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Training Module 2
Accessing Educational Content

Before Getting Started

talk

1. Welcome everyone

Introduce yourself, and briefly describe your background.

2. Ask how this class was announced:

(e.g. training trainers, training teachers, or training others)

3. Ask who is participating in today's class

(e.g. trainers, teachers, administrators...) (Keep in mind the various types of participants, so that you can gear examples and discussions to their needs.)

4. Discuss what the series will cover:

Module 1: Introduction to World Wide Web
Module 2: Accessing Educational Content
Module 3: On-Line Communication & Collaboration
Module 4: Creating a Web Page
Module 5: Managing the On-Line Student...Internet Safety
Module 6: Integrating the Internet into the Classroom

5. Discuss what class training will cover:

The title of today's module is, "Accessing Educational Content".

Today we will:

review how to bookmark sites, and how to edit bookmarks,
describe how to get educational content from webTeacher and the WWW (Internet),
demonstrate how to download information and tools, and
discuss how to work off-line.

6. Describe Expected Outcomes

By the end of this class you will:
know how to save, and edit, bookmarks,
be familiar with educational content sites on the WWW (Internet),
know how to save and download information from the WWW (Internet) to your computer, and
know how to access information gathered from the WWW (Internet) when off-line.

7. Review class times:

Mention - when the class will start
Mention - break-times, if any
Mention - when the class will end
Mention - that participants should ask questions whenever they need to, no matter how simple they may feel it is

Getting Started

video
Show Introduction to Module two of webTeacher Video, "Accessing Educational Content".

optional
(If the class has not seen the introduction to the webTeacher Video--featuring Senator John Glenn--then begin with the introduction, skip module one, and show module two.)

talk
As the narrator in the video points out, the World Wide Web (Internet) offers vivid and exciting opportunities for teachers and students. Information on NASA, the history of Martin Luther King, or a virtual tour of the Louvre are just a click away!

Being able to access such information quickly and easily will make both teaching and learning, easier and more enjoyable. However, let me state a word of caution: Caveat Emptor--Let the buyer beware! All of the information on the WWW (Internet) is not accurate. Some of the information on web sites is wrong; some of the information on web sites is intended to provoke; some of the information on web sites is unsuitable for young children; and on, and on...

My point is merely to state the obvious: take care as you visit sites, take particular care in terms of those sites that you want your students to visit, and review critically information gleaned from all web pages.

In today's class, I will show you how to access and manage educational information from the WWW (Internet).

class
Let's begin with some examples. Let's say you are interested in having your class find information about NASA. All you need to do is to enter NASA's address, "http://www.nasa.gov/cool.html" (or, use one of your favorite NASA web sites), and hit the enter--or return--key.

Have class go to the site.

note
point out these sections:

Astronomy and Planetary Exploration,
Earth Science,
Educational and Interactive Sites,
Space Flight, Space Technology

(Scroll down and point out "NASA for Kids" link in left frame.)

class
Or, let's say that you are interested in getting some history on Martin Luther King. All you need to do is to enter this address, "http://indigo.lib.lsu.edu/lib/chem/display/mlk.html" (or, use one of your favorite Martin Luther King web sites), and hit the enter--or return--key.

Have class go to the site.

optional
Or, let's say that you are interested in having your class seeing the Louvre Museum--actually walking through the museum. All you need to do is to enter, http://www.louvre.fr/louvrea.htm and hit the enter--or return--key.

select
click on Collections (left frame) to show

(You will need to have QuickTime 4.0 on your computer, in order to take the virtual tour of the museum. You can take the class to this point, even if you do not have QT 4.0 installed.)

talk
So let's begin to learn how to access these kinds of educational sites on the WWW (Internet).

class
Have everyone click on Netscape (Preferred) or Internet Explorer.

talk
If you saved your bookmarks from the previous session, then you may want to load them now. You will be able to add new bookmarks to this list during our class, and then save the list when we are done. (Don't worry if you are unfamiliar with "Bookmarks", I will review how to create them in one moment.)

talk
Bookmarks are convenient ways of storing web addresses (the URLs of web sites).

demonstrate
(Review how to bookmark)

go to Menu Bar

select Bookmarks

select

"Add a bookmark"

class
(If you are using Netscape 4.5, go to "Bookmarks" in menu, and select "Edit Bookmarks". The bookmarks window will open. If you are using different version of Netscape, or another browser, then adapt your remarks as needed.)

