Teaching With Technology internet Activities internet projects Grading internet Multimedia projects Evaluating Teaching Learning on the Web Daily online Activities http://www.blountk12.org/learninglinks/teaching_with_technology.htm
Extractions: Teaching with Technology Using the Internet Searching the Internet Student Search Tools Planning Internet Lessons ... Internet Safety Teacher Suggestions for using computers in the classroom Internet Basics Tutorial Web Teacher - Learn the Internet Internet Teacher Tools Working the Web for Education ... Traveling the Information Highway - A Hyperstudio Stack on the Internet SEARCHING THE INTERNET FindSpot - all the major search tools Teaching Search Strategies Raging Search from Alta Vista Teaching Students to Surf the Web STUDENT SEARCH TOOLS Yahooligans Web Guide KidsClick Web Search Activity Search Search Engines for Students ... Awesome Library For Teachers, Students, and Parents INTERNET ACTIVITIES Scavenger Hunts The Virtual Field Trip Site Theme-based Scavenger Hunts Electronic Field Trip Ticket ... "Ready to Go" Web Quests
CHArt Online Projects Welcome to the first in an occasional series of online projects from CHArt.Teaching, Images, internet has been compiled by Michael Greenhalgh of the http://www.chart.ac.uk/echart.html
Extractions: Computers and the History of Art Welcome to the first in an occasional series of online projects from CHArt. Teaching, Images, Internet has been compiled by Michael Greenhalgh of the Australian National University and comprises papers relevant to art history, the Internet and teaching. We are interested in producing other similar projects in the future. If you would like to guest edit an online collection of articles on a specific topic, please contact the CHArt Committee, who will consider your proposal. Email chart_info@chart.ac.uk , who will pass your queries on to the committee. Back to CHArt Home Page This site was last updated on 25 October 1996. To report any problems or to contribute information email: chart_info@chart.ac.uk
Teaching Online: ICT Projects Index A major internet in the Classroom project where students promote New Zealand asa tourist destination. Information is gained by visiting websites and http://www.teachingonline.org/ICT.html
ESC/Teacher Resources The National Math Trail In this interactive internetbased project, SchoolWorld projects This site provides numerous links to online projects that http://eteach.esc13.net/t_o_proj.htm
Extractions: Online Project/Collaboration Gaggle.Net Free Filtered Email for Schools: This safe, free email service is designed specifically for student use (in the classroom, library, or at home). An easy way for teachers to allow students to email, facilitate classroom email projects, and monitor student tasks.
Activities For Online News Assign students in pairs to one computer and teach them how to save addresses byBookmarking each. Project 2(Year to Date) without internet Access http://www.ea.pvt.k12.pa.us/htm/Units/Upper/modlang/putnam/general/actnews.htm
Extractions: Note lay-out of first page: locate the top news stories: top/bottom;left/right; locate photos and graphics,if appropriate. Analyze first page for one full week, jotting down comments about content and layout of text and visuals. Have students or pairs of students select different papers, taking 10 minutes of every other class meeting to compare patterns. Prepare brief FL resumes of selected news stories, telling in a sentence or two the subject and the degree of details given, as the story tells who, what, how, where, when and why. In essence,try to get the jist of a story and the general purpose of a group in cases of acronyms. The Year To Date: The Top Stories: Find a FL newspaper site with on-line archives of front page articles for the past year. Assign a different time segment, one month or a week for example, to each small group. The task will be to find two or three national or international reports for each time segment. Each group makes a written and oral summary of their news findings for an in-class time line visula project with perhaps an in-class oral or taped news show.
