Education and the Internet

Education and the Internet

Online Lesson
Contents

Introduction

Part 1: Introduction

Part 2: Learning Resources

Part 3: Judi Harris' Telecommunication Activity Structures

Part 4: Web Quests

Part 5: Safety on the Internet

Interactive Pages

Telecommunication, the Internet, and online communication are a major force in the development of personal computers today. Information once relegated to schools and libraries is now everywhere. The Internet is a vital media that integrates text, graphics, movies and sound. This class takes a look at telecommunication and offers ideas for developing K- Adult applications.

Goals

Students will be able to describe at least two different resources available from SCORE and TICAL.

Students will be able to describe and offer examples for at least four different activity structures that Judi Harris has documented researching activities among K-12 classrooms.

Students will be able to describe the purpose and learning opportunities available through a "webquest."

Students will understand at least three different measures that can support safe use of the Internet and telecommunication resources.

Assignments

Read materials in this online lesson and follow links to other World Wide Web sites.

Take the self test for Module 1 in the Interactive Self Test Area.

Respond to the following question in the Class Discussion Forum for this module:

Describe a webquest activity you found in your explorations of Bernie Dodge's WebQuest matrix for schools and teachers. How would it support student learning? What additional activities would you suggest to make it a worthwhile experience for the students you work with / plan to work with?

Read at least 15 postings from others in the class. Respond to at least two classmates about their postings.

As your work proceeds with this online module, questions may emerge that relate to the World Wide Web, email and other Internet topics. Please use WebTeacher as a resource to find answers to your questions.

Go to Part 2- Learning Resources

Go to Lesson Contents

Part 2: Learning Resources

SCORE connects online resources to California's standards.

California educators have two valuable web resources that specifically target the state's content standards and student achievement. They are: 1) Schools of California Online Resources in Education, and 2) Technology Information Center for Administrative Leadership.

Schools of California Online Resources in Education

The Schools of California Online Resources in Education (also known as SCORE) helps teachers plan and deliver K-12 learning activities. Sponsored by the California Technology Assistance Project, the California Department of Education, and the California County Superintendents Educational Services Association the SCORE sites aim to:

support the California content standards and curriculum frameworks

offer links to quality Internet resources

share teacher-developed lessons

The SCORE sites are organized into four content areas. Highlights and features of sites are offered along with links below:

History/Social Science

over 3,000 web resources supporting California's academic standards

searchable by grade level or topic

lesson activities, projects, electronic field trips, discussion groups and more

Language Arts

CyberGuides: Internet-based lessons

coorelated to academic standards

supplements to core literature

Mathematics

web based resources and lessons

correlated to academic standards

mathematics research

real-world mathemeatics

Science

web based resources and lessons

searchable by standards or topics

student-friendly "kids corner"

"ask-a-scientist" feature

Technology Information Center for Administrative Leadership

The Technology Information Center for Administrative Leadership (TICAL) is a web portal offering school leaders a rich array of materials to support the effective use of technology. These resources have been collected and organized by practicing administrators and met criteria judged to be of value to other administrators. You will find these resources organized in a large database called the Matrix. The Matrix was developed around six areas identified by different focus groups identified as areas administrators needed skills to show leadership in Educational Technology. The Matrix is comprised of six smaller matrices representing the six identified areas as shown below:

Data Driven Decision Making

Integrating Technology into Standards-based Curriculum

Technology Planning

Professional Development Needs of Staff in Technology

Financial Planning for Technology

Operations and Maintenance

Blue Web'N

SBC/Pacific Bell has assembled a number of different resources for K-Adult learners. The site is searchable by content, subject, or grade. These resources are evaluated and organized by SBC Education Advocates. Know as "Blue Web'N" these resources are not always aligned with educational standards. They are useful in offering broad topic areas that have been screened for usefulness in K-Adult learning settings. Major topic headings include traditional subject areas along with the arts, business, community education, vocational education, health and physical education. View Blue Web'N at:

Blue Web'N --a library of Blue Ribbon sites
http://www.kn.pacbell.com/wired/bluewebn/

Go to Part 3- Judi Harris' Telecommunication Activity Structures

Go to Lesson Contents

Part 3: Judi Harris' Telecommunication Activity Structures

...the power of the Internet is its ability to break down classroom walls allowing students to see a much larger world.

