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Integrating the Internet into the Foreign Language Classroom

Integrating the Internet into the Foreign Language Classroom

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Integrating the Internet into the Foreign Language Classroom Integrating the Internet into the Foreign Language Classroom Presentation Transcript

  • Integrating Internet Tools into the Foreign Language Classroom Steve Spengler [email_address] Coordinator of Educational Technology Colonial Intermediate Unit 20
  • A Little Humor First… A wise school teacher sends this note to all parents on the first day of school: "If you promise not to believe everything your child says happens at school, I'll promise not to believe everything he says happens at home." Little Johnny had finished his summer vacation and gone back to school. Two days later his teacher phoned his mother to tell her that he was misbehaving. "Wait a minute," she said. "I had Johnny with me for three months and I never called you once when he misbehaved." Teacher: Where is your homework? Pupil: I lost it fighting this kid who said you weren't the best teacher in the school
  • Online Automatic Citations http://citationmachine.net Riddle, Larry (1996). Dusa McDuff. Retrieved August 7, 2006, from Women in Mathematics Web site: http://www.agnesscott.edu/Lriddle/women/mcduff.htm
  • Evaluating Online Resources Exercise
    • Go to http://www.novemberlearning.com/
    • Click on “Resources.”
    • Click on “Archive of Articles.”
    • Click on “Featured Articles.”
    • Select “Teaching Zach to Think.”
    • Read the article. Feel free to click any link to outside sources including Professor Butz’s original document.
    • Share your thoughts
    • Cyberguide for Content Evaluation
  • 'I'm working on a history paper about how the Holocaust never happened. I read about it on a Web page at Northwestern University.' What would you tell 14-year-old Zack if he came to you with this? Written by Alan November in September 1998 for High School Principal Magazine.
  • Is your high school teaching students to access the Internet for research? Then it is essential that students also learn how to validate the information. The Internet is a place where you can find "proof" of essentially any belief system that you can imagine. And, for too many students, "If it is on the Internet, it is true." The following story is also true. Fourteen year old: "I'm working on a history paper about how the Holocaust never happened." Long pause. "Zack, where did you hear that the Holocaust didn't happen?" "The Internet. It's on a Web page at Northwestern University." Zack found his "information" from a Web page at http:// pubweb.northwestern.edu/~abutz/di/intro.html , titled "Home Web page of Arthur R. Butz." On his low-key home page, Butz explains that he wrote "A short introduction to the study of Holocaust revisionism" and that his material is intended for "advanced students of Holocaust revisionism." At the top of the page Butz identifies himself as "Associate Professor of Electrical and Computer Engineering, Northwestern University." His article begins with the following: I see three principal reasons for the widespread but erroneous belief in the legend of millions of Jews killed by the Germans during World War II: US and British troops found horrible piles of corpses in the west German camps they captured in 1945 ..., there are no longer large communities of Jews in Poland, and historians generally support the legend. During both world wars Germany was forced to fight typhus, carried by lice ... That is why all accounts of entry into the German concentration camps speak of shaving of hair and showering and other delousing procedures, such as treatment of quarters with the pesticide Zyklon. That was also the main reason for a high death rate in the camps, and the crematoria ... Look at the above from the perspective of a 14-year-old untrained to think critically about information. He's researching the Holocaust, and suddenly finds this Web page. His teacher told him to find a unique topic, and this certainly fits the bill - he's never heard these ideas before. The page is simple and clear. It's written in a calm, logical tone. The page is clearly intended for experts in its field. Best of all is the source: Northwestern University! And a professor to boot! Perfect. I'm afraid that kids use the Internet without being taught how to use the Internet. To survive in the future economy, kids must learn how to research, publish, and communicate working with the Internet and other information tools. What skills will be important for kids to learn and for schools to teach? Not how to use Windows or Netscape. Instead, the most vital skills will involve applying knowledge to produce information and facilitate communication. And one of the most important skills will involve evaluating the resources you decide to use. As much time as we spend teaching kids how to find things on the Net, we need to expend 10 times more effort teaching them how to interpret what they've found. So how could Zack have applied those skills to Butz's Web page?