Extractions: How to Write Learning Objectives CD What does it mean to understand something? ADPRIMA Discussions ADPRIMA Delphi Discussion What Waits Within a scary ebook Online Degrees Education Quotes Needs Assessment How to Write an Assessment Classroom Management Criteria for Improvement in Education Classroom Management Mistakes Curriculum Planning Teaching and Values Student Created Lesson Plans Grouping Methods My Amazon.com Connection What Social Studies is For Education Jargon College and University Links Content Link Clues Education Commentary Education Humor Education Journals Home Schooling Links Lesson Plans and Lesson Planning Ideas for New Teachers How to Study Effectively Study Tips from Students Parent - School Relationships Internet Education Resources Web Sites for Parents and Children Student Developed Lesson Plans Teaching Position Links Tips on Becoming a Teacher Characteristics of a Profession Electronics, Computer, Software
Extractions: Skip Navigation Design: Home Research Projects Education ... Site Map MATRIX uses its unique position in the communications revolution to pioneer ideas and innovations, as the heirs of the Internet develop into the 21st century. While we have a cautious view of the value of the communications revolution for teaching, we support experimentation and innovation in the classroom. In addition to developing a wide range of teaching tools, we are focusing at the present on two main challenges: the digitation of sound files so that they can best be utilized by teachers, students, and researchers, and the development of large-scale integrated research tools that can be developed by widely disparate repositories and freely accessed worldwide. The African Media Program (AMP) offers an online, comprehensive databse of films, videos, and other audio-visual materials concerning Africa as well as education services about African media. The AMP is a project of from Michigan State University's African Studies Center, a Title VI National Resource Center in African Languages and Area Studies.
SchoolWorld Internet Education - Projects internet projects These curricular projects are designed and produced by Australia online. Australian project that welcomes international schools to http://www.schoolworld.asn.au/projects.html
Extractions: These curricular projects are designed and produced by SchoolWorld members and our collaborative partners. All projects are free of charge and are designed for use by international schools. Read the project descriptions and subscribe to those that fit the learning needs of your students! In the Spotlight.... Childrens' International Year Of Peace. Become a part of SchoolWorld's own international peace project. Sign the peace commitment and participate in a wide range of activities, projects and services available. Open to all schools, parents and folks interested in peace, family and the environment. Help SchoolWorld to help others. Open to all grades the projects is designed to cover a wide range of curriculum subjects. This project is currently under re-construction and will be available again in March 2004. Student to Student and Class to Class Exchanges Title Description Curricula Grades Schedule Coordinator Classroom Pet Exchange Classes exchange class pets (stuffed animals) and pet journals by snail mail. They then and share the experience of their "visitor" via e-mail, the web, and journaling.
Extractions: Fermilab LInC is a not-for-profit program. Fermilab LInC Online is creating a cadre of educational leaders who effectively integrate technology in their classrooms to support engaged learning student investigations on real-world issues. Teams of classroom teachers, technology coordinators and library media specialists create engaged learning projects that incorporate the best uses of technology. The new Fermilab LInC ACT course facilitates teachers through the process of evaluating, selecting and customizing an inquiry-based online project to teach content in their existing curriculum. Then participants exchange ideas and feedback with colleagues and experienced engaged learning mentors each step of the way as they field-test their project with students. We believe that the skills and strategies students need to be successful today and in the future are effectively taught through engaged learning projects. These projects are structured in such a way that students are responsible for their own learning. The projects are collaborative, student-driven, and are technology dependent. When skillfully applied, technology can enhance learning in new and powerful ways such as allowing students to reach beyond the classroom walls to collaborate with experts and students in distant locations, and to publish original work to a world-wide audience. The LInC course prepares participants to develop and facilitate these types of projects with their students. Sample participant projects are:
Thinking About The Internet Pedagogically Chris Toulouse, Teaching with Course Home Pages (along with his online tutorials for Participation in multilocation research projects via the internet. http://camden-www.rutgers.edu/~wood/pedagogy.html
Extractions: at the Syllabus conference in Santa Clara, CA, in July, 1999. Note: This website is somewhat outdated, although I'm retaining it for those who may still find it useful. More recent explorations of the pedagogical uses of the internet, including my department's web-enhanced curriculum, may be found at my homepage: http://www.camden.rutgers.edu/~wood/ . Robert Wood Powerpoint Presentation for Prof. Goertzel's Class Introduction: From URLS to Pedagogy Putting Students to Work on the Internet Introduction: From URLS to Pedagogy Like many teachers, I have been inundated with books, articles, and exhortations about the educational importance of the internet that frequently turn out to be little more than lengthy lists of web page addresses (URLs). What is often missing is any clear identification of the new pedagogical opportunities that the internet offers. As one who has been experimenting with a broad range of internet projects and activities for close to ten years, I offer the observations below about what I have learned from my own experience and from the experience of others. First Things First: Identifying What's Out There
