Integrating the Internet into Instruction

Integrating the Internet Integrating the Internet into Instructioninto Instruction

By Rhonda ChristensenBy Rhonda Christensen [email protected] [email protected]

http://courseweb.tac.unt.edu/rhondac/http://courseweb.tac.unt.edu/rhondac/

CECS 4100CECS 4100

Planning: How to BeginPlanning: How to Begin

Supplement, Not Replace CurriculumSupplement, Not Replace Curriculum– Assess Needs/DesiresAssess Needs/Desires

– Build on Existing CurriculumBuild on Existing Curriculum

– Have Short-Range Goal/ Reward IncentiveHave Short-Range Goal/ Reward Incentive

– Develop evaluation tools in planning stageDevelop evaluation tools in planning stage

Decide Who Leads, Who FollowsDecide Who Leads, Who Follows– Commercial vs. Not-for-ProfitCommercial vs. Not-for-Profit

– Existing Project vs. Home BrewExisting Project vs. Home Brew

– Teacher Buy-in is KeyTeacher Buy-in is Key

Find NicheFind Niche– On-line ClearinghousesOn-line Clearinghouses

– JournalsJournals

– ConferencesConferences

InternetInternet Network of NetworksNetwork of Networks Share common protocol (TCP/IP)Share common protocol (TCP/IP) 22 million users as of 199422 million users as of 1994 51 million in US/Canada alone by 199751 million in US/Canada alone by 1997 Net Population Approaches 429 million Net Population Approaches 429 million

US and Canada = 41%US and Canada = 41%

((Source:Source: www.digitaldividenetwork.org)www.digitaldividenetwork.org)

Growth Rate was predicted 70% Per YearGrowth Rate was predicted 70% Per Year(Source: IEEE Computer Magazine, Vol. 30(5), 5/97 p.11)(Source: IEEE Computer Magazine, Vol. 30(5), 5/97 p.11)

Although most schools are connected to the Although most schools are connected to the Internet, most classrooms are not. Internet, most classrooms are not.

Planning: Traveling on the Planning: Traveling on the InternetInternet

Access Tools & ResourcesAccess Tools & Resources Electronic Mail, ChatElectronic Mail, ChatListservsListservs Telnet, FTPTelnet, FTP WWW Browsing/SearchingWWW Browsing/Searching Audio Bridges/Internet PhoneAudio Bridges/Internet Phone Streaming Audio and VideoStreaming Audio and Video SSTV/CU See-Me/Desktop SSTV/CU See-Me/Desktop

VideoconferencingVideoconferencing

Planning: Types of Learning Planning: Types of Learning Approaches in Educational Approaches in Educational

Computer NetworksComputer Networks

Ask an ExpertAsk an Expert Electronic MentoringElectronic Mentoring Impersonations or AppearancesImpersonations or Appearances Tele-fieldtripsTele-fieldtrips Tutor SupportTutor Support Peer InteractionPeer Interaction

Adapted from Harris, Judi. (1994). Way of the Ferret. ISTE.Adapted from Harris, Judi. (1994). Way of the Ferret. ISTE.

Types of Approaches -Con’tTypes of Approaches -Con’t

Information ExchangesInformation Exchanges Structured Group ActivityStructured Group Activity Electronic PublishingElectronic Publishing Pooled Data AnalysisPooled Data Analysis Research on the InternetResearch on the Internet Publishing on the WebPublishing on the Web

Implementation: General Implementation: General GuidelinesGuidelines

Start Small, Be FlexibleStart Small, Be Flexible Budget for TrainingBudget for Training Use Successful Models as Guiding LightsUse Successful Models as Guiding Lights

– Big Three (NGS Kids, ATT Learning Circles, TERC)Big Three (NGS Kids, ATT Learning Circles, TERC)

