Week 1 August 31-Sept. 4  Video Self-portrait, Effective Internet Searching,
Evaluation, and Safety Issues

http://www.montana.edu/4teachers

In class this week---

By next class---

Down the road---

ISTE NETS-T Standards to be covered this week:
NETS Standard 3.
 Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
NETS Standard 4.
 Promote and Model Digital Citizenship and Responsibility
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information

1.  Why this course? A Vision of K-12 Students Today- http://www.youtube.com/watch?v=_A-ZVCjfWf8

Advanced Organizer:
 *You must bring your USB jump drive (memory stick--many names to one of these) and lab manual to every class!!!  



2.  60% Macs in Montana Schools.  Therefore, you become comfortable with both--Mac and PC.  

3.  Video Self-portrait Introductions- use directions in the Directions Section


4.  Course Design

EVERY CLASS builds upon the previous week. If you miss your section, try to attend one of the others.  If you cannot, sit down at the computer and DO the week's projects and assignments that you missed in class.  DO NOT COME TO CLASS AND TELL YOUR INSTRUCTOR THAT YOU MISSED CLASS--"TELL ME WHAT TO DO NOW!!"  You must take responsibility for your learning!  If the week you missed tells that we downloaded a page and worked on it, DOWNLOAD THAT PAGE and WORK ON IT before class the following week!  We will not stop what we are doing that week in class in order to get you caught up.  You must do it yourself- come to the lab for help if you need it, BEFORE your next class.



5. Mac Basics ­ Dock, Quit vs. Close window, minimize, Groups/EDCI320 folder, etc.

Assignment: Get your MSU domain computer account (Z drive) by next week.

Go to the computer lab in Reid 306 to get help if needed. It only takes a couple of minutes.  You need to get and remember your username and password.  Also learn how to get into your Z drive in order to save into it. This is your back-up for all assignments and projects.

Montana Standards for Technology
 
Today's learners‹teachers and students‹are continually affected by a variety of digital technologies. 
These technologies have altered their expectations and skills.
Traditional instruction alone no longer provides students with all the skills necessary
to find personal value and professional success.  Therefore, education needs to play
an increasing role in empowering learners to be technologically literate and to
integrate digital tools into their lives. 
 
Expectations for student learning are increasing as digital tools make basic tasks
easier. We must help students meet these expectations by understanding that:
 
While digital technology tools can be used to facilitate assessment of student
learning, the primary application of these tools must be used to support content area
learning. Although integrated learning systems can be used to deliver curriculum,
true technology integration involves dynamic interactions among learners using
digital tools.
 
Inquiry-based learning activities, rich in relevant content and integrated with digital
technology, can facilitate collaboration, critical thinking, creativity, and problem
solving. Properly applied, technology enhances learning and instruction, but does
not become the focus. By providing access to information and tools for expression,
opening pathways to communication, and facilitating personal understanding,
technology supports learning in all subjects.

Pursuant to Article X Sect 1(2) of the Constitution of the state of Montana and statutes
§20-1-501 and §20-9-309 2(c) MCA, the implementation of these standards must incorporate
the distinct and unique cultural heritage of Montana American Indians.

Teaching Strategy Modeled Today for You:  Provide a webpage (montana.edu/4teachers) on which you have provided links to the sites your want students to go to. It will make the class session easier by having links on which to click rather than having your students type in each link‹too many mistakes are made and it is too time consuming--even with adults!

6.  TechTime 
Learn to teach your students about:
  1. effectively searching the internet
  2. evaluating Internet resources
  3. Internet safety (predators, bullies)

Extra Resources for you to use to reinforce learning for you or your students and their parents:
 
1.  Internet safety WebQuest
https://www.msu.edu/~shaftom1/WebQuest1page.html

2. WebQuest:  Will the Internet be banned forever?  Or can the students change their future?
 http://coe.nevada.edu/slefevre/Intro.html

3.  WebQuest:  Evaluating internet resources
http://www.amphi.com/~psteffen/evaluate/index.htm

4. Effectively searching the internet
specialized search engines  http://webquest.sdsu.edu/searching/specialized.html 

5.  Tutorials on Searching  http://www.searchengineguide.com/searchengines.html       http://www.searchengineguide.com/howtosearch.html

6.  An overview of today's topics: http://www.edletter.org/insights/internetresearch.shtml


1.  Searching the World Wide Web

Teach your students how to search more efficiently and how to evaluate the page when they get there! 


