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Training Module 6
Integrating the Internet into the Classroom

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 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, "Integrating the Internet into the Classroom".
Today we will:

review the materials and skills that were covered in this series,
discuss various resources especially devoted to K-12 teaching, and do some exercises which will integrate these materials and skills into your classroom.

6. Describe Expected Outcomes
By the end of this class you will:

be able to integrating the WWW (Internet) into the Classroom.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 six of webTeacher Video, "Integrating the Internet into the Classroom".

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

talk
As the narrator in the video points out, these classroom workshops conducted by TechCorps have only one purpose, to empower you with new skills to make you a better teacher. We want you to feel comfortable with the new technologies of the WWW (Internet); and we want you to use these technologies:

- to manage the wealth of information on the WWW (Internet), and
- to gain greater efficiencies in your class preparations.

By enhancing your teaching skills, your students will have a deeper learning experience and will gain more knowledge.

In today's class I want first, to make sure that you are at ease with all of the areas that we discussed during the previous five classes; and then, I want to offer you some ideas about integrating the WWW (Internet) into your classroom.

note
(It is assumed that you are using Netscape 4.5 or later on a Mac. Make necessary changes, if you are using a different browser/e-mail program, or a different PC. Point out to class that they can download--free of charge--the latest versions of Netscape or other browsers from the WWW (Internet).)

talk
Let's first list the major areas of focus from the previous classes:

- accessing educational material,
- use e-communications,
- communicating with other teachers and experts
- creating a web page/site,
- community building,
- teaching students about WWW (Internet) safety

class
Review each area, in turn:
(Make sure everyone is confident with the material, or bookmarks the appropriate pages of webTeacher's site to get more information.)

a. Accessing educational material
(Have class list and discuss ways of accessing educational material.)

Most information on the web is organized by:

web pages and web sites,
lists and compilations, and
directories.

One of the most valuable tools:

search engines (and meta-search engines)

TECH CORPS Search Strategies:
Start with lists, compilations and directories put together by trusted sources.

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

note
If everyone is comfortable with the use of search engines, skip the rest of this section, and go to section "b".

For very general inquiries, use a metacrawler first.

demonstrate
(Go to http://www.ask.com/)
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.

class
Have class search for biology curriculum materials. (Have them use a met-search engine, like ask.com or dogpile.com.)

Have each person enter a question to search for information--e.g. "Where can I find educational material for biology?"

Give five minutes for class to experiment with different questions, and to go to different sites.

Discuss what verbiage in particular--and search strategies in general--they found most successful.

optional
Remember: for text inquiries--for example, if 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!)

Have class go to "http://www.altavista.com/", and search for text string "Once upon a midnight dreary, while I ".

Give five minutes for class to search. Discuss what they found.

optional
For website searches, try Lycos or Yahoo.
(Go to http://www.lycos.com/ or http://www.yahoo.com/)

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

b. Use e-communications
(Have class list and discuss uses of e-communications.)

e-mail:
talk
Assuming that your web browser supports email--and that it has been properly configured--you can send and receive electronic messages.

note
Review sending, receiving, and storing e-mail. Make sure you have answered all questions, since e-mail is one of the most important tools of the WWW (Internet).

talk
Let's see how e-mail can be used in the classroom.

class
Go to "http://www.epals.com/index.htm"

select
Click on "Search for Classrooms"

Enter "fifth grade" (or whatever keyword description you want) and press the return--or enter--key.

Review the "hits", and discuss how teachers could utilize this site in their classrooms.

optional
Go to "http://www.keypals.com"

select
Click on "Web Sites" in left frame

Explore these sites. And discuss how they could be integrated into the classroom.

c. Communicating with other teachers and experts
(Have class discuss and list ways of communicating with others.)

note
If everyone is comfortable with the use of newsgroups, "chat groups", and teleconferencing, skip the rest of this section and go to section "d".

Newsgroups

demonstrate

Go to "http://www.liszt.com/news/"
type in "education" and hit return,
note that over 120 newsgroups appear,
scroll down -- point out K-12 groups

optional
Have class go to "http://www.liszt.com/news/"

define
Remind class of that newsreaders allows one to read and post newsgroups items, and to manage these items in some systematic way. There are various newsreader programs available including those within most popular web browsers.

Chat groups

talk
Another tool for collaboration is called "chat groups". Chat groups allow users connected by the WWW (Internet) to converse with each other by typing messages that appear on everyone's screens.

demonstrate
Go to "http://www.webTeacher.org"

select
From right frame, select "Your Own Chat..." from "#14 Chat Groups".

talk
Point out that any Macintosh connected to the Internet and running TCP/IP protocol can be turned into a chat server simply by launching the shareware program "Chat".

