The document outlines the agenda for a 6-day course on integrating the internet into K-12 classrooms. Day 1 introduces assignments and discusses internet workshop strategies. Day 2 focuses on completing research projects. Day 3 covers internet projects and registry sites. Day 4 continues research and evaluations. Day 5 details the five phases of internet inquiry: question, search, analyze, compose, and share. Day 6 finishes assignments and provides a course evaluation.

1. EDCI 493/593-450 Integrating the Internet into the K-12 Classroom Instructor: Desire é Caskey [email_address] 671-9387

2. Day 1: Welcome Syllabus Overview Assignments Group Discussion Feedback Paragraph Lesson Plan (graduate level) Website Evaluation Worksheets Online Discussion Group [email_address] http://groups-beta.google.com/group/bpstilt http://senior.billings.k12. mt . us/moodle/

3. Day 1: Internet Workshop Definition: An instructional practice using the Internet as a resource that involves students as researchers/experts on specific topics mined from sites. It usually includes these steps: locating a site or sites on the Internet with content related to a classroom unit of instruction and setting a bookmark for the location(s) developing an activity requiring students to use the site(s) assigning this activity to be completed during the week having students gather together to share their work, questions, and new insights about content and new literacies in a workshop session, often at the end of the week.

4. Day 1: Internet Workshop Why: Engage reluctant learners Provide opportunities for critical thinking and analysis Provide instruction on Internet Literacy When: Introduce a new unit/concept Build background knowledge Increase knowledge on specific content Develop navigation strategies & skills Develops: Content Knowledge Collaboration and research skills Oral speaking skills

5. Day 1: Classroom Strategies Use a bookmark manager Google Bookmarks Yahoo Bookmarks Bookmarka Del.icio.us Use effective searching BPS website Nettrekker Evaluate Each Website

6. Day 1: Project Work Consider Curriculum Choose a lesson/topic Conduct Internet Research Bookmark sites that will work Evaluation Worksheet Group Work Collaboration ideas Share sites and strategies

7. Day 2: Complete Work Research & site collection Write summary paragraph Based on: group discussion website evaluation Class presentation Lesson plan creation (grad)

8. Day 3: Internet Project Definition: An instructional practice that uses a collaborative approach to classroom use of the Internet. Two Types: Web site Projects: Already setup Clear set of directions to follow Spontaneous Projects: More common Developed by a teacher who develops an idea and then invites other classrooms to partcipate by posting the project on an Internet Registry site.

9. Day 3: Internet Project Definition : An instructional practice that uses a collaborative approach to classroom use of the Internet. Generally, Internet projects follow these steps: planning a collaborative project for an upcoming unit in your classroom and writing a project description posting the project description and timeline several months in advance at one or several project registry locations, seeking collaborative classroom partners arranging collaboration details with teachers in other classrooms who agree to participate completing the project, most often using Internet Workshop as a forum in your own class for working on the project exchanging information with your collaborating classrooms.

10. Day 3: Internet Project Internet Project Registries http://www.uwm.edu/~caberg/Project%20Support%20Index/potprorg.html http://virtual-architecture.wm.edu/Designing+Directing/index.html http://members.shaw.ca/priscillatheroux/planning.html#purposes.html http://www.lite.iwarp.com/winmodelC.html

11. Day 4: Internet Project Finish Research Evaluation Worksheet Group Discussion Feedback Paragraph Classroom Presentation Lesson Plan Creation (grad)

12. Day 5: Internet Inquiry Definition: An instructional approach in which students research a question that holds special meaning to them. Because of the intrinsic interest students have of their topic, Internet Inquiry provides an excellent framework for helping them develop independent research skills as well as higher-level thinking skills such as analysis synthesis and evaluation of materials.

13. Day 5: Internet Inquiry The Five Phases of Internet Inquiry Phase 1: Question Phase Students develop specific or general questions. You can guide this effort by using the following techniques Assign questions Have students pick from a list Provide a topic from which students can develop a question(s) Allow students to develop a question of personal importance or interest.

14. Day 5: Internet Inquiry The Five Phases of Internet Inquiry Phase 2: Search Phase Some search strategies students can use: Begin with directories (nettrekker) Use search engines that prescreen material Share search strategies

15. Day 5: Internet Inquiry The Five Phases of Internet Inquiry Phase 3: Analyze Phase Methods of analyzing information are: Ask questions about the site Look at the ending of URLs Review “about this site” link Determine when the site was created and last updated Check references Cross-check information

16. Day 5: Internet Inquiry The Five Phases of Internet Inquiry Phase 4: Compose Phase Examples of work that students can compose: Create a PowerPoint Write a Report Produce a video Create a Brochure Create a webpage

17. Day 5: Internet Inquiry The Five Phases of Internet Inquiry Phase 5: Share Phase Examples of how students can share: Post student work on classroom web site Give an oral report Present a multimedia show Create a bulletin board Decorate your classroom

18. Day 6: Internet Inquiry Finish Research Evaluation Worksheet Group Discussion Feedback Paragraph Classroom Presentation Lesson Plan Creation (grad) Course Evaluation