What is a Browser?

A browser is a program like Netscape or Internet Explorer.  You use (run) the program to access the World Wide Web.


What is a Search Engine?

A search engine is an Internet tool, usually Web based, that helps you find Web sites or topics based on a word or groups of words.  Once you are running a browser, you can use a search engine from within the browser to help find sites on specific topics.  How do search engines work?  They survey the web and build databases from information found.  Word(s) entered are checked against this database and results are returned as hits.


What is a URL?

A URL is a Uniform Resource Locator.  It is the address of a web site.  For example, http://www.yahoo.com is the URL for Yahoo, a search engine.

Resources for Teachers

 1.  Check out the reasons for choosing a particular engine.

http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html

 

Search Engines (This is only a sampling!)
1.      www.ask.com
users pose query in the form of an actual question then the engine responds with the best sites; a sample search question might be:
Where can I find lesson plans that integrate technology into the classroom for grades K-12?   

2.      www.altavista.com
Alta Vista; one of the most comprehensive search engines, contains an image search, a huge translation program, can restrict searches by date and search only particular fields.

3.     www.excite.com
Excite; uses metasearch (searches using multiple other search engines). Ranks sites for relevance to your search and suggests links for similar sites.

4.     www.alltheweb.com
Fast; one of the larger search engine; very fast (lives up to its name); finds unique items often not found on other search engines; brings back as many results as possible; offensive filter on by default, so good search engine for students. 


5.    www.hotbot.com
HotBot; includes sponsored search listings at the top. You can customize your search according to date, media type, domain names. etc.

6.     www.lycos.com
Lycos; nice filtering options with passwords--excellent for parents or schools.

7.      www.google.com
Google; judges quality of web page by number of other web pages and importance of other web pages linked to it; one of largest search engines; contains an image search.


8.    www.britannica.com
Encyclopedia Britannica; An encyclopedia; includes 75 magazines and a small web directory; subject directories offer browsing by category as well as keyword searching; the main encyclopedia requires a yearly fee, but a scaled down version is available for free; free version even gives links to web pages on the topic.

9.     www.searchengines.com   
Search Engines; directory of search engines

10.  www.yahoo.com            Yahoo!; uses paid placement, huge search engine, also by category.

11.    www.ditto.com
Ditto; search on word(s) and you receive thumbnails of the pictures; you can go to the source of the image and check copyright requirements.

12.    www.dogpile.com   
Dogpile; metasearch; run searches simultaneously in a number of search engines while search engine directories link to numerous search engines by category.

Why Use Studentıs Search Engines?
A search on a common word like ³girls² can give a student dangerous results. Therefore, teachers are probably safer to use studentıs search engines, which control the sites a student can visit. Be aware that they are not foolproof and some are safer than others.

Sites That Take You to Studentıs Search Engines
http://www.als.lib.wi.us/childsafe.html
http://www.tekmom.com/search/index.html
http://www.rcls.org/ksearch.htm

Studentıs Search Engines
1. http://sunsite.berkeley.edu/KidsClick!/
KidsClick; a web search for kids by librarians; listed by reading level

2. http://www.ajkids.com
Ask Jeeves for Kids; kids can ask questions in sentence form and then it takes them to the best sites after they answer a series of questions that help them focus on the correct answer; for grades 2-9; rated as very safe for kids by Childrenıs Software Review magazine

3. http://www.yahooligans.com
Yahooligans; for students ages 7-12; search by topic or search word

4. http://www.factmonster.com
Fact Monster; for grades K-12 and teachers; a powerful, diverse website; has received national recognition for top-notch reference materials, fun facts and features, and individualized homework help; has an almanac, atlas, dictionary & encyclopedia.