First, let's make a back-up of the current bookmarks, in case these are needed in the future. This exercise is also important, in case you want to share your bookmarks with others.

select>
Go to "File" in menu, and select "Save-As" option. Save back-up bookmarks.

Next, go to "File" in menu, and select "Import" option. Import your bookmarks from previous session.

talk
Point out how easy it is to change bookmark lists. (Encourage class to share their bookmarks with colleagues.)

optional
For those of you are interested in looking at the insides of a bookmark file, click on the file. If you are using Netscape, for example, it will be opened in a browser window--just like a web page. From here you can go to the "View" menu item, and select "Page Source". You can then see the HTML codes that make up the bookmark.

Also, notice that there are some special data, like

ADD_DATE="884194564"
LAST_VISIT="884194537" LAST_MODIFIED="884194537"

which appear as part of the file.

If you ever want to use your bookmark file as links on your web page, then you should remove these data. (By doing so, your page will load much faster.) There are utility programs, like gURLfriend, that will parse your Netscape or Internet Explorer bookmarks files into a format that is more convenient to post on to a web page.

talk
While we have the "Edit Bookmarks" window opened, let me show you how you can manage your bookmarks more efficiently.

class
Select "New Folder", from "File" menu item.
Name the folder "webClass".

Most browsers will allow you to create folders into which you can store your bookmarks. Creating these folders will allow you to keep your bookmarks in order. You can also grab a bookmark and move it up--or down--the list, or put it into a folder.

Have class place all of their previous bookmarks--from module one--into "webClass" folder. (Of course, allow individuals to sort their bookmarks in any other order which is convenient for them.)

class
Everyone should have their browsers opened. If you have already bookmarked webTeacher, then go to it; otherwise type in: "http://www.webTeacher.org".
(Everyone should now be at webTeacher's home page.)

note
(Remind class what webTeacher is.) webTeacher is a self-paced Internet Tutorial that puts both basic and in-depth information about the World Wide Web (Internet) at your fingertips! webTeacher was created by teachers who actively use the Internet in their classrooms. While it is intended to be used by anyone, it has been designed specifically to help K12 teachers bring the Internet into their classrooms.

talk
Now let's turn our attention to accessing educational sites on the WWW (Internet). Any ideas on how we should start.

(Listen to the suggestions raised.)

One way to start, is by understanding how information is presented on the WWW (Internet). WWW (Internet) information is collected and presented in several different ways and forms:

define
WEB PAGES AND WEB SITES: this is the foundation of the WWW (Internet). Web pages--and when they are combined--web sites present information that an individual or organization posts. This may be as simple as someone's home page, or it may be a more sophisticated collection of information.

class
Let's go to an example.

select
Click the "Finding Things" button under the "Web Primer" heading (from the right frame).

(The left frame will show the first page of the "Finding Things" Primer. Note the yellow background.) Here you can see an example of a web site which has some information arranged in pages.

select
Consider bookmarking this site, if you have not done so already.

class
By now everyone should be familiar with "Bookmarks". (If there is anyone who is not comfortable with creating bookmarks, take a moment and show him/her. Being able to bookmark a page--and being able to edit your bookmarks--are easy but important skills to master. Such abilities will make your use of the WWW (Internet) more enjoyable.)

go to
Menu Bar

select
Bookmarks

select
"Add a bookmark"

select
Click the "Next" button at the top of the right frame, and have the class follow you. (You should now be at the page with the following heading: "Finding Things | Compilations of Resources".)

define
Next, we can think of groupings. In other words, pages on the WWW (Internet) which present LISTS AND COMPILATIONS. These are pages or sites which present someone else's interests, or ideas about "what is hot and what is not"!