  • Topics
    • Internet-based learning applications
    • Strategies for Internet integration in the mathematics classroom
    • Putting it all together
    “ Working the Web for Education” and “What’s on the Web” by Tom March “ The Internet Connection: Exploring the Power of the Web as a Teaching Tool” by Educational Research Corporation
  • Internet-based Learning Applications
  • Learning Applications
    • Enrichments/Remediation
    • Lessons/online Tutorials
    • Tools
    • Reference resources
    • Information resources
    • Projects
    • Activities
  • Enrichments
    • Use media from the Internet as springboards to further discussion or lesson integration
    • Similar to cartoon on the overhead or beginning a lesson with a story
    • Discussion/lesson starters
    • Math prompts [PSSA]
  • www.unitedstreaming.com
  • http://www.cartoonstock.com
  • UnitedStreaming.com www.unitedstreaming.com Spanish – Educación Española – Grades 6 - 8
  • UnitedStreaming.com – Thematic Focus www.unitedstreaming.com Diversity – Grades 3 - 12
  • UnitedStreaming.com www.unitedstreaming.com Basics of Using UnitedStreaming
    • Go to www.unitedstreaming.com
    • Enter the username and password.
    • Passcodes – allow you to create an account on your own
    • Search via all different means!
    • Stream or Download
  • Feline Reactions to Bearded Men http://www.improb.com/archives/classical/cat/cat/html
  • Feline Reactions to Bearded Men (UPDATED) http://www.improb.com/archives/classical/cat/cat/html
  • Joan Berger’s Scenarios http://users.adelphia.net/~jberger5/Activitiesindex.html Are We Martians? (Space Science, Astronomy) The Big Apple (Geography, History, Art, Social Science, Cartography) The Cassini Mission (Space Science, Astronomy) Faster Than a Speeding Bullet (Neuroscience, Recording and Analyzing Data) How Far Is Far (Maps and Distances) Intergalactic Explorers (Astronomy, Space Studies) Lights! Camera! Action! (History, Technology, Science) Rescue At Sea (Geography, Meteorology, Astronomy, Mathematics) Stories in Stone (Mayan Culture, Language, Mathematics, Archaeology) Touchy! Touchy! (Neuroscience, Recording and Analyzing Data)
  • Find a springboard for you!
    • Use www.UnitedStreaming.com (if you don’t know your username/password – use iu20teacher/iu20teacher)
    • An image that can be used as a lesson starter
    • Scenario that can be used to kick-off your lesson
    • Either print it out or save it in your bookmarks
  • Enrichments/Remediation
    • Develop self-discipline and independence related to learning
    • Have the intrinsic motivation to succeed in their classes
    • Target academic problems on their own
    • Develop skills to fully engage in the content
    • Overcome academic anxiety
  • Webmath.com http://www.webmath.com
  • Ask Dr. Math – The Math Forum http://mathforum.org/dr.math/
  • NY Regents Exam Prep Center http://regentsprep.org/Regents/math/math-a.cfm#1
  • SOS Math http://www.sosmath.com/
  • Algebra Help http://www.algebrahelp.com
  • Culturally-Situated Math Design Tools http://www.rpi.edu/~eglash/csdt.html
  • Grey Labyrinth http://www.greylabyrinth.com
  • Smart Skies http://quest.nasa.gov/projects/smart_skies/
  • Enigma and the Code Breakers http://www.iwm.org.uk/upload/package/10/enigma/index.htm
  • Road Sign Math http://www.roadsignmath.com/
  • Numb3rs http://www.cbs.com/primetime/numb3rs/ti/
  • Rec Puzzles Archive http://rec-puzzles.org /
  • Lessons/Online Tutorials
    • Target specific learner outcomes
    • Guide a user through instructional steps
    • May have feedback or checkpoints
    • Technically hard to create
    • Newer technologies allow for more
  • Interactive Mathematics Miscellany and Puzzles http://www.cut-the-knot.org/index.shtml
  • Math in Daily Life http://www.learner.org/exhibits/dailymath/
  • Escape from Knab – The Adventure http://www.escapefromknab.com/
  • Math Tutorials http://www.math.hmc.edu/calculus/tutorials/
  • Absurd Math http://www.learningwave.com/abmath/
  • Challenge of the 7 Cups http://www.learningwave.com/abmath/7cups/index.html
  • Wolfram MathWorld http://mathworld.wolfram.com/
  • Discovery’s Brain Boosters http://school.discovery.com/brainboosters/
  • The Story of Elizabeth Whitney Williams http://www.census.gov/Press-Release/www/releases/archives/facts_for_features/
  • The National Math Trail http://www.nationalmathtrail.org/
  • Teachers’ Lab http://www.learner.org/teacherslab/
  • AAA Math http://www.aaamath.com/index.html
  • Teachers.Net Lesson Bank http://teachers.net/lessons/browse.html
  • A to Z Teacher Stuff http://www.atozteacherstuff.com/Lesson_Plans/Mathematics/index.shtml
  • Ask Eric Lesson Plans http://www.eduref.org/cgi-bin/lessons.cgi/Mathematics
  • Math Forum Lesson Plans http://mathforum.org/teachers/high/lessons-individual.html
  • What types of tutorials or lessons are you looking for?
