploring one of the resources, post your ideas to the Discussion Page, topic = "Sample Courses." There you will find the following questions: Which course did you choose to browse and why? Can you find one activity which you could use "as is" or modify to fit your teaching situation? Why did you choose that activity?

By reading others' comments in the Discussion Page, and responding to them, you may find that you want to explore more of these sites after the course ends. NOTE: For those interested in Project-based learning, I *highly* recommend the websites listed in the "Additional Resources" section.

TASK 1: Reading: Read the Overview and follow as many links as you have time for in One Content-Based Course: Diversity and Civil Rights in the U.S. Write down in your notebook your general impressions as well as specific comments/questions you have as you browse.

TASK 2: Browse How to Create Web-based Culture Capsules. Peruse some of the students' work on the Culture Capsules Master Page. Write down your general impressions as well as specific comments/questions you have as you browse.

TASK 3: Browse Computer Applications, a course I have taught at Lewis & Clark College. Are there technology skills taught here that you need to teach your students? Note: This particular version of the course was taught some years ago and may contain some non-working links.

Meet the Students Project - Click on the class picture to "meet the students." This introduces the students to basic techniques in word processing, digital photography, graphics manipulation, and web page creation. Have a look at a detailed rationale and instructions for this short project.

Here is a Treasure Hunt from the AES and ISO Homepage which is one of the course assignments. It helps students learn to use a browser, practice scanning for information, copy/paste text, and save bookmarks and graphics files to disk, all while learning valuable information about the college. You do not have to complete this Treasure Hunt, just explore it.

Here is a project, within the Computer Applications course, called Quia Creations (you'll be using Quia later this week). Students used Quia to create home pages and a variety of online games and puzzles around content areas of their choosing.

Quandary Student Projects, within the Computer Applications course, uses maze building software called Quandary. Students created interactive mazes using content of their choosing.

TASK 4: Browse the Advanced Writing course. Survey briefly the writing assignments with links to student work, as well as students' Culture Capsules. Many colleges and universities follow a "writing across the curriculum" model; writing is not taught in distinct courses, rather the majority of curriculum offerings include writing tasks and teacher feedback to help students develop the writing skills they need in their particular discipline. Do you find any activities here which you could use to help your students become more independent, creative, and analytical writers?

TASK 5: Browse the Earth Science 283 course (lower intermediate level), which uses a text designed for native speakers (5th or 6th grade). Though I've only finished designing activities for a couple of chapters, this should give you a good idea of simple ways that Web sites can be used to enhance a course. If you click the links to the MS Word documents, they will download to your computer. Open them in Word and print them out. Then you can examine the Web sites and complete the paper-based activities just as they students have done.

Additional Information/Resources:

Reading: Web Projects for the ESL/EFL Class: Famous Japanese Personages - Tom Robb's article is a "must read" for anyone contemplating creating Web-based group projects.

Challenge 2000 Project-Based Learning with Multimedia - (Silicon Valley Network and San Mateo County Office of Education) Very comprehensive and practical. PBL+MM page includes rationales for PBL, assessment of projects and student work, steps for planning and implementing projects, questions for student reflection and more. NOTE: There is a Project-Based Learning Web Ring, which includes a small number of high quality web sites that focus on aspects of PBL. You can access the Web Ring at the bottom of the Challenge 2000 page at http://pblmm.k12.ca.us/index.html

4Teachers - Works to help you integrate technology into your classroom by offering FREE online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Discover valuable professional development resources addressing issues such as equity, ELL, technology planning, and at-risk or special-needs students.

Sample Treasure Hunts at the Internet TESL Journal. These Treasure Hunts cover a variety of topics and include some hunts that would work for LEP students and Internet beginners, and others that would be challenging for native speakers and more advanced Internet users. The Internet TESL Journal people even make it easy for you to write a hunt and submit it to them for posting on their server!

Here is a sample treasure hunt used for a content area course on black history. Remember, treasure hunts are one of the formats you can create and post to the Internet using the Pacific Bell Fellow's Filamentality site.

Return to top.

WEEK 3
Moving Beyond the Physical Classroom

DAY 2
Activity Structures and Telecollaboration

TASK 1: Read this noteworthy article, "Activity Structures for Curriculum-Based Telecollaboration" by Judi Harris. It is long-about 15 pages so you might want to print it out. There are hypertext links to show you examples of the 18 activity structures.

TASK 2: Take this quiz to review your understanding of the Harris article and to give your impressions of it. If you have problems submitting the answers to me, you may send them via Email.