class
Ask class to tell you what they see different about this web page. (You should see that on this page--as opposed to the previous page--there are links to other web sites. In this case, the page we are viewing has a short list--or compilation--on "soccer".)

note
There are other pages on the WWW (Internet) that contain more robust lists.

demonstrate
For example, from the "Compilations of Resources" page
select
Click on the "Resources" button.
(This takes you to the "Interesting and Useful Information" page--note blue background.)

select
Click on the "Compilations" button.
(This takes you to the "Compilations" page.)

talk
(Point out the variety of topics listed.)
select
Click on "Education Index" button.
(This takes you to the "Educational Index" web site.).

talk
Ask class what subject they would like to see...click on it.

note
These few minutes show you how easy it is to navigate on the WWW (Internet). (We have just been "surfing the net".)

Our actions should also illustrate how easy it is to get lost on the WWW (Internet). After just a few mouse clicks, you may be very far from where you started. Note, however, that you can always return to your starting point in a number of different ways, by using: (the following assumes you are using Netscape 4.5 or later. Modify for your browser, if different.)

the "Back" selection under the "Go" menu item, (you will also see under the "Go" menu item a list of the sites you visited), or if the "Navigational Toolbar" is opened you can use the "Back" button from there, or if the then "Navigational Toolbar" is opened you can just hold down the "Back" button and a list of your visited sites appears.

note
Since it is so easy to move around the WWW (Internet), you may find it helpful to use the bookmark feature regularly, and to return to interesting places later.

class
Let's go to an example.
select
Click the "Resource" button at the top of the right frame.

(You will be taken to the "Additional Resource section of webTeacher". From here click on "Interesting and Useful Information", and then click on the "Compilations" link.)

note
Consider bookmarking this page, if you have not done so already.

optional
Go to a linked site; e.g. "Kathy Schrock's Guide for Educators".

define
The next way in which information is compiled on the WWW (Internet) is:
DIRECTORIES: typically these are on-line versions of phone books, yellow pages, web companies, and lists of people, places or things. Often more comprehensive than compilations, but quantity does not necessarily mean quality.

class Let's go to an example.

select
Type in "http://www.dogpile.com/".
Point out to class "Yellow Pages" and "White Pages" links. These are directories.

Go to the "White Pages" and show directory.

talk
The next important step to access educational content is the use of search engines.

define
SEARCH ENGINES: A computer application or program that looks through or compiles WWW (Internet) databases and reports back items it finds that match the key words you specified. There are different categories of search engines, and there are many search engines under each category.

optional
There are many popular search engines, like Alta Vista, Lycos, and Excite. Alta Vista, for example, has a translator which allows you to type a query in English and have it translated into numerous different languages. (Go to "http://www.altavista.com". Try typing a message in English and looking at the French and Spanish versions of it.)

Other search engines are called "meta-search engines". These combine the look-up capabilities of many search engines at one time. For example, if you go to "www.ask.com" or "www.dogpile.com" and enter a search for "k12 websites", each will go to several search engines to find matches--"hits"--and then compile these matches under the headings of the various search engines used.

demonstrate
Go to "http://www.ask.com" or " http://www.dogpile.com".

Enter "k12 websites" and hit the return--or enter--key.

Show results to class. (Point out headings of search engines used.)

And finally, there are Web Portals: A fancy name for a web site that incorporates some kind of search engine, as well as thematic content or directories. (Examples of portals are AOL.com, Netscape.com, and Lycos.)

class
Let's now do some exercises to fine-tune our searching skills:

a. Use Netscape's search engine to search first for webTeacher (small "w", capital "T"); do same search will all small letters. Note varied results. (Note that webTeacher.org and webteacher.com are two different and unrelated organizations).

define
We can narrow our search by using Boolean Logic. Boolean Logic allows us to combine or separate terms in a "string" of worlds in a logical way when we do a search. By doing so, we can limit the scope of our search engine. (This is very helpful, given the tremendous amount of information on the WWW (Internet).)