Teleconferencing

talk
There are various kinds of teleconferencing technologies including audio teleconferencing, video teleconferencing and audio graphic teleconferencing.

demonstrate
Go to "http://www.webTeacher.org"

select
From right frame, select "Going Further" from "#15 Teleconferencing"

talk
Point out that bandwidth remains the primary impediment to serious teleconferencing. This is partially alleviated by clever transmission algorithms that use fast data compression and that update only those parts of the images that change in a particular time period. However, the bottom line is still network bandwidth, and only those with fast connections are in a position to do high-quality teleconferencing.

optional
From "http://www.webTeacher.org"

select
From right frame, select "Web Examples" from "#16 Distant Learning"

demonstrate
Point out the interactive example of tutorial quizzes delivered by means of the web, and emphasize the strongly interactive capabilities of such technology.

(See: Galileo Mission to Jupiter Tutorial Quiz developed by fifth graders.)

d. Creating a web page/site
(Have class list and discuss uses of web page/site in classroom.)

note
If everyone is comfortable with the ideas of creating a web page, skip the rest of this section and go to section "e".

define
Remind the class that creating a web page (and site) is based largely on HTML. HTML refers to a language of web browsers and of web pages. HTML is not a programming language; rather it is merely a system to have regular text appear--and act--in different ways on the screen. HyperText, as the name implies, is more than just text on a computer screen. The most important feature of HyperText is the concept of a HyperText link; i.e. the ability of jumping from one web page to another.

There are four ways in which to create web pages.
talk

using automatic web page generators,
using existing web page source codes,
using WYSIWYG software programs, and
using HTML editors.

webTeacher's site offers an excellent resource to help you learn HTML.

select
Go to "http://www.webteacher.org."
From right frame, select "Baby Home Page" from under "#17 HTML".

talk
Review material. Answer all questions.

select
From right frame, select "Going Further" from under "#18 Easy HTML".

talk
Review material.

optional
If the class is interested, you can link from this page to Adobe PageMill and Microsoft FrontPage.

e. Community building
(Have class list and discuss ways of community building.)

demonstrate
nschool.com provides free community building among students, teachers, administrators, and parents.

optional
Go to http://www.nschool.com.

class
Ask class how they would use the WWW (Internet) to build community in their classroom and school.

f. Teaching students about WWW (Internet) safety
Have class list and discuss WWW (Internet) safety issues.)

note
Review the following points:

define

Netiquette is etiquette on the net--WWW (Internet).

talk
A modicum of etiquette is required to allow newsgroups to function efficiently, without sinking into unrestrained name-calling.

Perhaps the most important rule of using newsgroups is to "look before you leap". It is advisable to monitor a newsgroup for a while before you begin to post to it, to see what kind of material is posted there, to see how tolerant those that frequent the newsgroup are of divergent opinion, and to learn where the FAQ is for the newsgroup. The FAQ stands for the "Frequently Asked Questions". Most newsgroups post their most frequently asked questions, along with answers, in an FAQ file accessible somewhere on the WWW (Internet)--usually at an FTP or HTTP site. If you are new to newsgroups, then it is important to point out that many users of newsgroups are highly intolerant of users who ask questions or post information that suggests they have not read the FAQs. Sometimes such action can bring swift retribution from a member--or members--of a newsgroup. Such e-mail attacks are called "flaming", and are a common punishment for those who violate newsgroup etiquette.

Another unpopular act to denizens of newsgroups is the practice of blanket-posting something to every newsgroup around, whether appropriate or not. Such postings are called "spamming", and those judged guilty of spamming the net may receive volumes of e-mail sent in protest. To avoid troubles remember: DO NOT POST TO GROUPS THAT ARE NOT INTERESTED IN YOUR MESSAGE, post only to those groups clearly related to the subject matter of your message.

Finally, it is very important to teach students to critically evaluate information on the net. As with all media, students--and teachers--need to develop skills in evaluating content; i.e. to be able to discriminate between information which is authentic and information which is spurious. Such skills are particularly important when using the web, given the fact that anyone can post anything!

optional
Point out, in media before the WWW (Internet) there were gate-keepers, such as news-gathering organizations and publishing houses, which filtered information to the public. Because the conduits of television and mass print were very expensive, only certain information could gain wide dissemination. However with the WWW (Internet) anyone with a computer and an ISP can now broadcast ANY kind of information.

break
Have class take break.

talk
Remember, if you have any questions about the topics we covered in the first five modules, go to webTeacher's site "http://www.webteacher.org".

I now want to change gears, and talk about ways of integrating the WWW (Internet) into your classrooms.