Many people say that the power of the Internet in education is its ability to, "...break down classroom walls," allowing students to see a much larger world. Judi Harris, a professor at the University of Texas at Austin, has studied World Wide Web activities among K-12 students on the Internet. Her work has identified three general categories of interaction that together comprise 17 different "activity structures" for teaching and learning.

These activities represent collaboration between students and classrooms across distances and spaces using the World Wide Web and e-mail. They demonstrate ways we can employ technology to extend and enrich our students' educational experiences.

The links below present the three general categories that Harris has found. Follow the links to Harris' book titled, Virtual Architecture where she describes specific activity structures and offers links to sample web sites:

Interpersonal Exchanges

Interpersonal Exchanges are those activities in which individuals communicate electronically with other individuals, individuals communicate with groups or groups communicate with other groups. Interpersonal Exchanges include: keypals, global classrooms, electronic appearances, telementoring, question-and-answer activities, and impersonations.

Information Collection and Analysis

Information Collection and Analysis actitivities are those which involve students collecting, compiling, and comparing different types of interesting information. Information Collection and Analysis activity structures include: information exhanges, database creation, electronic publishing, telefieldtrips, and pooled data analysis.

Problem Solving

Problem Solving activities promote critical thinking, collaboration, and problem-based learning. Problem Solving structures include: information searches, peer feedback activities, parallel problem solving, sequential problem solving, telepresent problem solving, simulations, and social action projects.

Go to Part 4- WebQuests

Go to Lesson Contents

Part 4: WebQuests

WebQuests present students with a challenging task, scenario, or problem to solve.

Many K-Adult educators are finding value in webquests. A WebQuest presents students with a challenging task, scenario, or problem to solve. Best topics are those that are under dispute or that at least offer a couple different perspectives. Current events, controversial social and environmental topics work well. Students begin by learning some common background knowledge, then divide into groups. Each student or pair of students has a particular role, task, or perspective to master. They effectively become experts on one aspect of a topic. Students must synthesize their learning by completing a summarizing act such as e-mailing congressional representatives or presenting their interpretation to the world.

Bernie Dodge, an instructor at San Diego State University has done extensive research work with webquests. He has analysized web quests based upon their tasks. Click on the link below to see tasks and sample activities:

Taxonomy of WebQuest Tasks
http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

Dodge's Matrix of WebQuests Examples offers a variety of activities using webquests for different sujects and age groups. View the WebQuest matrix at:

Bernie Dodge's Matrix of WebQuest Examples
http://webquest.org/

Learn more about WebQuests by scanning the following websites:

Building Blocks of a WebQuest

Five Rules for Writing Great WebQuests

Student Process Guides

Go to Part 5- Safety on the Internet

Go to Lesson Contents

Part 5: Safety on the Internet

...the power of the Internet is its ability to break down classroom walls allowing students to see a much larger world.

Although the Internet has many useful resources, it also harbors materials that are unacceptable for schools and classrooms. In an effort to develop and maintain appropriate Internet use, a comprehensive school plan will involve the following measures:

School Acceptable Use Policies

School Trustees and administrators should have policies that outline the purposes of school Internet use for both students and staff. The policy should describe services, define expectations and clearly explain the rules of use. Click the link below to find examples of acceptable use policies and to obtain more information:

Texas' Armadillo Acceptable Use Pages

Use of Internet Filtering Services on School Computers

Many schools in Sonoma County use N2H2 filtering. N2H2 manages all Internet traffic and filters requested Web pages through a comprehensive database of rated sites.

The N2H2 filtering is one measure which safeguards students from dangerous, illegal, and inappropriate Internet content. Other filtering options are available from:

SafeSurf

http://www.safesurf.com/

CyberPatrol

http://www.cyberpatrol.com/

Adult Supervision of Student Use of the Internet

Teachers need to monitor student use of the Internet. Efforts should be made to direct students to sites that have appropriate content. The Marco Polo manages a collection of Internet sites that support California Academic Standards in language arts, math, science, and history/social studies.

