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                            EDIT 6150
             Introduction to Computers for Teachers
         Uses of the Web in the Classroom
                             Class 6



             Dr. Lloyd Rieber
         The University of Georgia
   Department of Instructional Technology

 Turn Your Seat Green if you can hear me
 Turn Your Seat Blue if you are in Aderhold
Turn Your Seat Red if you CANNOT hear me
      GeorgiaTeacher.com   The University of Georgia



          Class Recordings
• Last week’s class was recorded in three
  parts:
  – Class Notes & Updates
  – Web Development “Sneak Peek 2”
  – Cognitive Tools in the Classroom
• I’ll record tonight’s class in two parts
  – Class Notes & Updates
  – Web Development “Sneak Peek 3”
  – Uses of the Web in the Classroom
        GeorgiaTeacher.com   The University of Georgia


                      Updates
• Questions or Issues?
• PowerPoint assignment due today (Sept.
  24)
• Cognitive Tool assignment
  – Use GeorgiaTeacher.com’s interactive
    courseware & Maran book to learn about
    spreadsheets or databases
  – Cognitive tool assignment is due in 1 week
    (October 1)
         GeorgiaTeacher.com      The University of Georgia


                       Updates
• Next class: Using Dreamweaver to make your
  ePortfolio
   – Spend as much time as you can this week going through
     Epic’s online tutorials and my Dreamweaver guide.
• Online portfolios (first draft) are due by October 15.
   – Face-to-face workshop/help on Saturday, October 18,
     9:30 for those who need/want it.
• Start Dreamweaver
   – Download and print my guide “Getting Up and Running
     with Dreamweaver MX”
   – Begin GeorgiaTeacher.com’s interactive courseware
        GeorgiaTeacher.com       The University of Georgia



Poll: Choose one of the following:

• [PlaceWare Multiple Choice Poll. Use PlaceWare > Edit
  Slide Properties... to edit.]
• I downloaded, printed, and began
  reading your DW guide
• I downloaded and printed your DW
  guide
• I've only downloaded the guide
• Oops! I haven't even downloaded it yet.
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              Integrating
            Technology for
             Meaningful
               Learning


            Grabe & Grabe
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    Poll: Do you now have the
      Grabe & Grabe text?
• [PlaceWare Yes/No Poll. Use PlaceWare > Edit Slide
  Properties... to edit.]
• Yes
• No
        GeorgiaTeacher.com    The University of Georgia


              Updates (con’t)
• WebCT Discussions
  – Any volunteers for this week?
  – I’m not trying to rush you, but if you have an idea
    for either WebQuest or Open-ended project,
    then I recommend you go ahead and hold the
    discussion.
         GeorgiaTeacher.com         The University of Georgia


               Updates (con’t)
• No WebCT Discussions (so far) this week
  – Anyone wanting to do one this week? It’s not too
    late!
     • If so, just sign up by 7:30 pm – I will check the
       schedule one last time then, then send an email
       reminder to everyone.
  – Consider participating in this week’s
    discussion/s (if any)
     • But, you only have to participate in a total of 3
       discussions sometime during the semester!
• 3 WebCT Discussions scheduled (so far) for
  next week
        GeorgiaTeacher.com     The University of Georgia



http://itstudio.coe.uga.edu/lrieber/
    edit6150/discussions/dis...
• [PlaceWare Web Page. Use PlaceWare > Edit Slide
  Properties... to edit.]
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         About the Discussions
• You need to lead 2 WebCT discussions about your…
   – WebQuest design
   – Your Open-Ended Project design
• You need to participate in at least 3 discussions of other
  people’s projects
• A new group of discussions will begin each Thurs., 9:00
  and end Sunday evening.
   – Sign up to lead a discussion on the class home page
   – First discussion cycle begins tomorrow!
• Each discussion formally begins when the leader posts a
  “kick-off” note of at least 2 paragraphs:
   – 1) General introduction; 2) Description of the design
   – Give your kick-off note a title such as “Lloyd Rieber’s WebQuest”
• Comments posted after the discussion formally ends are
  welcomed, but these do not count in the grading.
GeorgiaTeacher.com   The University of Georgia
GeorgiaTeacher.com   The University of Georgia
GeorgiaTeacher.com   The University of Georgia
 GeorgiaTeacher.com   The University of Georgia




Have you been reading my
  “notes & reminders”?
          GeorgiaTeacher.com            The University of Georgia




     Cognitive Tool Assignment
• Develop a brief lesson plan that integrates either a
    database or a spreadsheet in a meaningful way to accomplish
    the learning goals of a lesson.
• The computer tool should be central to your
    lesson plan such that the lesson would not be possible without
    the tool.
• The goal of this lesson plan is not to teach the tool, but to use
    the tool to help teach about the content.
•   The lesson plan is accompanied by at least one
    sample/example of the computer tool "at
    work" in your lesson.
       GeorgiaTeacher.com           The University of Georgia