Exercise: Ask for a search suggestion.

Show how to use Boolean logic to focus the search. Ask class to define why the different examples return different numbers of "matches", or "hits".

EXAMPLE: Pencils AND Pens EXAMPLE: Pencils OR Pens EXAMPLE: Pencils AND NOT Pens

optionalExercise: Most web sites, like webTeacher, have some integrated, text only search capability for their site only. Input several examples into webTeacher's Search engine using "AND", "OR", "AND NOT".

talk> TECH CORPS Search Strategies:
Start with lists, compilations and directories put together by trusted sources (like webTeacher).

Pick two to three search engines, and get to know them well.

For very general inquiries, use a metacrawler first. You'll cast the widest net in terms of results; however, by doing so, you'll drag in all kind of creatures that you don't really want on your plate.

For text inquiries (e.g. you want to find the exact wording of a particularly obscure poem that you can't recall the name of), use Alta Vista.

Use Boolean Logic to strategically expand or limit your search. Narrow your search using more specialized search engines and/or Boolean Logic!

For website searches, try Lycos or Yahoo.

Don't be afraid to ask for Help! Every search engine has it's own special logic, and it's own tailored Help Section.

talk
Let's now focus on Accessing Curriculum Content, and down-loading it.

class
Earlier, I described various ways that information is collected and presented on the WWW (Internet).

The examples I offered of lists and compilations were from webTeacher's site. You should return to this site for links to educational resources.
Point out that webTeacher provides:

links to hundreds of on-line resources,
links to topics of special interest
links to cable television & education sites, and
links to educational resources.

optional
(Allow class 5-minutes to explore webTeacher's resources. Ask class to list those pages that they found most promising.)

talk
TECH CORPS INTERNET SAVVY ADVICE: Finding educational content is no longer a challenge, given:

millions of web sites,
over four hundred different search engines,
nearly 30,000 U.S. educational sites, and
many thousand on-line lesson plans.

The challenge is to filter and focus the information. You can do so by:

identify your needs,
find the best sites, and
focus your attention there.

Remember what the Oracle at Delphi said...Know Thyself!

This admonition--written over two thousand years ago--works just as well for today's WWW (Internet) users. There are Web resources to suit everyone's needs and desires.

Some people will need to build or customize the WWW (Internet) to fit their expectations. If this describes you, then make it a priority to complete webTeacher's tutorial; you'll have all the tools you need.

Other people are born consumers--they want a good, high quality product that meets their needs right off the shelf. If you are such a person, you'll find exceptional sites with material that you can draw, "right off the shelf". One good example of such a site is MCI's Marcopolo website, where standards based, interdisciplinary lesson plans, learning activities, teacher guides, and Web site evaluation templates have been put together by leading educational providers.

There is something out there for everyone!

webTeacher's advice to you is to rely on "Trusted Authorities" when accessing educational content. Pick five! Any five to start!

optional
Go to webTeacher's "Resource" section (top of right frame), and visit a few sites.

talk As you visit sites, evaluate them objectively. Then add, winnow and replace new sites as you find them. You will find respected sites consistently being listed and linked to.

As you visit sites, evaluate them subjectively. Use evaluation strategies & templates (from Marcopolo, or Kathy Schrock's Guide) to rate potential Web sites according to their usefulness to you, and your educational objectives.

Subscribe to 2 or 3 high quality on-line education journals (one general, one on educational technology, one on specialty interests (e.g. grade or subject specific)).

Like any learning activity, you need to practice what you've learned today, and soon, or you'll forget it. So make a commitment to yourself that you will spend a few hours in the next two weeks applying your new knowledge by spending time on the WWW (Internet) exploring new educational horizons.

The WWW (Internet) isn't just for learning how to teach in new ways; it is for loving how to learn, always. So give yourself the gift of a perpetual childhood: use the Internet to explore, play and learn, and have some fun today!

class
I want to now turn our attention to some practical matters; namely, how to download material from the WWW (Internet), and how to work off-line.

Assuming you found some interesting material, what next?

