Intergrating the Internet into the classroom

[irinatamb]

I am going to take the course "Intergrating the Internet into the classroom". Instructor: Michael D. Krauss, Lewis & Clark College, USA. It starts on February 11. If you are interested in it and have any questions, I'll try to answer them.

You can browse the course materials on http://www.lclark.edu/~krauss/usia/

Hopefully it will help you in your teaching!

[Lyudmila]

I am going to take the course "Intergrating the Internet into the classroom". Instructor: Michael D. Krauss, Lewis & Clark College, USA. It starts on February 11. If you are interested in it and have any questions, I'll try to answer them.

You can browse the course materials on http://www.lclark.edu/~krauss/usia/

Hopefully it will help you in your teaching!

Is this course free of charge?

[irinatamb]

Is this course free of charge?

It is free for me. I applied for the grant and got it from US State Department.

[irinatamb]

Is this course free of charge?

How much does the course cost? How do I make payment?

As of January 2008:

The fee for those taking the course for non-credit professional development is $250, payable to Michael Krauss.

The fee for those taking the course for 2 hours of continuing education credit is $690, payable to Lewis & Clark College.

The fee for those taking the course for transcripted, degree applicable, graduate credit is $1090, payable to Lewis & Clark College.

Method of payment: The payment to Michael Krauss can be by check, bank wire, Western Union or Visa card. To pay by Visa to Michael Krauss, click here. For bank wiring information and other payment information, contact Michael Krauss. The payment to Lewis & Clark College, when continuing education or graduate credit is desired, can be made by check or Visa card. Contact ccps@lclark.edu, phone 503-768-6040 or Fax 503-768-6045.

Reimbursement for payment: Many teachers are reimbursed for tuition costs by their school districts or universities. Lewis & Clark College can accept Purchase Orders (P.O's) for those taking the course for continuing education or graduate credit. Michael Krauss can accept P.O's for those taking the course for professional development.

[Lyudmila]

How much does the course cost? How do I make payment?

As of January 2008:....

Thank you very much!

[irinatamb]

There are 23 people in my course from the USA, Indonesia and different parts of Russia. We have so called "buddy groups" - to learn from each other. A good idea for a classroom - just a tip to organise cooperative learning of our students.

[Olesya]

There are 23 people in my course from the USA, Indonesia and different parts of Russia. We have so called "buddy groups" - to learn from each other. A good idea for a classroom - just a tip to organise cooperative learning of our students.

It's super useful to work with teachers from different countries comparing and contrasting different pedagogical approaches and integrating them into your classroom! You are lucky! Share your experiences with us, if you have time. We'll be happy.

[istarov]

For those of you who are interested in Course Objectives:

Get to know one another: Who are we professionally? Who are our students? How do we use computers in our teaching? Why are we participating in this workshop? What are our expectations of this workshop?

Promote an atmosphere which encourages participation and professional development among all workshop participants and allows for enough flexibility to meet the expressed needs of participants as the course progresses.

Provide participants the opportunity to explore a wide range of on-line resources in a variety of content areas which can be integrated into classroom teaching.

Examine techniques for designing classroom materials to take advantage of the unique resources that exist on the World Wide Web. These techniques differ in some ways from those used in a paper-based environment.

Explore ways to find additional on-line resources for use in the classroom and to tailor those resources to fit the instructional needs of your students.

Look at the issues of evaluating (and helping students learn to evaluate) on-line resources.

In the process of exploring on-line content resources, try out different tools (applications) for delivering and discussing course content.

Create materials and develop activities, specifically tailored to participants' individual teaching situations, for immediate use in the classroom.

Engage in ongoing discussion as we proceed through the workshop and develop a pool of resources and insights which can be shared among all participants.

Develop professional relationships among the participants which will continue beyond the time frame of the workshop. This will be facilitated by the completion of group assignments.

[irinatamb]

What are the Web-based activity formats and how can I use them in class?

