by Diane Lauer

Thompson School District - Loveland, Colorado

 

Course Outline:

(Day One & Day Two)

I. Introduction to the Internet

A. What is the Internet?

B. What is the World Wide Web?

C. How is the World Wide Web organized?

1. The anatomy of a URL (Uniform Resource Locator)

2. .com, .edu, .org, .gov, .mil

D. What is a browser?

E. What are some browser skills you need to know?

(Netscape Bookmarks 4.5 tutorial)

F. What are some cool things we know are on the Internet?

G. What are some cool things we know we can do with the Internet?

 

II. Searching the Web (Click here to the tutorial)

A. No two search engines are alike: distinguishing the different kinds.

1. Passive and/or Active

2. Directory and/or Search Engine

B. Searching techniques - it's all about time and practice.

1. Web Directories (Browsing)

• great for browsing
• broad topic areas

2. Search Engines (Searching)

• great for keyword searches
• specific topic areas

3. Advanced Search Techniques

• brainstorming numerous possibilities for keywords
• phrase searches ("")
• boolean search strategies (AND, NOT, OR)

4. Specialized Searches

• someone may have already done the work for you
• match to real-world sources - professional organizations, companies, non-profit institutions

C. Choosing the best engine for your purpose.

D. Special search engines for children.

E. Test your search strategies.

(Day Three)

III. Evaluating a Web site

A. The Five W's of Web Site Evaluation

1. Who - wrote the pages and are they an expert in the field?

2. What - is the purpose of the site?

3. Where - does the information come from?

4. When - was the site created, updated, or last worked on?

5. Why - is the information valuable?

B. Fact or Opinion Activity

 

IV. An Overview of Internet Projects/Activities

A. What does internet integration look like?

1. Communicate

2. Produce

3. Research

B. Using the Internet with Your Students - A Quick Guide (Thompson Media Services Document)

 

 

(Day Four & Day Five)

V. Tips for Using the Internet with Your Students

A. Keep kids focused

B. Be Consistent with your expectations

C. Actively monitor their work

D. Teach searching techniques

E. Show kids how to analyze the reliability of web pages

F. Help Students Avoid Plagiarism

F. Learn from your students

VI. Creating an Integrated Internet Project/Activity

A. Brainstorming possible ways in which you can integrate the use of the internet

B. Analyzing/Anticipating your classroom needs, i.e. standards/benchmarks, materials, advance research, bookmarks, lab setting...

C. Deciding what you would like to create

D. Creating a sample project to be used in your lesson plan. The following are just a few ideas:

• Boomark collection of content-related web sites for student or personal use
• StudyGuide to facilitate instructional use of Internet, i.e, reading comprehension, interpreting data...
• Scavenger Hunt to encourage searching strategies, and ability to efficiently locate sites.
• Web site evaluation lesson to encourage students to think critically about Web sites
• Virtual Field trip to a museum, historical landmark, national park...
• Email project to facilitate letter writing skills, or research skills, i.e, ask an expert, Dear Santa, friendly letters...
• Multimedia slideshow incorporating images found on the Internet
• WebQuest or other inquiry-based lesson utilitzing the Internet

Activities:

I. Active Participation:

Students will discuss new concepts and then they will practice them. Each student will have access to a powerful, multimedia computer with a super-fast T1 connection to the internet.

II. Modeling:

Students will participate in mock-learning environments which will simulate what they can do in the classroom.

III. Facilitated Work Time:

Students will have ample time to create their own internet integrated unit/lesson. They will have the option of working independently or in small groups. I will be present to help with all needs ranging from classroom management to technical details.

Format:

In the beginning of the course, we will mostly rely on the traditional training model with a bit of inquiry mixed in. The inquiry will depend on the make-up of the class since inquiry will be based upon what the students are interested in. Also, the knowledge level of students will have an effect on individual student's outcomes. Students with more computer/Internet knowledge will be able to probe deeper into internet integration than students with limited computer/internet knowledge. The last two days will be facilitated workshop time where students create a product. Thus, by the end of the course the instructional model will be more individually guided.

Expectations:

Attendance will be an important aspect, since we will be spending a lot hands-on time with the computers, as well as modeling/simulating activities, and small group/large group discussion. Students will be expected to participate in several mock-learning environments and there performance will be observed and assessed. Students are expected to create final products (lesson/unit) as a synthesis of the concepts learned throughout the course.

Follow-up:

Students will have my email address and phone number. They will be able to continue contact with me as needed. I will offer my services for last minute adjustments and assistance when they are ready to implement the lesson/unit they created.

Evaluation/Grading:

• Students will be assessed on their ability to perform searches successfully.
• Students will be assessed on their participation in several mock-learning environments.
• Students will be assessed on their creation of a Internet project

Points Received....................Activity

• 10 points....................Class Attendance
• 20 points....................Complete a Searching related assignment
• 30 points....................Class Participation in mock learning environments (three @ 10 points each)
• 40 points....................Creation of an Internet integrated project