Extractions: Projects Community development Why we're doing this Rural development Fixing what's broken City farms Edible cities Organic gardening Everyone can grow their own food Composting The Wheel of Life Small farms The way forward Biofuels Fuel for the future Solar box cookers Sun power saves lives and trees Trees, soil and water Healthcare for mountains Seeds of the world No seeds, no food Appropriate technology What works and fits Project vehicles The workhorses
Data Resources For Learning And Teaching provides online, selfpaced tutorials on using the internet, The projectalso includes related learning and teaching materials developed at the http://datalib.ed.ac.uk/projects/datateach/resources.html
Extractions: A resource for students and teachers of Business Studies and Economics. As well as a subject based Internet catalogue, the site offers learning materials, company information, and selected ONS (Office of National Statistics) datasets with a user-friendly extraction interface. The exciting Virtual Worlds section provides simulation to allow students to explore decision-making policy effects for a Virtual Developing Country, Virtual Factory, and a Virtual Economy. CASS Short Courses on Social Survey Methods The Centre for Applied Social Surveys is an ESRC Resource Centre which offers one-day continuing education courses for social scientists on topics from design to data collection and analysis, at various locations throughout the year. Fees are required but ESRC bursaries are available for full-time students, UK academic staff or ESRC-funded researchers. CHCC: Collection of Historical and Contemporary Census Data and Related Materials (MIMAS and partners) Funded by the Joint Information Systems Committee (JISC) this project aims to increase the use of CHCC and related materials in learning and teaching by improving accessibility to data sources, developing an integrated set of learning and teaching materials, improving awareness about the contexts in which Census data can be used in learning and teaching, and by providing access to and developing web-based tools via a Census portal.
Untitled the use of the internet in the classroom, participation in online projects They viewed the internet as a dynamic teaching and learning medium with http://www.uvm.edu/~hag/naweb96/zkumari.html
Extractions: Rice University In training a child to activity of thought, above all things we must beware of what I call "inert ideas" - that is to say, ideas that are merely received into the mind without being utilised, or tested or thrown into fresh combinations. - Alfred North Whitehead in the Aims of Education (1929) The Internet and the World Wide Web (WWW) in particular have become increasingly common household terms as evidenced by the wealth of references to them in the popular media and on television programs in the US. The popularity of the WWW has spread to the educational community as well. The Internet is increasingly being used as an educational tool in K-12 schools with access. There is a sharp increase in the number of schools connected to the Internet. Professional development opportunities for teachers to learn to use the Internet are ever increasing and the number of books that specialize in educational resources on the Internet are filling bookshelves. Recently Cyberschools are coming online under the auspices of public school districts. Online courses are being conducted for K-12 students. One can safely predict that in the short term larger number of teachers are going to grapple with effective ways of integrating the Internet into the classroom. " The Internet and the countless possibilities associated with the Internet are quickly reshaping the way we conduct business, and redefining the way we relate to one another" (
Evaluation Of Information Sources An informal but comprehensive online tutorial designed to teach the skills internet Source Validation Project/ Memorial University of Newfoundland http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm
Extractions: The World-Wide Web Virtual Library This document is a part of the Information Quality WWW Virtual Library This page contains pointers to criteria for evaluating information resources, particularly those on the Internet. It is intended to be particularly useful to librarians and others who are selecting sites to include in an information resource guide, or informing users as to the qualities they should use in evaluating Internet information. Feedback and suggestions of other sites for inclusion are welcomed by the site maintainer, Alastair Smith General selection criteria Bibliography on Evaluating Internet Resources / Nicole Auer, Virginia Polytechnic Institute and State University. Resource evaluation for BIOME - detailed criteria used for selecting resources for this UK guide to biomedical information. Brandt, D. Scott (May 1996). Evaluating Information on the Internet. Computers in Libraries 16(5) (May 1996): 44-46. Available at http://thorplus.lib.purdue.edu/~techman/evaluate.htm Criteria for Assessing the Quality of Health Information on the Internet - Policy Paper / Health Summit Working Group. Presents a set of seven criteria developed for use in evaluating the quality of health information provided on the Internet. Used to develop the I nformation Quality Tool "The IQ Tool helps you become an educated consumer by helping you ask the right questions".