    • Go to www.nettrekker.com
    • Do a search for a keyword
    • Filter it down via
      • Lesson Plans
      • Learning Exercises
      • Learning Games
    • Print them out or save them in your bookmarks
  • Tools
    • Require student input used to quickly generate output
    • Search engine is most used tool
    • Online databases
    • Teacher tools
    • Curricular tools
  • Math.com Calculators and Tools http://www.math.com/students/tools.html
  • Calculators Online http://www.martindalecenter.com/Calculators2.html
  • Visual Fractions http://www.visualfractions.com/
  • Project Interactivate http://www.shodor.org/interactivate/
  • Gizmo Catalog http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog
  • USA Today Online Calculators http://www.usatoday.com/money/perfi/calculators/calculator.htm
  • Math Online http://www.univie.ac.at/future.media/moe/onlinewerkzeuge.html
  • Online Woodworking Tools http://www.woodbin.com
  • What types of math tools are you looking for?
    • Using the sites you’ve been given or using netTrekker, find some tools that are applicable to your classroom…your students…or even for you!
  • Teacher Resources
  • Dictionary.com http://dictionary.reference.com/
  • Erich’s Packing Center http://www.stetson.edu/~efriedma/packing.html
  • Jobs and Guidance in Mathematics http://www.phds.org/
  • Pi in the Sky http://www.pims.math.ca/pi/current/
  • Purple Math http://www.purplemath.com
  • Research on Virtual Manipulatives http://otec.uoregon.edu/virtual_manipulatives.htm
  • Mathematically Appropriate Uses of Technology for Instruction http://my.nctm.org/eresources/view_article.asp?article_id=2264
  • Math Forum’s Teacher 2 Teacher http://mathforum.org/t2t/
  • Connected Mathematics Project http://www.math.msu.edu/cmp/
  • netTrekker http://www.nettrekker.com
  • Kathy Schrock’s Guide for Educators http://school.discovery.com/schrockguide/
  • The Online Journal of Mathematics http://my.nctm.org/eresources/journal_home.asp?journal_id=6
  • THE Journal Educator’s Web Roadmap http://www.thejournal.com/highlights/roadmap/
  • K12 Teaching & Learning Center http://www.k12tlc.net
  • Children of Dreams http://www.gsn.org/programs/dreams/lessonplan.html
  • KidLink.org http://www.kidlink.org
  • Activities
    • Online activities
      • WebQuests
      • Ideas/topic searches
    • Offline activities
      • Discussions
      • Debates
  • WebQuests
    • Internet inquiry-based activities
    • “Online lesson plans”
    • Provide challenging task, scenario, or problem to solve
    • Provide resources for students
    • Summarizing activity is meant to synthesize prior learning
  • The WebQuest Page http:// webquest.sdsu.edu /
  • TechTrekkers WebQuests http:// www.techtrekers.com/webquests
  • Probability and Statistics WebQuest http://stickware.home.comcast.net/probability/index.html
  • Math Models and Economics http://www.amaisd.org/nheights/zennadi_&_james_project.htm
  • Geometry and the Pythagorean Theorem http://www.public.iastate.edu/~nelehita/Geometry%20Project/
  • Strategies for Internet Integration
  • Identify the Goal
    • Link to Web sites that you find useful
    • Create a page with the links
    • Students can use your list for guidance
    • Post your list on the Web to bookmark sites
    • Create a classroom page with favorite sites
  • BackFlip http://www.backflip.com/
  • Bookmark Tracker http:// www.bookmarktracker.com /
  • Hotlists
    • Internet links to media
    • Students can discover artifacts on a topic
    • Students can download the items to be used in presentations