There are several ways of handling information on the web:

a. Obviously, and in most cases, you will just read the text, listen to the music, or watch the video.

b. In those cases where you want to keep the material you can do the following:

--assuming you are on a web page--for downloading text, you can:

Print the textual information from the web page by using the "print" button. (The "print" button is on the navigational toolbar. If the "Print" button is not visible, then go to the "View" menu item, select "Show", and then select "Navigational Toolbar".)

You can also save web pages, by using the "Save As..." command. (The "Save As..." command is found under the "File" menu option.) Note, that you have two different ways of saving a web page: the first, is to save it as a "text" file--in which case the text from the page is saved; and the second is to save the page as a "source" file--in which case the HTML codes for the web page are saved.)

There will be occasions when you arrive at web pages where information is only available in a file format. In other words, you cannot see the contents of a file. Such sites are commonly called ftp sites. (ftp meaning file transfer protocol.) In order to get--i.e. download--these files you will need a special program. One of the most popular ftp programs is Fetch. This is a free program to educators.

--assuming you are on a web page--for downloading images, you can:

If you are using a Mac, place your cursor over the image an hold down the mouse. A menu will pop-up offering you different options, one of which is "save this image as...". Select it and save it to your desktop.

If you are using a PC, place your cursor over the image an hold down the "right" mouse button. A menu will pop-up offering you different options, one of which is "save this image as...". Select it and save it to your desktop.

-- assuming you are on a web page--for downloading videos:

Unlike text, which is usually in ASCII (American Standard Code for Information Interchange) format--i.e. the standard 256 character set of letters and numbers, videos appear on the net in several different formats. In order to view them, you must first get an appropriate plug-in, e.g. QuickTime 4.0. These are available--usually for free-- on the WWW (Internet). Once the plug-n is installed on your computer, clicking to down-load a video clip will produce a display and progress bar which visually indicates the down-load in progress. Beware that downloading video can take a very long time.

-- assuming you are on a web page--for downloading audio: Audio is like video, there are many different format; most of which need a proprietary plug-in in order to play on your computer. Since the bandwidth for audio is much less than it is for video, the download time will be significantly less.

note
The most important point to remember about copying and downloading is copyright ("©")!
Unless specifically told that the information is free to copy and reproduce (usually with the authors copyright notice and statement), assume the material is copyright protected! There are, of course, "Fair Use" consideration; but these are often quite complicated, even for educational purposes. Talk with your administrators--or ask peers on the web--to help you resolve any questions.

Also, as you can imagine, given the ease of copying material from the WWW (Internet), you need to be on your guard, when you review assignments from your students!

talk
I want to mention a few words about working off-line. As you see, the WWW (Internet) contains an enormous amount of information. You may find it much easier to grab material from the net, and work on it after you have terminated your connection.

Under these conditions, it is important to keep track of the materials you download. Note how your browser's preferences are set-up. For example, if you are using Netscape, select "Preference..." under the "Edit" menu item. The "Preference" window opens. Click "Off-line"--in the left side of the window, and set the various options to store files.

class

There's one last exercise that I want you to do:

If disks were provided for the training, or the trainees have brought their own disks, they can now download the sites they have "Bookmarked" (in Netscape) or have added to their "Favorites" list (in Internet Explorer). Here is how:

(If you are using Netscape follow steps below. Modify for other browsers.)

select
Under "Bookmarks" in menu bar.
select
Choose "Edit Bookmarks" from pull down list.
select

After "Edit Bookmarks" window has opened, choose "Save As" under "File" in the menu bar

type> Type "webTeacher Bookmarks" (or any other name you wish) for "File name"
click

SAVE

talk
SESSION WRAP-UP: If disks have not been provided No Problem! Most of the sites they visited today can be easily retraced through webTeacher!

Leave time to answer questions. If someone has a very specific question that is not of general relevance, tell them you'll answer that "off-line" (one-to-one) after the session is over.

optional Ask people what they think they have learned today. Review material.

optional Leave some time (15 minutes, if possible) for people who want to stay and use the computer on-line to do so.