The culmination of EDTC 650 was creating a presentation for a virtual K-12 school . As an adult instructor , the consideration for core curriculum and the differences from school district to school district, state to state was completely new.
Introduction
In response to the pressing need to equip
students with technology skills, Ohio like many other states, has implemented a
K-12 Content Standard for Technology (Ohio
Department of Education. 2003). In keeping with the International Society
for Technology in Education (ISTE), Ohio’s standards address a broad range of
technology experiences; computer and multimedia literacy, information literacy
and technological literacy in order to provide the best possible foundation for
technology achievement (ISTE, 2012).
The
standards center on the assertion that digital learning plays a central and
integral role in ensuring all students have an opportunity to excel. Thus, Ohio
seeks to integrate technology into the state’s core curricula and prepare its
student to become digital citizens by selecting the appropriate technology to
produce and prepare students to participate fully in a society dependent upon
technology.
Keeping that in mind,
this Introduction to the Internet is a four-week asynchronous course created
for seventh grade distance students. Though students today use the Internet
frequently, there are important skills and issues that need to be mastered in a
guided setting in an effort to prepare students for success in academic, social,
and career environments.
This
proposed four-week course of Introduction to the Internet is designed to be
part of a larger unit on Introduction to Computer Technology; one that may
include introductory modules to the word processing (Word), presentation
software (PowerPoint), and spreadsheet software (Excel).
Standards
The
Introduction to the Internet course is aligned with the following Ohio
Technology Standards:
Standard
|
Benchmark
|
Standard 3- Technology for
Productivity Applications
Students learn the operations of
technology through the usage of technology and productivity tools.
|
Benchmark A: Understand
basic computer and multimedia technology concepts and terminology.
Benchmark B: Demonstrate
operation of basic computer and multimedia technology tools.
Benchmark C: Use
productivity tools to produce creative works.
|
Standard 4: Technology and Communication Applications Students
use an array of technologies and apply design concepts to communicate with
multiple audiences, acquire and disseminate information and enhance learning.
|
Benchmark C: Use
technology communications to participate in online group collaborative
interactive projects and activities.
|
Standard 5: Students
engage in information literacy strategies, use the Internet, technology tools,
and resources, and apply information-management skills to answer questions
and expand knowledge.
|
A.
Evaluate the accuracy, authority, objectivity, currency, coverage
and relevance of information and data sources.
B.
Develop search strategies,
retrieve information in a variety of formats, and evaluate the quality and
appropriate use of Internet resources.
|
Ohio Department of Education. (2003)
Additionally, this class also aligns with the
following ISTE Standards (iste, 2012):
1. Creativity and Innovation -Students
demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
A. apply existing knowledge to generate new ideas,
products, or processes.
B. create original works as a means of personal or
group expression.
6. Technology Operations and Concepts
B.select and use applications effectively and
productively.
Pedagogy
In regards
to learning style, this is a hands -on class and therefore is more likely to be
Constructivist in nature. One may argue that this type of technical oriented
class and the online environment fall into Siemens and Downes somewhat
controversial Connectivist Theory (Brindley, Blaschke & Walti, 2009).
Students in this class are at times working in groups and learning to filter
shared information gathered through evaluation of resources found on the
Internet.
In this
online course, the lessons strive to appeal to multiple intelligences (Green
& Tanner, 2005); there are combinations of activities that incorporate
tasks that are both individual and group based. There are resources that use
print media and those that use multimedia to transmit information.
Assessments
This unit uses several
assessments throughout, activities, and discussion forums to judge students’
progress and comprehension of topics. Assessment is also measured by grading
their work against a rubric provided for some assignments.
Conclusion
The Introduction to Internet course for
7th grade seeks to align itself with technological standards of the state of
Ohio and academic bodies outside of the compulsory state mandates. The lessons
and activities are varied to address and honor individual learning styles of
all students. This class is intended to provide a stepping-stone for students
to guide them on the path to digital independence and to imbue technical skills
in an effort to prepare them for the 21st century.
Introduction to Internet
Overview
This course is designed to introduce students to the
Internet, its history, and its impact on society. Students will explore the
components of searching the Web including, browsers, search engines, and
hyperlinks. Students will learn to
evaluate websites. Students will be introduced to email and chat. Students will
explore Internet safety and Netiquette. Students will explore basic HTML.
Week 1- Intro to the Internet, searching
and evaluating a website.
Week 2
Email, chat and Netiquette
Week 3 Safety and social media
Week 4- Basic HTML
Prerequisites
Students should have taken Computer Basics class or
have a familiarity with using the keyboard and mouse; highlighting,
copying, and pasting text; and using the basic elements of the Windows operating
system.
Materials
All students must have access to a computer with
Internet access and the Microsoft Internet 2010 software.
Resources
All resources for the class are available
online.
Time
Course runs Monday to Monday. Students should expect
to spend at least 1.5 hours per day.
Week One
Lesson 1
What is the Internet?
Goal: Students will appreciate and
comprehend the history, development, and impact that the Internet has had on
the everyday life.
Objectives:
Upon completion, students will be able to:
·
Understand
how the Internet began what the Internet is
·
Understand
the difference between the Internet and the World Wide Web
·
Understand
how the Internet has changed how the world lives
Activity:
Discussion board
Students will be required to discuss the following
questions and post their responses on the discussion board.
1. How do you use the Internet? What are some of your favorite websites?
(Please provide the address and a description of two of your favorite
websites).
