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Using the internet for instruction

Using the internet for instruction



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    Webapplications Webapplications Presentation Transcript

    • Web Applications
      Appropriate Use of the Web for Instruction
      By Allison Prange
    • Web Instruction
      Option to go online to teach content
      New ways to present material
      Student freedom to explore and take responsibility for learning
      • Some issues arise when considering the use of internet for instruction
      • Teachers need to take proper measures before utilizing the internet
    • Tools for Instruction
      Distance learning
      Online courses
      Basic research
      Designated sites (eg. Learnalberta.ca)
      Online activities/assessments
      Numerous interactive and educational sites specific to a subject
      Online quizzes
      Collaborative projects
      Google docs
      Multimedia presentations
      Digital storytelling
      Graphic organizers
      Sound, images, text
      Project submissions
    • Content
      Issues surrounding:
      • Supervision – monitoring the use of the internet
      • Safety – potential risks when going online
      • Ineffective use – poor reflection of content
      • Technical setbacks – programs, glitches, equipment
      • Losing traditions – moving away from conventional means
      2. Teacher considerations
      • Overcoming obstacles
      • Benefits of online use
      3. Sources
    • Supervision
      “Using the Internet allows students to instantly connect with others and access information without the barriers of time and distance, but these new learning and teaching environments bring additional responsibilities to teachers and families for teaching children how to make safe and informed decisions while using the Internet.” – K.L. Rice
      • Poor use of class time
      • Inaccurate information
      • Distractions such as advertisements
      • Inappropriate sites
    • Safety
      Numerous sources of literature that address the risks involved with internet use:
      Potential loss of data
      Transferring of data
      Saving information online
      Contact with other users
      Chat rooms
      Social networks
      Sharing of information
      Posting personal entries
      Inappropriate material
      Faulty information
    • Ineffective Use
      Need to consider different learning styles
      Incorporate multiple intelligences:
      Linguistic intelligence ("word smart")
      Logical-mathematical intelligence ("number/reasoning smart")
      Spatial intelligence ("picture smart")
      Bodily-Kinesthetic intelligence ("body smart")
      Musical intelligence ("music smart”)
      Interpersonal intelligence ("people smart")
      Intrapersonal intelligence ("self smart")
      Naturalist intelligence ("nature smart”)
      Dr. Howard Gardner
      Some concepts require physical or tangible evidence
      Bloom’s Taxonomy
    • Ineffective Use
      Teachers need to consider:
      Is it meeting course objectives?
      Is this the best way to present material?
      Are there any modifications needed?
      Is it at the appropriate level for the students?
      Are students engaged or bored?
      “I do believe that we must start with the teaching and learning goals, and then determine how technology can assist these functions” - Barbazon T.
    • Losing Traditions
      Some things are better done “the old-fashioned way”
      Students not being taught the conventional way of researching (why go to a library when you can find it online?)
      Simulations and graphics are replacing real-time demonstrations
      Less face-time with teachers
      “Vygotsky’s Social Development Theory stresses the importance of social interaction and its role in cognitive development.”
      - Brown Yoder
      “Compared with traditional face-to-face courses, online students interact less frequently with their educators and peers. What's more, their limited social contact is generally lower in quality. Experienced educators observe that some interactions which take place in the traditional classroom cannot be replicated online. For example, teachers cannot see the expressions on their students' faces, and are therefore unable to gauge how well the material is being received. Similarly, online educators do not have the option to use classroom theatrics to intrigue their students.”
      • The Cons of Online Education
    • Technical Setbacks
      “… if the webCT platform has disenabled guest account creation and thereby blocked student entry into the website, then the instructor becomes responsible for a situation over which they can do little except write placation emails”
      -Brabazon. T.
      “Digital materials can experience glitches, making it difficult to participate in online courses. Plus, if a student is unfamiliar with a new program or wary of using new programs, his or her perceptions of the online course might be swayed. What's more, a student's inexperience and/or frustration with a new online tool or course will undoubtedly affect the quality and depth of his or her learning.”
      -The Cons of Online Education
    • Teaching Considerations
      There are a variety of pros and cons when using web applications
      Up to the teacher’s discretion how much they will utilize the internet for instruction
      Make sure that student ability is gauged
      Ensure that objectives are being met
      Plan ahead so that students are using time efficiently
      Have a backup plan in case technology fails or students need modifications
    • Teaching Resources
      There are a variety of teacher resources available to assist in web applications:
      Educational sites
      Follow curriculum
      Software (eg. netopmyvision for supervision)
      Search Engines or online sources:
    • Benefits of Web Applications
      There are numerous reasons why teachers should use web applications:
      Engages students
      Accessibility of information
      Collaborative projects
      Interactive programs
      Multimedia presentations
      Current and relevant to students
    • Sources
      Armstrong, T. (2009). Multiple Intelligences. In Online Education: What are the Risks. Retrieved February 10, 2011, from http://www.thomasarmstrong.com/multiple_intelligences.php
      Brabazon, T. (2002). Digital Hemlock:Internet Education and the Poisoning of Teaching. Sydney, Australia: University of New South Wales Press Ltd.
      Brown Yoder, M. (2003). Oh, The Changes We've Seen. Learning and Leading With Technology, 30(5), 6-17. Retrieved February 4, 2011
      Brown Yoder, M. (1999). A Productive and Thought-Provoking Use of the Internet. Learning and Leading With Technology, 26(7), 6-9. Retrieved February 3, 2011
      The Cons of Online Education. (2001). In Online Education: What are the Risks. Retrieved February 10, 2011, from http://www.onlineeducation.org/negative-aspects-online-education
      Rice, K. L. (2008). Internet Safety. In The Internet as an Instructional Tool. Retrieved February 6, 2011, from http://edtech.boisestate.edu/elearn/internet/safeinternet.htm
      Canadian Internet Use Survey. (2010). In Statistics Canada. Retrieved February 4, 2011, from http://edtech.boisestate.edu/elearn/internet/safeinternet.htmhttp://www.statcan.gc.ca/daily-quotidien/100510/dq100510a-eng.htm
      Yoder, M. Oh, the changes we've seen; A thirty year retrospective of educational pedagogy Learning and Leading With Technology, 30 (5). 2003
    • Image Sources
      Slide 1: http://westlanetech.orvsd.org/welcome
      Slide 2: http://gadgetsteria.com/category/internet/page/13/
      Slide 3: http://www.google.ca/imghp?hl=en&tab=wi
      Slide 4: http://blog.rmdstudio.com/2007/06/08/what-do-web-application-architects-do/
      Slide 5: http://www.netop.com/products/education/myvision.htm
      Slide 6: http://www.clker.com/clipart-closed-lock.html
      Slide 7: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
      Slide 8: http://www.thechefalliance.com/Our-Clients