   Cognitive Tool Assignment
• Use the tool to tackle a difficult concept or
  principle
   – If it’s easy to understand already, there is no need
     to use a cognitive tool
• Think Affordances
   – What is it about the content that makes sense to
     use that tool?
      • Spreadsheets: Understanding numeric relationships
      • Databases: Understanding categorical relationships
     GeorgiaTeacher.com   The University of Georgia




  Cognitive Tool Assignment
• Submit a brief lesson plan/description
  (as a word doc) and your SS or DB as
  separate files to the “cognitive tool”
  assignment on WebCT.
GeorgiaTeacher.com          The University of Georgia


              Dreamweaver for Teachers
               Web Development
               “Sneak Peek 3”:
                  Web Links
          Dreamweaver for Teachers


    Dr. Lloyd Rieber
 The University of Georgia
Department of Instructional
       Technology
   Athens, Georgia USA
   GeorgiaTeacher.com      The University of Georgia




                           EDIT 6150
            Introduction to Computers for Teachers
        Uses of the Web in the Classroom



          Dr. Lloyd Rieber
      The University of Georgia
Department of Instructional Technology
     GeorgiaTeacher.com   The University of Georgia




 Today’s Two Primary Topics
• WebQuests (95% of our time)
• Other Uses of the Web
GeorgiaTeacher.com   The University of Georgia
     GeorgiaTeacher.com         The University of Georgia




      What is a WebQuest?
• A WebQuest is an inquiry-oriented
  activity in which most or all of the
  information used by learners is drawn
  from the Web.

      The WebQuest Model was developed in 1995
     at San Diego State University by Bernie Dodge
      GeorgiaTeacher.com    The University of Georgia




      What is a WebQuest?
A document consisting of
  – A brief introduction to a topic
  – The description of an inquiry task related to
    the topic
  – A set of primary WWW resources students
    can use in performing the task
  – A description of specific processes
    students should employ in performing the
    assigned task.
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   Why use a WebQuest?
“WebQuests are designed to use learners'
time well, to focus on using information rather
than looking for it, and to support learners'
thinking at the levels of analysis, synthesis
and evaluation.” Bernie Dodge
     GeorgiaTeacher.com   The University of Georgia


     Use Question Field to
          Respond
• What ideas do you have for
  WebQuests? Let’s talk about them.
        GeorgiaTeacher.com           The University of Georgia




              Getting Started...
• When deciding on a WebQuest activity topic,
  keep in mind how the activity may interest the
  learners...
  –   Do they have past experiences with the topic?
  –   Does it correspond with their future goals?
  –   Is the activity fun as well as informative?
  –   Does the design capture and keep the learners attention?
• WebQuests can be created for learners to do
  individually or in groups. Projects can take a
  few hours or up to several days.
   GeorgiaTeacher.com            The University of Georgia


         What is included in a
            WebQuest?
     • Introduction
     • Task
     • Process
         – Scaffolding: Steps, resources, tools
     • Evaluation
     • Conclusion
     • Teacher Page
http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
      GeorgiaTeacher.com          The University of Georgia



            The Introduction
• Tell the learner what the instruction is
  about and orient them to the activity
  with a sample demonstration.
• Use the introduction to excite and
  motivate the learner. KEY component!
    Write a short paragraph here to introduce the activity or
    lesson to the students. If there is a role or scenario
    involved (e.g., "You are a detective trying to identify the
    mysterious poet.") then here is where you'll set the stage.
    It is also in this section that you'll communicate the Big
    Question (Essential Question, Guiding Question) that the
    whole WebQuest is centered around.
         GeorgiaTeacher.com         The University of Georgia



                       The Task
• The task section includes a short description of …
  – what the learner will be doing during the activity (role
    playing, team work, etc.)
  – what the learner will have accomplished and/or
    produced by the end of the activity (powerpoint
    presentation, video, etc.)
  – the goals of the WebQuest Activity


       Describe crisply and clearly what the end result of the
       learners' activities will be. Don't list the steps that
       students will go through to get to the end point. That
       belongs in the Process section.
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GeorgiaTeacher.com   The University of Georgia
       GeorgiaTeacher.com             The University of Georgia