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

TASK 4: See Telecollaboration projects at work. Promoting Multiculturalism through International CALLaborative Projects was a TESOL 2007 presentation by two former participants of this course, Carla Arena and Erika Cruvinel from Brazil. Using telecollaboration has made a huge difference for their students and has helped them develop as technology-integrating teachers!

Additional Information/Resources:

These are additional excellent resources from Judi Harris:

This site supports Judi Harris' new book, Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing, 1998, ISTE. This article provides the pedagogical basis for using "activity structures."

Indexes to Projects and Activities includes: Indexes to K-12 Resources; K-12 Servers Worldwide; Correspondent Locators; Web Page Design Ideas; E-mail Netiquette

Internet Projects Registry - (blurb from their site): "Our registry is the one central place on the Internet where you can find projects from across the globe to bring into your classroom. Not only do we display projects hosted by the Global SchoolNet Foundation, but we gather projects from organizations such as I*EARN, IECC, NASA, GLOBE, Academy One, TIES, Tenet, TERC, as well as countless outstanding projects conducted by classroom teachers from all over the world. In short, we glean projects from across the internet to make it easy for educators to find great projects. We do the work while you stop looking and instead spend your time participating!"

Perspectives on CALL for Project-Based Learning was the subject of this TESOL 2000 colloquium. There are teaching materials linked to student projects in adult, intensive English and English as a foreign language settings.

The Northwest Educational Technology Consortium offers classrooms@work/tools@hand, which explores strategies for technology-enhanced learning, using multimedia resources that take you into two very real classrooms that work - using the tools of technology. At this site, you'll also be able to order two videos and a CD, which include complete presentations of the projects conducted in these two classrooms. Materials are free to educators in the Northwest.

For those interested in teaching business-related concepts with a project approach, see Internet Based Projects For Business, Networking by Leslie Opp-Beckman and Kay Westerfield. An extensive resource of business projects with Internet support + a terrific hypertext bibliography! You can either use these projects as written or get *lots* of creative ideas of your own by looking at the bibliography page. (not updated since 2001).

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Created by: krauss@lclark.edu
Updated: 7/19/07

WEEK 3	Sample Courses, Activities, and Projects Using On-line Resources
DAY 1	Sample Courses/Projects: Civil Rights, Culture Capsules, Computer Applications, Advanced Writing, Earth Science
	Choose 1 task to complete from Tasks 1-5 below. When you have finished exploring one of the resources, post your ideas to the Discussion Page, topic = "Sample Courses." There you will find the following questions: Which course did you choose to browse and why? Can you find one activity which you could use "as is" or modify to fit your teaching situation? Why did you choose that activity? By reading others' comments in the Discussion Page, and responding to them, you may find that you want to explore more of these sites after the course ends. NOTE: For those interested in Project-based learning, I highly recommend the websites listed in the "Additional Resources" section. TASK 1: Reading: Read the Overview and follow as many links as you have time for in One Content-Based Course: Diversity and Civil Rights in the U.S. Write down in your notebook your general impressions as well as specific comments/questions you have as you browse. TASK 2: Browse How to Create Web-based Culture Capsules. Peruse some of the students' work on the Culture Capsules Master Page. Write down your general impressions as well as specific comments/questions you have as you browse. TASK 3: Browse Computer Applications, a course I have taught at Lewis & Clark College. Are there technology skills taught here that you need to teach your students? Note: This particular version of the course was taught some years ago and may contain some non-working links. Meet the Students Project - Click on the class picture to "meet the students." This introduces the students to basic techniques in word processing, digital photography, graphics manipulation, and web page creation. Have a look at a detailed rationale and instructions for this short project. Here is a Treasure Hunt from the AES and ISO Homepage which is one of the course assignments. It helps students learn to use a browser, practice scanning for information, copy/paste text, and save bookmarks and graphics files to disk, all while learning valuable information about the college. You do not have to complete this Treasure Hunt, just explore it. Here is a project, within the Computer Applications course, called Quia Creations (you'll be using Quia later this week). Students used Quia to create home pages and a variety of online games and puzzles around content areas of their choosing. Quandary Student Projects, within the Computer Applications course, uses maze building software called Quandary. Students created interactive mazes using content of their choosing. TASK 4: Browse the Advanced Writing course. Survey briefly the writing assignments with links to student work, as well as students' Culture Capsules. Many colleges and universities follow a "writing across the curriculum" model; writing is not taught in distinct courses, rather the majority of curriculum offerings include writing tasks and teacher feedback to help students develop the writing skills they need in their particular discipline. Do you find any activities here which you could use to help your students become more independent, creative, and analytical writers? TASK 5: Browse the Earth Science 283 course (lower intermediate level), which uses a text designed for native speakers (5th or 6th grade). Though I've only finished designing activities for a couple of chapters, this should give you a good idea of simple ways that Web sites can be used to enhance a course. If you click the links to the MS Word documents, they will download to your computer. Open them in Word and print them out. Then you can examine the Web sites and complete the paper-based activities just as they students have done.
	Additional Information/Resources: Reading: Web Projects for the ESL/EFL Class: Famous Japanese Personages - Tom Robb's article is a "must read" for anyone contemplating creating Web-based group projects. Challenge 2000 Project-Based Learning with Multimedia - (Silicon Valley Network and San Mateo County Office of Education) Very comprehensive and practical. PBL+MM page includes rationales for PBL, assessment of projects and student work, steps for planning and implementing projects, questions for student reflection and more. NOTE: There is a Project-Based Learning Web Ring, which includes a small number of high quality web sites that focus on aspects of PBL. You can access the Web Ring at the bottom of the Challenge 2000 page at http://pblmm.k12.ca.us/index.html 4Teachers - Works to help you integrate technology into your classroom by offering FREE online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Discover valuable professional development resources addressing issues such as equity, ELL, technology planning, and at-risk or special-needs students. Sample Treasure Hunts at the Internet TESL Journal. These Treasure Hunts cover a variety of topics and include some hunts that would work for LEP students and Internet beginners, and others that would be challenging for native speakers and more advanced Internet users. The Internet TESL Journal people even make it easy for you to write a hunt and submit it to them for posting on their server! Here is a sample treasure hunt used for a content area course on black history. Remember, treasure hunts are one of the formats you can create and post to the Internet using the Pacific Bell Fellow's Filamentality site.