2. Speak to your parents or any older person; ask them
about life before Internet (schoolwork, entertainment, shopping)
Resources:
What is the Internet?
http://www.gcflearnfree.org/internet101Internet
Internet Timeline
Life before Internet
Lesson 2
Let’s surf the Internet
Goals
Students should
be able to understand how the Internet works (browsers, search engines,
hyperlinks) Students should be able to understand how to evaluate a website.
Objectives:
·
Students should be able to understand that the
Internet is a worldwide network of computers all connected to each other
·
Students should be able understand the difference
between the Internet and the World Wide Web.
·
Students should be able to understand what a
browser is and how it works.
·
Students should be able understand that using
hyperlinks is how you move from website to website.
·
Students should be able to understand domain
names
·
Students should be able to evaluate a website.
·
Students should be able to understand common Internet terms
What is a
Browser?
·
Students will
view a short video explaining what a Web Browser is.
Resources:
Searching the
Web
·
Students will view a video explaining what a Search Engine does.
Resources: https://www.youtube.com/watch?v=SNr-TpNb-MQ
Anatomy of a
Web Address
Students will explore the components of a web
address
Moving Around the Web
Activity 1:
Goal: To show
students how different search engines bring different results, to allow
students to interact in small groups in the Study Group area of the LMS.
·
Students will be divided into 3 groups
·
Each group will be assigned a search engine
·
Each group will be given the same keyword
search
·
Each group will report the results of their
search (kinds of websites, how many results, were advertisements high on the
result list)
Evaluating Websites
Students will learn to evaluate
websites to determine the who’s, when’s and whys of a website.
Resources:
Activity 2-: Website Evaluation
Students will be given a list of ‘teen appropriate
websites”.
Students will have to choose a website from the list
on the page
Students will post the website that they want to
evaluate
Students will be instructed to provide the Web address
Students will be instructed to provide the title of
the website
Students will be instructed to provide the author/sponsor
of the website
Students will be instructed to provide the date the
website was created or updated
Students will be instructed to describe and analyze
the purpose of the website
Students will be instructed to discuss the major links
provided within the website
Assessment:
Student will be graded using the following rubric for
the web evaluation assignment.
Criteria
|
Excellent
|
Very Good
|
Good
|
Poor
|
Topic/Content
|
Includes all of the required components for the assignment
|
Includes almost all of the required components for the assignment
|
Includes most of the required components for the assignment
|
Does not include the required components of the assignment
|
Grammar/Spelling
|
No grammatical or spelling errors
|
Very few
grammatical or spelling errors
|
Several grammatical or spelling errors
|
Numerous grammatical or spelling errors
|
Writing/ Organization
|
Writing is organized
with a logical flow.
|
The writing is generally well organized and has a logical flow.
|
The writing is good but the organization could have been better
|
The writing was substandard, lacked organization and no logical flow.
|
All work must be submitted by midnight Sunday.
References
Connent,
M. (2011, April 23). Discovering the Internet: Search Engines. YouTube. Retrieved from
https://www.youtube.com/watch?v=SNr-TpNb-MQ
Disney.
(2013, September 18). Life Before Internet, As Told By Disney Characters [Web
log post]. Retrieved from
http://blogs.disney.com/oh-my-disney/2013/09/18/life-before-internet-as-told-by-disney-characters/
EdTechTeacher,
INC. (2013). EdTechTeacher. Assessment
& Rubrics. Retrieved from http://edtechteacher.org/index.php/teaching-technology/assessment-rubrics
Goodwill
Community Foundation. (n.d.). Internet 101. GCFLearnFree.org.
Retrieved from http://www.gcflearnfree.org/internet101
Google.
(n.d.). Understanding A URL: Anatomy Of A Web Address - Google Guide.Understanding
A URL: Anatomy Of A Web Address - Google Guide. Retrieved from
http://www.googleguide.com/web_address.html
Green, C., & Tanner, R. (2005).
Multiple intelligences and online teacher education. ELT Journal: English
Language Teachers Journal, 59(4), 312-321. doi:10.1093/elt/cci060
Heglandgm
(Director). (2009, November 11). Evaluating
Sources on the World Wide Web[Video]. Retrieved from
https://www.youtube.com/watch?v=ELclOOxzt3U
International
Society for Technology in Education. (2012). ISTE Standards. ISTE Standards. Retrieved from
http://www.iste.org/standards
Multnomah
County Library. (n.d.). Multnomah County Library. Evaluating Websites. Retrieved
from https://multcolib.org/homework-center/evaluating-websites
November
Learning. (2013). 4 How to Read a Web Address. November Learning. Retrieved
from
http://novemberlearning.com/educational-resources-for-educators/information-literacy-resources/4-how-to-read-a-web-address/
Ohio Department of Education. (2003). Ohio's
2003 Academic Content Standards in Technology. Home. Retrieved from
http://education.ohio.gov/Topics/Academic-Content-Standards/Technology/Ohio-s-2003-Academic-Content-Standards-in-Technolo
Pearson
Education. (2007). Internet Timeline. Internet
Timeline. Retrieved from http://www.factmonster.com/ipka/A0193167.html
University
of California-Berkley. (2012). Evaluating Web Pages: Techniques to Apply &
Questions to Ask. Evaluating
Web Pages: Techniques to Apply & Questions to Ask. Retrieved from
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Walti,
C., Blaschke, L., & Brindley, J. (2009, June). Creating effective
collaborative learning groups in an online environment. The International Review of
Research in Open and Distance Education. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/675/1271
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