        Some types of Tasks
• Retelling Tasks
  – Learners absorb information and then demonstrate that
    they've understood it. (Try to go beyond this in your project.)
• Compilation Tasks
  – Learners take information from a number of sources and put
    it into a common format. The resulting compilation might be
    published on the Web, or it might be some tangible non-
    digital product
• Mystery Tasks
  – Lure your students into a topic by wrapping it in a puzzle or
    detective story
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        More Types of Tasks
• Journalistic Tasks
  – learners to act like reporters covering an event
  – involves gathering facts and organizing them into an account
    within the usual genres of news and feature writing
• Creative Product Tasks
  – Creative WebQuest tasks lead to the production of
    something within a given format (e.g. painting, play, skit,
    poster, game, simulated diary or song) but they are much
    more open-ended and unpredictable than design tasks
  Poll: What is the purpose of
        the introduction?
• [PlaceWare Multiple Choice Poll. Use PlaceWare > Edit
  Slide Properties... to edit.]
• Let the learner know what they will be
  doing
• State the goals of webquest
• Tell them they will be reporters
• Excite and motivate the learner
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                   The Process
• The process includes
   – The steps to complete the task
   – Strategies for dividing the task into subtasks
   – Descriptions of roles to be played
   – Tips on how to get started such as brainstorming with
     teammates
*Note* The process should be clearly and concisely stated.

        To accomplish the task, what steps should the learners go
        through?...Learners will access the on-line resources that
        you've identified as they go through the Process....In the
        Process block, you might also provide some guidance on how
        to organize the information gathered.
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         Scaffolding the Process

• Activities to Build Background Information and
  Check for Understanding
• Roles
• Different Points of View
• Specialized Performance Tasks
• Resources
• Process Guides
• Visual Organizers
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              The Resources
• The resources are typically a list of web
  pages which the instructor has located that
  will help the learners focus their attention and
  accomplish the task.
• Resources can also include textbooks, video
  and audio tapes, as well as face-to-face
  interaction with other people.
• Don’t forget the WWILD Team as a resource!
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    http://it.coe.uga.edu/wwild
Poll: Have you joined the WWILD
             Team?
• [PlaceWare Yes/No Poll. Use PlaceWare > Edit Slide
  Properties... to edit.]
• Yes
• No
       GeorgiaTeacher.com          The University of Georgia



              The Evaluation
• WebQuests are relatively new and therefore how to
  evaluate their success is still being determined.
• Currently, the most popular form of evaluation is in
  the form of a rubric.
• Rubrics ought to be determined before beginning the
  project - involving students in their specification is
  also a good idea

     Describe to the learners how their performance will be
     evaluated. The assessment rubric should align with the
     culminating project or performance, as outlined in the task
     section of the WebQuest. Specify whether there will be a
     common grade for group work vs. individual grades.
        GeorgiaTeacher.com          The University of Georgia



               The Conclusion
• At the end of the WebQuest Activity leave time for
  learners to:
   – Summarize the experience
   – Give feedback about the process
   – Describe what they learned
• Naturally, the conclusion provides a closure to the
  activity.


     Summarize what the learners will have accomplished or
     learned by completing this activity or lesson. You might also
     include some rhetorical questions or additional links to
     encourage them to extend their thinking into other content
     beyond this lesson.
       GeorgiaTeacher.com         The University of Georgia



          The Teacher Page
• A separate web site that explains your WebQuest
  from the teacher point of view.
• Should help another teacher implement your
  WebQuest




     The teacher page includes information to help other
     teachers implement the WebQuest, including: target
     learners, standards, notes for teaching the unit, and, in
     some cases, examples of student work.
    Poll: Which is not an element
           of WebQuests?
• [PlaceWare Multiple Choice Poll. Use PlaceWare > Edit
  Slide Properties... to edit.]
•   Task
•   Conclusion
•   Rubric
•   Evaluation
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http://webquest.org/matrix3.ph
              p
• [PlaceWare Web Page. Use PlaceWare > Edit Slide
  Properties... to edit.]
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http://schoolweb.missouri.edu/
 nixa.k12.mo.us/sullivan/Gover
• [PlaceWare Web Page. Use PlaceWare > Edit Slide
  Properties... to edit.]
                          n...
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GeorgiaTeacher.com   The University of Georgia
GeorgiaTeacher.com   The University of Georgia
    Poll: Which was the weakest
    element of this WebQuest?
• [PlaceWare Multiple Choice Poll. Use PlaceWare > Edit
  Slide Properties... to edit.]
•   Introduction
•   Task
•   Process
•   Evaluation
•   Teacher Page
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http://projects.edtech.sandi.net/grant/insects/
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      Use Question Field to
           Respond
• Send me one your favorite examples of
  a WebQuest.
• Tell me one thing that you liked about it.
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 Steps to Design a WebQuest
• Set the Focus
• Plan the Lesson
• Identify the Resources
         GeorgiaTeacher.com           The University of Georgia



                   Set the focus
• Establish the lesson's goals. Keep focused on what you want
  the students to learn and on the activities you want them to
  complete.
• Identify any local, state or national standards you intend the
  WebQuest to help students meet. Include both subject matter
  standards and any that your location might have for
  technological education.
• Decide on the age or grade level for which you will design the
  lesson.
• Decide on the subject area or a combination of subject areas.
• Decide on the length of the lesson (one sitting/one hour/a whole
  unit). Is it self-contained or part of a larger unit of study?
• Identify any prerequisites for the lesson -- any knowledge or
  skills students will need before they can use the WebQuest.
         GeorgiaTeacher.com             The University of Georgia