5. http://www.awesomelibrary.org
Awesome Library; for Kids, Teachers, Teens, Parents, Librarians or Communities; search by topic areas; a database of websites for the topic area is brought up; excellent resource for all ages; sponsored by EDI (Evaluation and Development Institute); includes top 5% sites in education.

6. http://www.familyfriendlysearch.com
Family Friendly Search; a database that searches through Yahooligans, AOL Kids, Kids Click, Saluki Search; easy to use; all ages

7. http://www.onekey.com/
Onekey; the kid safe search engine; OneKey partnered with Google.com provides a database of kid safe sites.

8. http://www.ncrtec.org/picture.htm
The Amazing Picture Machine; Photos, maps, paintings from N. Central Regional Educational Lab.

9. http://lcweb2.loc.gov/ammem/mdbquery.html
American Memories; Photos, prints, and maps; American History Collection, Library of Congress.


See your EDCI 320 Course Manual Week 1.


Page 9 in Lab Manual:   Active Learning Teaching Strategy:  Pair-Share- Compare student search engines to regular search engines.  Choose one educational content topic and use the same keywords on which to search.  Note similarities and differences, number of hits, sources of sites (.edu, .k12, .gov, .com, org, etc). likes/dislikes, educational value, appropriateness for the classroom, etc.


Student Search Engine
 Standard Search Engine
Topic &
Keywords


Search Engine Tips
  Pa Check this out :   http://www.findspot.com

 
Hints and Tips from findspot.com
1. The massive search engines are probably better for looking for obscure items since you are searching massive amounts of sites.

2. Look at the end of the site name to try to determine what type of site it is.
.com = commercial (Unrestricted) .edu = 4 year universities only .xx.us = schools .org = not-for-profit organizations
.gov = U.S. Federal Government .mil = U.S. Military .aero = Air-transport industry
.state.xx.us = state government  .net = Internet companies and providers (Unrestricted)  .biz = Businesses
.museum = Museums .pro = Accountants, lawyers, and physicians  .name = For registration by individuals
.coop= Non-profit cooperatives  info = Unrestricted use


3. If one search doesnıt work, try rewording the request or making it more specific.

4. Some search engines are case sensitive.

5. Some search engines have an Advanced or Power Search. The advanced search can allow you to narrow down the number of hits so you can find more relevant information quicker.

6. Some search engines allow you to ask a question using a complete sentence. Ask Jeeves is the most commonly known search engine that is designed for natural language search.



Search Rules Used in Many Search Engines

1.       Word Search

You type:  free graphics

Result:  Same as: +free+graphics and same as free and graphics

All hits must contain both words.

Be aware that in a few search engines, any hit that is returned must only contain one of the words because it is considered to be free or graphics.

 

2.       You type:  free graphics-retail

Result:  All hits must contain BOTH the word "free" and the word "graphics" but do not contain the word "retail."

 

3.       Phrase Searches Using Double Quotes

You type:  "lesson plans"

Result:  Hits must contain the words "lesson plans" in that specific sequence

 

4.       An example of combining several of the above rules

You type:  +"lesson plans"+math

Result:  Hits must contain both the words "lesson plans" (in that specific sequence) and must contain the word "math"

 

5.       Boolean Search

You type:  free and graphics (see #1 above)

Result:  All resulting items must contain BOTH words

You type:  free or graphics

Result:  All resulting items will contain at least one of the words

           

You type:  free and graphics not retail

Result:  You get all items that contain both the word "free" and the word "graphics" but that do not contain the word "retail"

 

6.       Natural Language Searching

You type: What is the capital of Montana?

Result:  Search returns items that might possibly answer this question.


Page 11 in the Lab Manual=====Write About This!   What kinds of things must you teach your students about searching the Internet more effectively?  We will place this information into our EDCI320 wiki at the end of class today.
1.
2.
3.
4.


Evaluating Internet Resources-in order that your students are not manipulated or fooled!