Extractions: Brigham Young University - Hawaii Originally published in the TESL Reporter 30,1 (1997), pp. 27-33 Teachers have been using online communication in the language classroom for more than ten years now. From an investigation of the experiences of dozens of teachers around the world who have used the Internet in language teaching (Warschauer, l995a; l995b; 1996c; 1996d), a few common guidelines emerge that can assist teachers in successfully planning and implementing network-based learning projects. Readers will note that these guidelines are independent of the particular technological tools being used. As has been noted elsewhere, "technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant" (Warschauer, l995b. p. xv). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom. As will be discussed further below, little is usually gained by just adding random online activities into a classroom. Clarifying course goals is, thus, an important first step toward successful use of the Internet.
EDC Feature Articles: Yemen Online Staff also see the project as an opportunity to connect Yemeni students and Our objective is to teach teachers to use the internet skillfully as an http://main.edc.org/newsroom/features/yemen.asp
Extractions: Y emen is one of the least developed countries in the Arab world, a society where literacy rates for girls and women run as low as 30%, while poverty rates are correspondingly high. In a bold pilot project beginning this September, USAID will wire 24 Yemeni high schools to the Internet for the first time. EDC and its partners iEARN and World Links, will train teachers to use the new technology as well as conduct research on the impact of the initiative, notably on the experience of girls. International Education Systems division (IES) EDC is also collaborating with World Links to develop a baseline evaluation and an end-of-project measurement to assess the overall impact of the Internet on teaching and learning in the selected schools. Staff hope to determine what changes have taken place in these classrooms as a result of the computers. The research team will be looking at such indicators as features of the computer the teachers return to, Web sites they visit, the kinds of assignments they develop, and student products that result from the work. They will also compare standardized test results from the pilot schools with other schools across the country to see if the new technology has had a measurable impact on student achievement. Those reports will be available through the IES Web site when they are complete.
Extractions: sharonstrand@bhsu.edu Keywords: Myers-Briggs Type Indicator, Gregorc Transaction Ability Inventory, On-line Instruction, Faculty Development, Teaching Styles As universities strive to meet the needs of today's students by developing on-line courses and degree programs, more and more faculty will be required to adapt their courses for on-line delivery. Consequently, this pilot study is the result of the authors' personal interests in teaching on-line and finding ways to promote faculty development to meet the challenges of teaching in the twenty-first century. Our experiences with teaching on-line and faculty development for those faculty beginning to teach on-line suggest that some preferred teaching styles may be more compatible with the dynamics of distance learning formats. This pilot study attempts to determine successful teaching styles for on-line courses. Through an awareness of preferred teaching styles and personality tendencies, more effective faculty development programs can be developed to assist others in successfully transitioning into the cyber-teaching and learning environment.
Extractions: The Internet History Sourcebooks are collections of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use. Feedback and Help While I encourage notes, comments and feedback in general, I am unable to reply to all of them. I am especially not able to reply to students (or students' parents!) seeking help with homework. For guidance on homework , research, how people lived/ate/dressed in the past, see the various Help! pages: I am unable to help locate details about your family, or give translations of your name or nickname into Chinese (a very common request)! If you find bad links , or typographical errors , please do notify me by telling me the URL (web address) of the specific page with the fault, and (in the case of bad links) the URL of the bad link.
Medieval Sourcebook: Introduction ORB, the online Reference Book for Medieval Studies. The internet HistorySourcebooks Project is located at the History Department of Fordham University, http://www.fordham.edu/halsall/sbook.html
Extractions: Play any of the above for appropriate music for browsing! Sourcebook Contents The Internet Medieval Sourcebook is organized as three main index pages, with a number of supplementary documents. Each individual section is still large - an organizational goal here is to avoid incessant "clicking" to get between pages and to information. Selected Sources