Use of "Family Friendly" Search Resources

There are a variety of search tools for the Internet that state it is their policy to steer clear of inappropriate, dangerous, and illegal sites. These search resources include:

KidsClick
http://sunsite.berkeley.edu/KidsClick!/

Yahooligans
http://www.yahooligans.com

Ask Jeeves for Kids
http://www.ajkids.com/

On-going Professional Development for Teachers

California public educators face a variety of challenges including rapidly changing technologies of the information age. Teachers need relevant on-going training activities in the following areas:

Hardware and Software Training- how to use classroom technologies on a personal basis; how to manage classroom technologies with a group of 20 to 30 students

Media Literacy Training- how to assess the validity and perspective of a media resource

Information Literacy Training- how to use the Internet in conjunction with books, magazines, encyclopedias and other information resources; how to sort, sift, weigh and synthesize information from a variety of resources

Increasing Student and Parent Understanding of Appropriate Use

Students and parents need to support conscientious use of the Internet. Important themes include:

recognition of inappropriate, dangerous and illegal uses

actions to take when such content is accessed

on-going media literacy education

monitoring children's use of the Internet

Go to Lesson Contents

Online Lesson Contents			Introduction
Part 1: Introduction Part 2: Learning Resources Part 3: Judi Harris' Telecommunication Activity Structures Part 4: Web Quests Part 5: Safety on the Internet Interactive Pages			Telecommunication, the Internet, and online communication are a major force in the development of personal computers today. Information once relegated to schools and libraries is now everywhere. The Internet is a vital media that integrates text, graphics, movies and sound. This class takes a look at telecommunication and offers ideas for developing K- Adult applications.
			Goals
			Students will be able to describe at least two different resources available from SCORE and TICAL. Students will be able to describe and offer examples for at least four different activity structures that Judi Harris has documented researching activities among K-12 classrooms. Students will be able to describe the purpose and learning opportunities available through a "webquest." Students will understand at least three different measures that can support safe use of the Internet and telecommunication resources.
			Assignments
			Read materials in this online lesson and follow links to other World Wide Web sites. Take the self test for Module 1 in the Interactive Self Test Area. Respond to the following question in the Class Discussion Forum for this module: Describe a webquest activity you found in your explorations of Bernie Dodge's WebQuest matrix for schools and teachers. How would it support student learning? What additional activities would you suggest to make it a worthwhile experience for the students you work with / plan to work with? Read at least 15 postings from others in the class. Respond to at least two classmates about their postings. As your work proceeds with this online module, questions may emerge that relate to the World Wide Web, email and other Internet topics. Please use WebTeacher as a resource to find answers to your questions.

			Part 2: Learning Resources
SCORE connects online resources to California's standards.			California educators have two valuable web resources that specifically target the state's content standards and student achievement. They are: 1) Schools of California Online Resources in Education, and 2) Technology Information Center for Administrative Leadership. Schools of California Online Resources in Education The Schools of California Online Resources in Education (also known as SCORE) helps teachers plan and deliver K-12 learning activities. Sponsored by the California Technology Assistance Project, the California Department of Education, and the California County Superintendents Educational Services Association the SCORE sites aim to: support the California content standards and curriculum frameworks offer links to quality Internet resources share teacher-developed lessons The SCORE sites are organized into four content areas. Highlights and features of sites are offered along with links below: History/Social Science over 3,000 web resources supporting California's academic standards searchable by grade level or topic lesson activities, projects, electronic field trips, discussion groups and more Language Arts CyberGuides: Internet-based lessons coorelated to academic standards supplements to core literature Mathematics web based resources and lessons correlated to academic standards mathematics research real-world mathemeatics Science web based resources and lessons searchable by standards or topics student-friendly "kids corner" "ask-a-scientist" feature Technology Information Center for Administrative Leadership The Technology Information Center for Administrative Leadership (TICAL) is a web portal offering school leaders a rich array of materials to support the effective use of technology. These resources have been collected and organized by practicing administrators and met criteria judged to be of value to other administrators. You will find these resources organized in a large database called the Matrix. The Matrix was developed around six areas identified by different focus groups identified as areas administrators needed skills to show leadership in Educational Technology. The Matrix is comprised of six smaller matrices representing the six identified areas as shown below: Data Driven Decision Making Integrating Technology into Standards-based Curriculum Technology Planning Professional Development Needs of Staff in Technology Financial Planning for Technology Operations and Maintenance Blue Web'N SBC/Pacific Bell has assembled a number of different resources for K-Adult learners. The site is searchable by content, subject, or grade. These resources are evaluated and organized by SBC Education Advocates. Know as "Blue Web'N" these resources are not always aligned with educational standards. They are useful in offering broad topic areas that have been screened for usefulness in K-Adult learning settings. Major topic headings include traditional subject areas along with the arts, business, community education, vocational education, health and physical education. View Blue Web'N at: Blue Web'N --a library of Blue Ribbon sites http://www.kn.pacbell.com/wired/bluewebn/