WEEK 3	Moving Beyond the Physical Classroom
DAY 2	Activity Structures and Telecollaboration
	TASK 1: Read this noteworthy article, "Activity Structures for Curriculum-Based Telecollaboration" by Judi Harris. It is long-about 15 pages so you might want to print it out. There are hypertext links to show you examples of the 18 activity structures. TASK 2: Take this quiz to review your understanding of the Harris article and to give your impressions of it. If you have problems submitting the answers to me, you may send them via Email. TASK 3: Buddy Group Check! - Check in by email with your buddies. Share what you have found out about your topic of interest. Remember, this week you will report to the class on what you have been discussing in your Buddy Group and any conclusions you have drawn. TASK 4: See Telecollaboration projects at work. Promoting Multiculturalism through International CALLaborative Projects was a TESOL 2007 presentation by two former participants of this course, Carla Arena and Erika Cruvinel from Brazil. Using telecollaboration has made a huge difference for their students and has helped them develop as technology-integrating teachers!
	Additional Information/Resources: These are additional excellent resources from Judi Harris: This site supports Judi Harris' new book, Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing, 1998, ISTE. This article provides the pedagogical basis for using "activity structures." Indexes to Projects and Activities includes: Indexes to K-12 Resources; K-12 Servers Worldwide; Correspondent Locators; Web Page Design Ideas; E-mail Netiquette Internet Projects Registry - (blurb from their site): "Our registry is the one central place on the Internet where you can find projects from across the globe to bring into your classroom. Not only do we display projects hosted by the Global SchoolNet Foundation, but we gather projects from organizations such as IEARN, IECC, NASA, GLOBE, Academy One, TIES, Tenet, TERC, as well as countless outstanding projects conducted by classroom teachers from all over the world. In short, we glean projects from across the internet to make it easy for educators to find great projects. We do the work while you stop looking and instead spend your time participating!" Perspectives on CALL for Project-Based Learning was the subject of this TESOL 2000 colloquium. There are teaching materials linked to student projects in adult, intensive English and English as a foreign language settings. The Northwest Educational Technology Consortium offers classrooms@work/tools@hand, which explores strategies for technology-enhanced learning, using multimedia resources that take you into two very real classrooms that work - using the tools of technology. At this site, you'll also be able to order two videos and a CD, which include complete presentations of the projects conducted in these two classrooms. Materials are free to educators in the Northwest. For those interested in teaching business-related concepts with a project approach, see Internet Based Projects For Business, Networking by Leslie Opp-Beckman and Kay Westerfield. An extensive resource of business projects with Internet support + a terrific hypertext bibliography! You can either use these projects as written or get lots* of creative ideas of your own by looking at the bibliography page. (not updated since 2001).