1. Hotlist (Begin Exploration) - After finding and categorizing sites, the teacher publishes them on a Web page. The Hotlist is the basic building block for the other activity formats.

o Supplements traditional teaching materials.

o Avoids students wasting time surfing the Net

o More efficient than handing out lists of sites or sharing bookmarks

o Easily updated and can be modified to fit students' ability and interests

o Eliminates unnecessary photocopying of materials

o Example: Archaeological Field Work

http://www.kn.pacbell.com/wired/fil/pages/listfieldwojo.html

[irinatamb]

2. Multimedia Scrapbook (Download Media) - Collect varied Internet sites and organize them into categories such as photos, maps, quotations, facts, stories, audio clips, video clips, etc. Useful when students already have acquired some knowledge on the topic being studied. Students then pick and choose from the resources, and incorporate them into a project such as a report, newsletter, Web page, slide presentation, etc.

o Student centered activity

o Students choose an aspect of the topic that personally interests them

o Enables students to create more interesting reports and presentations

o Students have the opportunity to make use of multimedia tools

o Example: A Soccer Scrapbook

http://www.kn.pacbell.com/wired/fil/pages/scrapsoccerjo.html

[irinatamb]

3. Subject Sampler (Connect Affectively) - Teacher finds five or six Web sites on the chosen topic that contain a hands-on element, something to do or listen to or look at. The sites are varied to appeal to a wide range of students. Students are asked to choose one or two sites that most interest them and to interact with them from a personal point of view. Useful to engage many different types of learners

o Encourages students to "buy in" to the topic being studied.

o Lets students choose resources depending on individual interests and learning style

o Triggers an affective interest in the topic to be studied.

o Example: My China; Facing Facts: Prejudice

http://www.google.com/search?ie=UTF-8&...ts%3A+Prejudice

[irinatamb]

3. Subject Sampler (Connect Affectively) - Teacher finds five or six Web sites on the chosen topic that contain a hands-on element, something to do or listen to or look at. The sites are varied to appeal to a wide range of students. Students are asked to choose one or two sites that most interest them and to interact with them from a personal point of view. Useful to engage many different types of learners

o Encourages students to "buy in" to the topic being studied.

o Lets students choose resources depending on individual interests and learning style

o Triggers an affective interest in the topic to be studied.

o Example: My China

http://www.kn.pacbell.com/wired/China/sampler.html

[irinatamb]

4. Treasure Hunt (Build Knowledge) - Teacher selects ten to fifteen Web sites and designs a question to be answered from each site. The sites and questions guide students to study critical aspects of a topic. Students can then be asked to synthesize what they learn in order to answer a "big question" posed at the end of the Treasure Hunt. Useful to help students learn hard facts about a topic or area of study and to see a bigger picture.

o Encourages reading for a specific purpose

o Fosters sharing and consensus building among student groups

o Asks students to infer and draw conclusions

o Examples: Black History Past to Present

http://www.kn.pacbell.com/wired/BHM/hunt.html

[irinatamb]

5. WebQuest (Problem Solve) - Using controversial, often current issues, students go beyond fact finding and get deeper into a problematic topic in order to analyze its components and suggest a solution. Prior to dividing into groups, students all learn basic background information about the topic. The teacher collects Web sites and categorizes them according to particular roles, tasks or perspectives. Within small groups, individuals or pairs of students are charged with becoming "experts" on one aspect of the problem by reading and understanding the Web resources for their particular role. When the students come together, they jigsaw in order to share, evaluate and synthesize the information they have read. After that, students complete a real-world activity such as e-mailing congressional representatives or presenting their interpretation to experts on the topic. Useful for helping students get beyond simplistic solutions to complex problems.

o Provides up-to-date resources from a variety of perspectives on complex issues

o Encourages reading for comprehension and evaluation (critical reading skills)

o Requires sharing of information and synthesizing materials from divergent viewpoints

o Helps students see that reasonable people differ over solutions to complex problems

o Process encourages respect for others' viewpoints

o Facilitates written work through which students take a stand and attempt to persuade with a real-world audience

o Examples: Conflict Yellowstone; Tuskegee Tragedy

http://webquest.org/index.php

[irinatamb]

It is not that easy to find what you want in the Internet. Here are some sites with great tips which will help you:

 

Recommended Search Strategy:

 

Analyze Your Topic & Search With Peripheral Vision

 

Search Tools:

• Search Engines - Comparison table of recommended search engines; how search engines work