As you consider utilizing the vast amount of information and resources on the WWW (Internet), remember that employing the following suggestions will enrich a student's online experience:

a. Provide clearly defined assignments/projects for your students.
b. As you create such assignments/projects, make sure there will be opportunities for your students to reflect critically about them.
c. Give them continued feedback on their assignments/projects throughout the assignment/project.
d. Provide opportunities for other students to collaborate or review the assignment/project of a student (or group of students).
e. Provide opportunities for your students to modify their work, in keeping with your feedback, and the feedback offered by other students.
f. Offer encouragement throughout the assignment/project.
g. Try to foster in your students self motivation for their assignments/projects.

Now, let's turn to some particular resources that might be helpful to you as you bring technology into your curriculum:

class
Have class go to "http://www.ask.com".
Have class type in "How can I integrate the Internet into the classroom?"
Spend time reviewing the "hits".

optional
Go to: "http://www.rockyview.ab.ca/bpeak/galileo/tlt/tlt.html".
Teaching and Learning with Technology: Course co-sponsored by Galileo Centre and the Calgary Regional Consortium.

"The following integrated technology projects have been created to meet both the subject and Information and Communications Technology Interim Program of Studies curricula of Alberta Education. These illustrative examples were designed by teachers during a three day course facilitated by Pat Clifford and Sharon Friesen using the following template. Teachers will be updating and revising the units as they work with them throughout the school term. If you have comments, questions or suggestions about any of the units, please contact the authors of the unit or the course facilitators. These integrated technology projects are the property of the writers. They are available for use by teachers for educational purposes and may not be used for commercial purposes."

demonstrate
Next, go to:
(http://7-12educators.about.com/education/7-12educators/msub2222.htm)

"Sites listed here provide examples of projects you can duplicate or join and resources to help you design and implement your own Internet projects."

How to Design a Successful Project
Here you'll find steps for designing an Internet project and templates for submitting a call to participate through GlobalSchool Net.
(http://www.gsn.org/teach/articles/design.project.html)

K-12 Classroom Projects -- Ten Steps to Project Design
Don't miss this easy way to get started. Ten steps briefly described here will keep your planning focused.
(http://educ.queensu.ca/projects/guides/eval.html)

The Web for Educators At this site you will learn common types of Internet lessons and how do design your own interactive Web page lesson.
(http://www.kn.pacbell.com/wired/fil/guide_trainers.html)

talk
Finally, there are some important resources that I want to share with you.
a. Of course, by now, everyone should be familiar with webTeacher's site. There are two areas, in particular, which have great resources. First, the "Resource" button at the top of the right frame. And, second, there are specific resources associated with each heading 1-19 (point to "Get More").

b. Next, there are some sites especially devoted to K-12 teaching. For example,
Go to: (http://www.classroomconnect.com)
"Connected Teacher: Get the most out of the Internet with this free community resource for educators. Share insights, find new lesson plans, or visit the links to all of our materials for educators."
"100 Activities: Activities for the Online Classroom is a great way for busy teachers to bring the Internet into their curriculum."

c. Then there are educational and technical magazines which refer you to good sites. For example, the December 1999 Issue of Technology and Learning listed the "Best of the Net". Here are some of their choices:

Kathy Schrock's Guide for Educators(discoveryschool.com/schrockguide/)
NASA (www.nasa.gov)
Yahooligans! (www.yahooligans.com)
American Library Association (www.ala.org/parents/)
Technology & Learning (www.techlearnng.com)
Classroom Connect (www.classroom.com)
Education World Teachers Helping Teachers

(www.pacificnet.net/~mandel/index.html)

d. Finally, there is networking. This can be as casual as talking with friends and colleagues (in the real world or on the net), or it can be more formal--in terms of conferences (again, in the real world or on the net).

class
I now want to have us do an exercise. Let's pick a couple of topic that you are exploring in your class.

note
(Choose a rich topic. After you have agreed upon a topic, continue.)

Now, let's take a few minutes and research this topic. Each of you are in front of a computer. Use any of the research tools that we have discussed, and see what you can find on the WWW (Internet).

When you find something that you like, bookmark it.

go to
Menu Bar

select
Bookmarks

select
"Add a bookmark"
(Allow five minutes. Go around to each person and check their work. Encourage those who are more familiar with search engines to help others who are less familiar.)

talk
OK, let's see what you found.

Have class identify their sites. Answer all questions, and handle any problem that may have arisen.

talk
Now, let's talk about how these resources could be integrated into the classroom.

Allow each teacher to share his/her idea. In particular, try to get each teacher to show how he/she could use the information, tools, and materials found on the WWW (Internet).

g. Try to foster in your students self motivation for their assignments/projects.

optional
Repeat this exercise--with a different topic--several times, as long as time permits.

talk
SESSION WRAP-UP: 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.

If disks have been provided, they can download the list of bookmarks they visited today. No disk? No Problem! Most of the sites they visited today can be easily retraced through webTeacher!

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.