– Air/WaterAir/Water

– EmissaryEmissary

– Many OthersMany Others

Case Study: Water and Air Case Study: Water and Air ProjectsProjects

E-mail basedE-mail based Need for Curriculum-based ProjectsNeed for Curriculum-based Projects Structured ProjectStructured Project International in scopeInternational in scope http://courseweb.tac.unt.edu/rhondac/http://courseweb.tac.unt.edu/rhondac/

global/global.htmglobal/global.htm

The Water ProjectThe Water Project

Introductory UnitIntroductory Unit Module One: Water in Our CommunitiesModule One: Water in Our Communities Module Two: Using Water in Our PastModule Two: Using Water in Our Past Module Three: Using Water TodayModule Three: Using Water Today Module Four: Caring For Our WaterModule Four: Caring For Our Water

Project Timeline ExampleProject Timeline Example

Feb 13-Mar 3Feb 13-Mar 3 Introductory UnitIntroductory Unit

March 3March 3 Deadline for transmissionDeadline for transmission

March 6-24March 6-24 Study of Module OneStudy of Module One

March 24March 24 Deadline for transmissionDeadline for transmission

••• ••• April 24-May 5April 24-May 5 Study of Module FourStudy of Module Four

May 12May 12 Deadline for transmissionDeadline for transmission

Evolution/EnhancementsEvolution/Enhancements

E-mail FoundationE-mail Foundation Special Audio ExchangesSpecial Audio Exchanges CU See-Me ExperimentationCU See-Me Experimentation Web Site(s) SupplementsWeb Site(s) Supplements

Important Elements for Important Elements for ImplementationImplementation

Planning AheadPlanning Ahead Teacher SupportTeacher Support Manageable number of classroomsManageable number of classrooms Dedicated TeachersDedicated Teachers Caution if participating in key-pal only Caution if participating in key-pal only

projectsprojects Setting specific guidelines and time framesSetting specific guidelines and time frames Awareness of different school schedulesAwareness of different school schedules

Benefits in “Networking” the Benefits in “Networking” the ClassroomClassroom

Cooperation/CollaborationCooperation/Collaboration InterdisciplinaryInterdisciplinary Incidental LearningIncidental Learning Expanding the ability to communicateExpanding the ability to communicate

Benefits - Con’tBenefits - Con’t

Communication with Experts outside the Communication with Experts outside the classroomclassroom

Relieves isolationRelieves isolation Increase in motivationIncrease in motivation Student accountabilityStudent accountability

Barriers to ImplementationBarriers to Implementation

Equipment availability to teachersEquipment availability to teachers Language barriersLanguage barriers Time constraints for teachersTime constraints for teachers

How to Post Your Own ProjectHow to Post Your Own Project

Post to newsgroups or on-line conferencesPost to newsgroups or on-line conferences– ((http://www.iearn.org/projects/index.html)

Subscribe to a listserv (IECC)Subscribe to a listserv (IECC)– ((http://www.http://www.stolafstolaf..eduedu/network//network/iecciecc))

Read Classroom Connect PublicationRead Classroom Connect Publication– ((http://www.classroom.nethttp://www.classroom.net))

Visit web sites such as Global Schoolhouse Visit web sites such as Global Schoolhouse Network FoundationNetwork Foundation– (http://www.gsn.org)(http://www.gsn.org)

Social and Educational IssuesSocial and Educational Issues

Censorship Censorship Who owns/controls the Internet?Who owns/controls the Internet? Who makes the rules and who enforces Who makes the rules and who enforces

them?them?