                Plan the Lesson
• Explore the Internet to see if the WebQuest you have in mind
  already has been designed or if others exist that might dovetail
  with yours.
• Plan the parts of the lesson and the steps through which the
  WebQuest will guide the students.
• Are there follow-up activities you want to include that will not be
  part of the WebQuest, but that extend the learning in some
  essential way?
• Are there any templates that you can use?
         GeorgiaTeacher.com             The University of Georgia




         Identify the Resources
• Build a list of Internet resources.
• Be economical in listing sites. Long lists will slow students down,
  rather than help them. If you find you need a longer list, try to
  find some that include links to others.
• Consider using links to any reference works students might
  need as they work, such as general or specialized dictionaries.
• Check that the material on the sites you list is appropriate for the
  students who will be using it
• Check that students will have access to the sites from the
  computers they will be using. Find out what blocking software
  school or library computers run that might block access.
         GeorgiaTeacher.com            The University of Georgia




        Identify the Resources
• Build a list of print or personal resources students will be
  assigned to use for the WebQuest.
• Gather any graphics you want to appear in the WebQuest; they
  will need to be in JPG or GIF format.
• Gather any sound files the WebQuest needs; they will need to
  be in WAV format.
• Know if you need to get permission to use any text, graphics, or
  sound files you want in the WebQuest.
     GeorgiaTeacher.com   The University of Georgia


FOCUS: Five Rules for Writing a
     Great WebQuest
• Find great sites
• Orchestrate your learners and
 resources
• Challenge your learners to think
• Use the medium
• Scaffold high expectations
http://webquest.sdsu.edu/web
        questrubric.html
• [PlaceWare Web Page. Use PlaceWare > Edit Slide
  Properties... to edit.]
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                   Summary
• WebQuests are a relatively safe way to use
  the web
• WebQuests are very popular with teachers
  – WebQuests relate well to what teachers know
    about instruction
  – WebQuests are satisfying to teachers – they feel
    they are using technology and the web well
• Can also be constructionist for students
  – Consider student-generated WebQuests
 Poll: Are you ready to do your
own WebQuest? If no, please
• [PlaceWare Yes/No Poll. Use PlaceWare > Edit Slide
  Properties... to edit.] ...
• Yes
• No
       GeorgiaTeacher.com   The University of Georgia




       Other Uses of the Web
•   This class as an example
•   Communication: e-pals
•   Distant shared problem-solving
•   Inquiry activities google, hotbot
•   Ready publication space (ala Foxfire)
•   Teacher Resource
      GeorgiaTeacher.com   The University of Georgia


      Use Question Field to
           Respond
• If we have time, let’s try discussing our
  ideas for WebQuests.
        GeorgiaTeacher.com   The University of Georgia


                      Updates
• Questions or Issues?
• PowerPoint assignment due today (Sept.
  24)
• Cognitive Tool assignment
  – Use GeorgiaTeacher.com’s interactive
    courseware & Maran book to learn about
    spreadsheets or databases
  – Cognitive tool assignment is due in 1 week
    (October 1)
         GeorgiaTeacher.com      The University of Georgia


                       Updates
• Next class: Using Dreamweaver to make your
  ePortfolio
   – Spend as much time as you can this week going through
     Epic’s online tutorials and my Dreamweaver guide.
• Online portfolios (first draft) are due by October 15.
   – Face-to-face workshop/help on Saturday, October 18,
     9:30 for those who need/want it.
• Start Dreamweaver
   – Download and print my guide “Getting Up and Running
     with Dreamweaver MX”
   – Begin GeorgiaTeacher.com’s interactive courseware
        GeorgiaTeacher.com    The University of Georgia


              Updates (con’t)
• WebCT Discussions
  – Any volunteers for this week?
  – I’m not trying to rush you, but if you have an idea
    for either WebQuest or Open-ended project,
    then I recommend you go ahead and hold the
    discussion.
         GeorgiaTeacher.com         The University of Georgia


               Updates (con’t)
• No WebCT Discussions (so far) this week
  – Anyone wanting to do one this week? It’s not too
    late!
     • If so, just sign up by 7:30 pm – I will check the
       schedule one last time then, then send an email
       reminder to everyone.
  – Consider participating in this week’s
    discussion/s (if any)
     • But, you only have to participate in a total of 3
       discussions sometime during the semester!
• 3 WebCT Discussions scheduled (so far) for
  next week
GeorgiaTeacher.com   The University of Georgia




     That’s all folks!
   Time for questions.

				
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