			Part 3: Judi Harris' Telecommunication Activity Structures
...the power of the Internet is its ability to break down classroom walls allowing students to see a much larger world.			Many people say that the power of the Internet in education is its ability to, "...break down classroom walls," allowing students to see a much larger world. Judi Harris, a professor at the University of Texas at Austin, has studied World Wide Web activities among K-12 students on the Internet. Her work has identified three general categories of interaction that together comprise 17 different "activity structures" for teaching and learning. These activities represent collaboration between students and classrooms across distances and spaces using the World Wide Web and e-mail. They demonstrate ways we can employ technology to extend and enrich our students' educational experiences. The links below present the three general categories that Harris has found. Follow the links to Harris' book titled, Virtual Architecture where she describes specific activity structures and offers links to sample web sites: Interpersonal Exchanges Interpersonal Exchanges are those activities in which individuals communicate electronically with other individuals, individuals communicate with groups or groups communicate with other groups. Interpersonal Exchanges include: keypals, global classrooms, electronic appearances, telementoring, question-and-answer activities, and impersonations. Information Collection and Analysis Information Collection and Analysis actitivities are those which involve students collecting, compiling, and comparing different types of interesting information. Information Collection and Analysis activity structures include: information exhanges, database creation, electronic publishing, telefieldtrips, and pooled data analysis. Problem Solving Problem Solving activities promote critical thinking, collaboration, and problem-based learning. Problem Solving structures include: information searches, peer feedback activities, parallel problem solving, sequential problem solving, telepresent problem solving, simulations, and social action projects.

			Part 5: Safety on the Internet
...the power of the Internet is its ability to break down classroom walls allowing students to see a much larger world.			Although the Internet has many useful resources, it also harbors materials that are unacceptable for schools and classrooms. In an effort to develop and maintain appropriate Internet use, a comprehensive school plan will involve the following measures: School Acceptable Use Policies School Trustees and administrators should have policies that outline the purposes of school Internet use for both students and staff. The policy should describe services, define expectations and clearly explain the rules of use. Click the link below to find examples of acceptable use policies and to obtain more information: Texas' Armadillo Acceptable Use Pages Use of Internet Filtering Services on School Computers Many schools in Sonoma County use N2H2 filtering. N2H2 manages all Internet traffic and filters requested Web pages through a comprehensive database of rated sites. The N2H2 filtering is one measure which safeguards students from dangerous, illegal, and inappropriate Internet content. Other filtering options are available from: SafeSurf http://www.safesurf.com/ CyberPatrol http://www.cyberpatrol.com/ Adult Supervision of Student Use of the Internet Teachers need to monitor student use of the Internet. Efforts should be made to direct students to sites that have appropriate content. The Marco Polo manages a collection of Internet sites that support California Academic Standards in language arts, math, science, and history/social studies. Use of "Family Friendly" Search Resources There are a variety of search tools for the Internet that state it is their policy to steer clear of inappropriate, dangerous, and illegal sites. These search resources include: KidsClick http://sunsite.berkeley.edu/KidsClick!/ Yahooligans http://www.yahooligans.com Ask Jeeves for Kids http://www.ajkids.com/ On-going Professional Development for Teachers California public educators face a variety of challenges including rapidly changing technologies of the information age. Teachers need relevant on-going training activities in the following areas: Hardware and Software Training- how to use classroom technologies on a personal basis; how to manage classroom technologies with a group of 20 to 30 students Media Literacy Training- how to assess the validity and perspective of a media resource Information Literacy Training- how to use the Internet in conjunction with books, magazines, encyclopedias and other information resources; how to sort, sift, weigh and synthesize information from a variety of resources Increasing Student and Parent Understanding of Appropriate Use Students and parents need to support conscientious use of the Internet. Important themes include: recognition of inappropriate, dangerous and illegal uses actions to take when such content is accessed on-going media literacy education monitoring children's use of the Internet