• Subject Directories - Table comparing some of the best human-selected collections of web pages

• Meta-Search Engines - Use at your own risk: not recommended as an alternative to directly using search engines

• Invisible Web - What it is, how to find it, and its inherent ambiguity (searchable databases on the Web)

[irinatamb]

Search Tools sites:

• Search Engines - Comparison table of recommended search engines; how search engines work

http://www.lib.berkeley.edu/TeachingLib/Gu...rchEngines.html

• Subject Directories - Table comparing some of the best human-selected collections of web pages

http://www.lib.berkeley.edu/TeachingLib/Gu...irectories.html

• Meta-Search Engines - Use at your own risk: not recommended as an alternative to directly using search engines

http://www.lib.berkeley.edu/TeachingLib/Gu...MetaSearch.html

• Invisible Web - What it is, how to find it, and its inherent ambiguity (searchable databases on the Web)

http://www.lib.berkeley.edu/TeachingLib/Gu...visibleWeb.html

[irinatamb]

There are *Four NETS for Better Searching*:

 

Net 1: Start Narrow

Net 2: Find Exact Phrases

Net 3: Trim Back the URL

Net 4: Look for Similar Pages

 

More on http://webquest.sdsu.edu/searching/fournets.htm

[irinatamb]

We are a part of the global community!

Want to feel it and make your teaching better? Have a look at the following site - Global SchoolNet.

Global SchoolNet's mission is to support 21st century learning. They engage teachers and students in meaningful project learning exchanges with people around the world to develop literacy and communication skills, foster teamwork and collaboration, encourage workforce preparedness and create multi-cultural understanding. They prepare youth for full participation as productive and effective citizens in an increasing global economy ----

Join Global SchoolNet

Join the Global SchoolNet worldwide community and collaborate with 90,000 educators from 194 countries.

http://www.globalschoolnet.org/index.cfm

[irinatamb]

If you teach writing take a moment to browse the site on Advanced Writing. It is really helpful/

http://www.lclark.edu/~krauss/advwrf99/home.html

[Yaroslav]

If you teach writing take a moment to browse the site on Advanced Writing. It is really helpful/

http://www.lclark.edu/~krauss/advwrf99/home.html

 

 

 

How do you combine writing tasks in your textbooks with the Internet resources?

[Yaroslav]

If you teach writing take a moment to browse the site on Advanced Writing. It is really helpful/

http://www.lclark.edu/~krauss/advwrf99/home.html

 

 

 

How do you combine writing tasks in your textbooks with the Internet resources?

[Vera1]

I am going to take the course "Intergrating the Internet into the classroom". Instructor: Michael D. Krauss, Lewis & Clark College, USA. It starts on February 11. If you are interested in it and have any questions, I'll try to answer them.

You can browse the course materials on http://www.lclark.edu/~krauss/usia/

Hopefully it will help you in your teaching!

 

Great! Is the course free? If it's not, how much does it cost?

Thank you.

[irinatamb]

Great! Is the course free? If it's not, how much does it cost?

Thank you.

UPCOMING SESSIONS are:

Summer: August 4-22, 2008

Fall: (To be set)

Winter (To be set)

It can be *free* for a teacher if you get a grant.

So browes the following sites:

http://www.usembassy.ru/bilateral/bilatera..._id=cooperation

http://www.lclark.edu/~krauss/usia/

Good luck!

[irinatamb]

How do you combine writing tasks in your textbooks with the Internet resources?

The easiest way to integrate the Internet into the classroom for a teacher who is not absolutely tech savvy is facilitating student learning with *Scenarios*. Have a look at

http://www.lclark.edu/~krauss/usia/berger/...itiesindex.html and it won't be a problem for you to create something suitable for *your* class.

Please, share your impressions on the examples and ideas with us at our forum. Thank you!

[irinatamb]

Интернет конференцию «Использование Интернет для методической поддержки и профессионального развития педагогов» предметной области «Английский язык»

в рамках проекта НФПК «Интернет поддержка профессионального развития педагогов»

1-3 апреля 2008 г. проводят красноярские коллеги. Дополнительная информация - в новостях сайта сетевого сообщества ELTерритория http://www.eltarea.ru