The Internet contains some outstanding resources for classrooom teachers to use for up-to-date information, curriculum and classroom resources such as virtual field trips, webquests, collaborative projects and other resources. Educators that prepare and encourage their students to use electronic communication in the classroom promote the philosophy of "teacher as facilitator." With the resources available today, students can search for, and solicit answers from, practicing professionals in just about any field. More importantly, students have the opportunity to go beyond stated expectations and explore specific areas of interest.

NTTI. (n.d.). Internet strategies: Why use Internet in the classroom? Retrieved May 30, 2003 from http://www.thirteen.org/edonline/ntti/resources/internet1.html This National Teacher Training Institute (NTTI) website gives reasons for using the Internet in the classroom, as well as methods and resources for utilizing the Internet with students.

How research supports this module?

CAST. (1996, October 16). The role of online communications in schools: A national study. Retrieved April 11, 2003, from http://www.tcet.unt.edu/research/rlonline.htm

"CAST (Center for Applied Special Technology) an independent educational research and development organization, designed and conducted the Scholastic Telecommunications Study (STS) to evaluate the effectiveness of online use, as distinguished from the use of other technologies and curricular reforms, for improved student learning. The research was sponsored by Scholastic Inc., an educational publishing company, and the Council of the Great City Schools, a Washington-based lobbying organization for urban school districts in the United States."

• 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)

• Select the appropriate search tools for their instructional needs
• Investigate how technology can develop higher order thinking and problem solving skills
• Develop a list of high-quality Internet resources appropriate for the participants' instructional needs
• Discuss the NETS Profiles for Technology Literate Students: Performance Indicators, Curriculum Examples, and Scenarios
• Select relevant web resources and information for online collaborative projects

http://www.wgte.org/Modules/Skills/Pre_AssessmentPart2.pdf

http://www.wgte.org/Modules/Skills/PostAssessmentInternetPart2.pdf

Participant should know how to connect to the Internet.

Participant should have at least basic knowledge of the Internet, that is, how to access the Internet and be familiar with searching on the Internet, how to use the toolbar functions, how to save websites for future use, etc.

Completing the Skill Module "Introduction to Using the Internet for the Classroom" will prepare the participant for this module.

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

One computer with Internet access per participant. Minimum of 56K connection speed, however, T-1 or higher will allow for faster and smoother connections for the participants. If unfamiliar with the maximum number of Internet connections at the workshop location, the instructor should consult the technology coordinator or system administrator at the workshop location.

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

Handouts:

• Session Overview for participants
  http://www.wgte.org/Modules/Skills/InternetResourcesPart2.pdf
• Evaluating Websites Chart
  http://www.wgte.org/Modules/Skills/EvaluatingWebSitesCurriculumChart.pdf
• NETS Student Profile Indicators & examples of curriculum examples and scenarios
  http://www.wgte.org/Modules/Skills/StudentProfileIndicators.pdf
• Search Engines for Educators (Sample of search engines)
  http://www.wgte.org/Modules/Skills/SearchEnginesEducators.pdf
• Virtual Online Resources (Examples of online projects and resources)
  http://www.wgte.org/Modules/Skills/VirtualOnlineResources.pdf
• Multidisciplinary Resource Unit Templates (provide in workshop packet), from the isteNETS:
  NETS Workshop Guide.
  Primary Grades PreK-2 (PDF)
  http://cnets.iste.org/students/pdf/unit_template_prek-2.pdf
  Intermediate Grades 3-5 (PDF)
  http://cnets.iste.org/students/pdf/unit_template_grades_3-5.pdf
  Middle Grades 6-8 (PDF)
  http://cnets.iste.org/students/pdf/unit_template_grades_6-8.pdf
  Secondary Grades 9-12 (PDF)
  http://cnets.iste.org/students/pdf/unit_template_Grades_9-12.pdf
• Multidisciplinary Resource Unit Review Form (provide in workshop packet), from the isteNETS:
  NETS Workshop Guide.
  http://cnets.iste.org/students/pdf/unit_review_form.pdf

Before starting this module, review the content of the handouts, decide whether you will have the participants link through the PDF document to the internet sites, or key in the URLs. Pick the websites you wish to feature or demonstrate and check that the websites in the handouts are still live or if they have been redirected. If you have any questions about this skill module, please contact the developer.

Instructor Notes

PDF version
http://www.wgte.org/Modules/Skills/InternetResources2_NotesInstructor2.pdf

WORD version
http://www.wgte.org/Modules/Skills/InternetResources2_NotesInstructor2.doc

Maureen Davis, Educational Technology Consultant
WGTE Public Broadcasting, Educational Resource Center
maureen_davis@wgte.pbs.org

PDF version
http://www.wgte.org/Modules/Skills/InternetResourcesPart2.pdf

WORD version
http://www.wgte.org/Modules/Skills/InternetResourcesPart2.doc

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

9. Diverse Learning Needs
   Teachers should consider the unique needs of students with whom they work. Students with physical disabilities may require alternate access to the computer, such as an adaptive keyboard or mouse alternative. Students with sensory deficits may require screen reading software or screen magnification. When searching for websites, make sure sites using audio content supply alt-tags and text-based information as well. On the other hand, sites that are heavy on text may be difficult for students who are reading disabled, language disabled, or limited-English proficient. For these students, multimedia components (audio, graphics, and video) are quite helpful and often critical.

   For more information on assistive technology, contact your SERRC consultant or ORCLISH (http://www.orclish.org).

10. Learner-Centered Strategies
    Electronic resources can provide universally accessible curriculum information. By carefully selecting websites that meet a wide range of physical, sensory and cognitive needs, in addition to providing appropriate assistive technology, most if not all students will be able to access classroom content. Teachers can find information about web accessibility at http://www.w3.org/WAI and universal design for learning at http://www.cast.org/udl.

• 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