  • Filamentality http://www.filamentality.com/wired/fil/index.html
  • Mathematics Hotlist http://www.kn.sbc.com/wired/fil/pages/listmathmr48.html
  • A Hotlist of Math Links http://www.kn.att.com/wired/fil/pages/listmathlinpa.html
  • Writing in the Math Classroom http://www.kn.att.com/wired/fil/pages/listmathemattr.html
  • Treasure Hunts
    • Find Web sites that hold information
    • Pose one key question per page to define scope of topic
    • Include a culminating higher order thinking skills activity
  • Cyberbee Treasure Hunt http://www.cyberbee.com/mathhunt.html
  • Paper Airplanes http://phoenix.gov/AVIATION/kids/airplanes.html
  • Subject Sampler
    • Prepare smaller variety of Web sites organized around a topic
    • Choose intriguing sites
    • Students are asked about their perspectives on topics, comparisons, etc.
  • Quadratic Equations Subject Sampler http://www.kn.att.com/wired/fil/pages/samquadratida.html
  • NASA: Centennial of Flight http://quest.arc.nasa.gov/projects/aero/centennial/sampler.html
  • Putting it Together
  • How do I start?
    • With the end in mind
      • What is the intention?
      • What do I want the end result to be?
      • Focus on technology skills or production?
      • What end results will I facilitate?
    Kelly, Deidre, “The Year Ahead”, Classroom Connect, September 2000, p. 16.
  • How do I start?
    • Set goals for you and your students
      • Teacher Goals:
        • I want to feel confident when my students speak about the Internet.
        • I want to learn how to use the Internet to find teacher materials.
        • I want to integrate the Internet into my curriculum.
    Kelly, Deidre, “The Year Ahead”, Classroom Connect, September 2000, p. 16.
  • How do I start?
    • Set goals for you and your students
      • Student Goals:
        • I want my students to treat the Internet as a tool, not a toy.
        • I want my students to learn how to use the Internet as a publishing tool.
        • I want my students to learn how to use the Internet as a research tool.
    Kelly, Deidre, “The Year Ahead”, Classroom Connect, September 2000, p. 16.
  • How do I start?
    • Look at current curriculum with an eye towards where it may be lacking
      • Do learners come out of the unit knowing enough information?
      • Are the students actively engaged?
      • Do they pursue higher-level thinking?
    • Create a Web-based activity for the learning aspect that you would revise anyway (WebQuest, Treasure Hunt…)
  • How do I start?
    • Once you feel comfortable with the tools, you change YOUR way of thinking
    • Become creative and internalize the use of the tools
    • NETS ( http://cnets.iste.org )
      • National Educational Technology Standards for teachers and students
  • Teaching and Learning
    • Carefully guided and structured
    • Learners are engaged
    • Students must understand exploration ( not playing around )
    • Students are investigating, asking questions, writing, etc.
    • Developing reading, writing, and thinking skills.
  • Other Online Tools
    • PuzzleMaker: online puzzles
      • http://www.puzzlemaker.com
    • TrackStar: online lesson format
      • http://trackstar.hprtec.org/
    • QuizStar: online quizzes
      • http://quizstar.4teachers.org/
    • eBoard: easy posting of information
      • http://www3.eboard.com/
    • Filamentatility: creating activities
      • http://www.filamentality.com/wired/fil/index.html
  • Integrating Internet Tools into the Foreign Language Classroom Steve Spengler [email_address] Coordinator of Educational Technology Colonial Intermediate Unit 20