Determine Developer of the Site

1.  Go to http://martinlutherking.org
WOW!  Nice design, lesson plans for teacher, ideas for students! 
Who is the developer of this site, how do you know if it is true, unbiased, etc?
What do you find out?    Who owns the site?



Rational for Evaluating What you Find on the Web.  "Therein lies the rationale for evaluating carefully whatever you find on the Web. The burden is on you - the reader - to establish the validity, authorship, timeliness, and integrity of what you find. Documents can easily be copied and falsified or copied with omissions and errors -- intentional or accidental. In the general World Wide Web there are no editors (unlike most print publications) to proofread and "send it back" or "reject it" until it meets the standards of a publishing house's reputation. Most pages found in general search engines for the web are self-published or published by businesses small and large with motives to get you to buy something or believe a point of view. Even within university and library web sites, there can be many pages that the institution does not try to oversee. The web needs to be free like that!! And you, if you want to use it for serious research, need to cultivate the habit of healthy skepticism, of questioning everything you find with critical thinking." From the Berkeley site below.

Critically Evaluating Web Content
GO HERE:     Evaluating Internet Information     http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

The Librarians Internet Index    http://lii.org/pub/topic/internet  Click on Internet under Computers- tell about the resources teachers can use here.

Teaching Strategy for You:   ³HOAX SITES ARE FUN FOR GETTING STUDENTS TO SIZE UP WEB PAGES!  Note: As with any resource, do review these pages before using them.²

http://www.shsu.edu/~lis_mah/documents/TCEA/hoaxtable.html


Page 12 in the Lab Manual-----Write About This!  List three things you will teach your students about evaluating Internet resources.

1.
2.
3.


Other Resources to Use
Evaluating Web Resources-Checklists
http://www.clubi.ie/webserch/resources/checklist.htm
 
Critical Evaluation of Internet Information
http://lone-eagles.com/search6.htm

Evaluating Web Pages
 http://www.library.cornell.edu/okuref/research/webcrit.html

This site includes downloadable forms for educators to use with their students: http://school.discovery.com/schrockguide/eval.html

A checklist:   http://library.usm.maine.edu/research/researchguides/webevaluating.html
What five things will you teach your students about evaluating Internet resources?  Write in your lab manual so you will have this information when you need it in a few weeks.





Safety:  Chat Rooms, Internet and Predators:  Issues for Educators, Parents, and Children


A.  Jigsaw Teaching Strategy- Divide into teams of four. Each person choose one of the sites below on which to become the expert--to explore and to teach the important information to the other members of your team. After 5-10 minutes of research at your site, meet with your original team, show your site and teach (3-5 minutes each expert).
Also discuss the types of dangers and what can be done to increase safety for students using the internet.
  1. Child Safety on the Information Highway  http://www.safekids.com/child_safety.htm
  2. Family Contract for Online Safety   http://www.safekids.com/contract.htm
  3. Teen Safety on the Information Highway http://www.safeteens.com/safeteens.htm
  4. GetNetWise  http://www.getnetwise.org
  5. Standing up to Cyberbullies  http://www.schoolcio.com/showArticle.php?articleID=196604538
  6. Terror in the Classroom: What Can be Done?, Part 1  http://www.schoolcio.com/showArticle.php?articleID=196604797
Page 12 in the Lab Manual
Share: the types of dangers-- What can be done to increase safety?  What you are going to teach your students?

Discuss issues, concerns, and solutions. 

__________________________________________________________________

__________________________________________________________________

What tips can you provide to your students and their parents?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


B.  Check out http://www.myspace.com/
What are the issues teaching/society is discussing about myspace?  Share tips for keeping students save.

 


Class Backup Procedures-- page 13 in lab manual.

Team Teachings

Throughout the semester we will have team teachings on a variety of topics focusing on the use of technology in the classroom. Each of you will be required work with a partner to do one. The objective of the team teaching is 1) to increase your collaboration skills, 2) to provide micro-teaching opportunities, 3) to introduce a variety of technologies and topics, and 4) to encourage you to think about using the technology/concept in your classroom to enhance student understanding of your subject matter. The following is a list of team teaching topics and the date each is to be taught in class.  See FORMS Section for evaluation rubric on your team-teaching.

