The Internet contains some outstanding resources for the classroom teacher to use for up-to-date information, curriculum resources, and classroom resources such as virtual field trips and resources to prepare students to do research online and that will encourage student collaboration.

This module has been created to assist teachers with using the Internet. After completing this module, educators will be able to locate and select websites that enhance the learning opportunities of their students, and allow the educator to make thoughtful and creative decisions as they integrate Internet resources into their curriculum.

Lazarus, W. & Lipper, L. (1994, September). Children and the information superhighway. Retrieved June 12, 2003, from http://www.childrenspartnership.org/pub/pbtc/americaschild.html#whydoes

"We believe that in an information age, access to or isolation from information resources will have a major influence on which children have the opportunities to be successful."

How research supports this module?

Internet technology promotes collaborative learning and the use of a wide range of educational resources. See:
http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=24

The CEO Forum on Education and Technology. (2000, June). A vision for digital learning. In The power of digital learning: Integrating digital content (section 1, page 7). Retrieved June 11, 2003, from http://www.ceoforum.org/downloads/report3.pdf

"Shifting to digital learning is critical to the success of education in America. Not only does it allow for relevant, innovative approaches that open new worlds of learning, but it will ensure that today's children can be productive members of tomorrow's workforce."

• ISTE Standard I. Technology Operations and Concepts (A, B)
• ISTE Standard V. Productivity and professional Practice (A, B, C)

• ISTE Standard II. Planning & Designing Learning Environments & Experiences (A, B, D, E)
• ISTE Standard IV. Assessment and Evaluation (A, B, C)
• ISTE Standard VI. Social, Ethical, Legal and Human Issues (A, D)

1. Effectively use Internet search strategies and shortcuts
2. Conducting simple Internet searches
3. Explaining the differences between search engines and search directories
4. Demonstrating effective strategies for searching for Internet resources
5. Selecting the appropriate search tools for their instructional needs

PDF version of Pre- and Post-Assessment at:
http://www.wgte.org/Modules/Skills/Pre_Post_Assessment.pdf

Instructor directions:
Download and copy the pre-assessment page. The pre-assessment covers very simple Internet skills. Have participants choose the answer that best describes their comfort and skill level. Glance over results to find the need levels and identify any higher-level participants. You may wish to enlist support from the more Internet-secure participants.

PDF version of Pre- and Post-Assessment at:
http://www.wgte.org/Modules/Skills/Pre_Post_Assessment.pdf

Instructor directions:
Download and copy the post-assessment page. When particpants have completed the post-assessment, the instructor can lead a discussion of the results. The instructor should scan the completed post-assessments to gauge the workshop's effectiveness.

1. Participant should be able to connect to the Internet.
2. Participant should have at least basic knowledge of the Internet, that is, how to navigate, how to access a URL, how to use the toolbar buttons: BACK, HOME, SEARCH.
3. Participant should have at least a basic computer knowledge and skills such as a working knowledge of a particular OS, that is, how to navigate through a desktop, save files to the desktop, to a folder or disk, etc.

Participants
Internet browser, such as Internet Explorer or Netscape. For the purpose of this Skill Module, Internet Explorer and PC operating system will be used.

Computer with Internet access for each participant. Each participant should have Internet access, T-1 speed or higher. If Internet access is limited to a 56K connection speed, the instructor needs to expect each task to take longer, and may choose to demonstrate additional search strategies. If unfamiliar with the maximum number of Internet connections for the workshop location, the instructor should consult the technology coordinator or system administrator for the maximum number of online participants for this workshop location.

Instructor
Computer with Internet access and Internet Explorer installed, LCD projector, or scan converter and monitor.

Handouts

• Pre-assessment & Post-assessment
  http://www.wgte.org/Modules/Skills/Pre_Post_Assessment.pdf
• Introduction to Using the Internet
  http://www.wgte.org/Modules/Skills/UsingInternetForClassroomIntro.pdf
• Boolean Searching
  http://www.wgte.org/Modules/Skills/BooleanSearch.pdf
  Excerpts from Cohen, L. (2003, March). Boolean searching on the Internet: A primer in Boolean logic. (University at Albany Libraries). Retrieved June 11, 2003, from http://library.albany.edu/internet/boolean.html
• Search Engines for Educators
  http://www.wgte.org/Modules/Skills/SearchEnginesEducators.pdf
• Finding and Saving Internet Resources>br/> http://www.wgte.org/Modules/Skills/FindingSaving.pdf

Before starting this module, review the content, print out any handouts, pick websites from the suggested URLs for each section, and check whether the sites are still live or if they have been redirected. If you have any questions about this skill module, please contact the developer of this module.

Step-by-step suggested workshop format:
http://www.wgte.org/Modules/Skills/UsingInternIntro_InstructorNotes.pdf

Maureen Davis, Educational Resource Specialist
WGTE Public Broadcasting, Educational Resoruce Center
maureen_davis@wgte.pbs.org

Skills Module: Introduction to Using the Internet in the Classroom
Handout for the participants:
http://www.wgte.org/Modules/Skills/UsingInternetForClassroomIntro.pdf

Agenda
Pre-Assessment
Simple Search
Saving Websites
Searching Skills
Acceptable Use Policies & Copyright
Searching For Resources
Search Engines & Search Directories
Enhancing Lesson Plans
Post-Assessment

1. What learning experiences and strategies utilizing this technology could participants provide in their classrooms?
2. What resources and equipment will be needed in the classroom?
3. What classroom management issues need to be addressed?
4. What assessment/evaluation strategies could be used to assess student knowledge and skill when using this technology? (For example: portfolios, checklists, demonstrations, rubric)
5. How might the participant utilize this technology in student assessment?
6. What legal and ethical issues should be addressed when utilizing this technology?
7. What health and safety issues should be addressed when utilizing this technology?
8. What research supports use of this technology skill(s) and knowledge in the classroom?
9. How would you address students' diverse learning needs when using this technology?
10. How can this technology be used to support learner-centered startegies that address students' diverse learning need?

Classroom Extensions
http://www.wgte.org/Modules/Skills/LearningExperiencesStrategies.pdf

Online Proficiency Correlations
Instructional Television Programs correlated to Ohio Proficiency Tests
http://www.wviz.org/edsvcs/k_12/teaching_resources/proficiency.asp

Cyberbee: Curriculum Ideas: How Do I integrate the Internet into my classroom curriculum?
http://www.cyberbee.com/intclass.html

WebTeacher Tutorial
This excellent tutorial by the National Cable Television Association and Tech Corps provides online training about the basics of using the Web, email, listservs and newsgroups, creating websites, using the Web in the classroom and more.
http://www.webteacher.org/windows.html

PBS Teacher Source
"Tutorials: Use our tutorials for fast help for common applications. Ideas: Get ideas for Web-based lessons for integrating technology." http://www.pbs.org/teachersource/teachtech.htm