Week 2   Sept 8-11 Monday holiday Google Docs, presentations and sharing
Week 3  Sept. 14-18
Concept Mapping - Inspiration  
Week 4  Sept. 21-25
Using spreadsheets in the classroom
Week 4  Sept. 21-25 Free teacher tools on the web
Week 6  Oct. 5-9 Digital storytelling in the classroom 
Week 7  Oct. 12-16
Flipvideo ­ recording digital movies
Week 7  Oct. 12-16
iMovie ­ editing and enhancing digital videos 
Week 8  Oct. 19-23 Free multimedia development tools
Week 9  Oct. 26-30 Extending Powerpoint   
Week 10  Nov. 2-6 Webquests
Week 10  Nov. 2-6
Differentiated Instruction and Adaptive Assistive Devices
Week 10  Nov. 2-6 
SmartBoard
Week 14  Nov. 30-Dec. 4 Indian Education for All
 
  Team Teaching Guidelines
  • Sign-up for Team Teaching ------  Sign up as pairs
  • All student teams must meet/talk with instructor the week before their presentation.  If unable to meet due to absence, email or meet 2 weeks prior to discuss the objectives and goals of the teaching.
  • Plan for the teaching to take 10-20 minutes
Write at least 2 objectives for your lesson and present them to us before you begin to teach.
For specifics on your topic see the lab manual.
   
    Basic example of content:

Week 2: Google Docs
    A.     Start by writing learning objectives for this teaching and present them to us before you begin your teaching.
  
 Cover the following:
1.    Introduce technology or topic
2.    Ask what students already know about the topic and probe for answers to what it is and how they have used it etc.

3.    Explain what it is.
4.    How to create a GoogleDoc
5.    How to create a Presentation and basic procedures
6.    How to Share
7.    Present/share a hypothetical teaching scenario in which you would use the technology. Walk the class through the scenario, showing us how to use the technology.
8.    Class discussion: How could you adapt these for use in your subject area?

COMPLETE THE FOLLOWING FOR YOUR RECORDS

My Team Teaching is on _________________________________ and is scheduled for _________________________________ ! My team memberıs phone and email are
__________________________________________________.

Create a MS Word document and enter your presentation topic and date. Also, enter your team partnerıs name and contact information.
Save this document to the desktop and then copy it to your Z drive and flash drive.
____________________________________________________________________

What Have We Learned Today?
Each week will be adding to a class website using a WIKI. We will be reflecting on what we learned that day and recording them in the WIKI so at the end of the semester you can add this class website to your electronic portfolio as evidence that you have met the INTASC Standard #6 on Technology and Communications.
For today:
What things have we learned that we need to teach our students about:
- effectively searching the internet
- evaluating internet resources
- internet safety
____________________________________________________________________

Essential Understanding for Chapter 1 Teaching in the Twenty-first Century.
³ As a pre-service teacher your task will be to learn about different technologies, but more importantly to learn how to learn with these different technologies.  This understanding does not automatically happen by learning how the technology works.  This understanding requires that you think about what you plan to teach and that you look for ways that technology supports that subject, with careful attention to the ways that your students learn and can use the technology as a tool for their own learning² (Niess, p.12).
____________________________________________________________________

The Importance of Reading Before Class

The textbook provides a framework to help you learn strategies for guiding learning with technology.  Each week is focused around a technology capability and how those capabilities can be integrated with teaching your subject area content and grade level. 
1.    Each week you will need to read a chapter from the textbook ³Guiding Learning with Technology.²
2.     Your assignment from the reading is to add your reflection to your blog.  We will set up your blog next week.




Do This: Read chapters 1 and 2 in textbook.
 
Team Teaching Reminder for next week: Google Docs/Presentations

Bring your textbook, lab manual, and flash drive with you to class each day.