Access Issues - The Digital DivideAccess Issues - The Digital Divide- 429 million people online globally429 million people online globally- 41% of the global online population is in the United States 41% of the global online population is in the United States

and Canadaand Canada_ 27% of the online population lives in Europe, the Middle 27% of the online population lives in Europe, the Middle

East and Africa(25% of European Homes are online)East and Africa(25% of European Homes are online)_ 20% of the online population logs on from Asia Pacific20% of the online population logs on from Asia Pacific_ Only 4% of the world’s online population are in South Only 4% of the world’s online population are in South

AmericaAmerica_ In fall of 2000, the U.S. Department of Commerce found that In fall of 2000, the U.S. Department of Commerce found that

51% of all U.S. homes had a computer; 41.5% of all U.S. 51% of all U.S. homes had a computer; 41.5% of all U.S. homes had Internet accesshomes had Internet access

_ White (46.1%) and Asian American & Pacific Islander White (46.1%) and Asian American & Pacific Islander (56.8%) households continued to have Internet access at (56.8%) households continued to have Internet access at levels more than double those of Black (23.5%) and levels more than double those of Black (23.5%) and Hispanic (23.6%) householdsHispanic (23.6%) households

From: http://www.digitaldividenetwork.orgFrom: http://www.digitaldividenetwork.org

FiltersFilters

Software such as CyberPatrol, CyberSitter, Software such as CyberPatrol, CyberSitter, TattleTale, SurfWatch, The Internet Filter, TattleTale, SurfWatch, The Internet Filter, CyberSnoop, etc.CyberSnoop, etc.

Monitors, filters, analyzes and logs internet Monitors, filters, analyzes and logs internet accessaccess

May block data transfersMay block data transfers May “tattle” to parents via emailMay “tattle” to parents via email How much protection do the offer?How much protection do the offer?

Acceptable Use Policies (AUP)Acceptable Use Policies (AUP)

ExpectationsExpectationsRules and consequencesRules and consequences– Privilege, not a rightPrivilege, not a right

Parental permissionParental permissionUser agreementUser agreementAll involved parties signAll involved parties sign

Value of the InternetValue of the Internet

_ The Internet is a valuable educational The Internet is a valuable educational tool for our children.tool for our children.– Wealth of informative material Wealth of informative material – Helpful for school projects/researchHelpful for school projects/research– Communication tool of their generationCommunication tool of their generation

‘‘Tweens and TeensTweens and Teens

_ 78% of American youth go online; 78% of American youth go online; 92.7% GS 92.7% GS MS kids are onlineMS kids are online

_ 92% of online teens use email; 92% of online teens use email; 68.9% GS MS 68.9% GS MS kids have their own email addresseskids have their own email addresses

_ 71% of online teens said that they used the 71% of online teens said that they used the Internet as the major source for their most Internet as the major source for their most recent big school projectrecent big school project

_ 74% of online teens use IM; 66% of younger 74% of online teens use IM; 66% of younger teens (12-14) go online and use IM; teens (12-14) go online and use IM; 66.5% GS 66.5% GS MS kids use IMMS kids use IM

Concerns About the InternetConcerns About the Internet

Are Children Safe?Are Children Safe?_ According to the National Center for Missing According to the National Center for Missing

and Exploited Children (NCMEC) over 25 and Exploited Children (NCMEC) over 25 million children (10-17 yrs.) are on-linemillion children (10-17 yrs.) are on-line

_ Teens spend more than one hour per day on Teens spend more than one hour per day on the Internet; the Internet; 48.1% GS MS kids spend more 48.1% GS MS kids spend more than one hour per day on the Internetthan one hour per day on the Internet

_ Top three sites visited are chat rooms, Top three sites visited are chat rooms, instant message rooms and instant message rooms and game/newsgroupsgame/newsgroups

Are Children Safe?Are Children Safe?

_ NCMEC survey found that:NCMEC survey found that:– One in five teens had received a sexual One in five teens had received a sexual

solicitationsolicitation– One in four had received exposure to pictures One in four had received exposure to pictures

of nude people or people having sex.of nude people or people having sex.

_ Close to 60% of teens have received Close to 60% of teens have received an IM or email from a stranger and an IM or email from a stranger and 50% report emailing or IMing with 50% report emailing or IMing with someone they have not met before; someone they have not met before; 14.9% GS MS kids have been asked 14.9% GS MS kids have been asked for personal info. from strangers on for personal info. from strangers on the Internetthe Internet

Are Children Safe ?Are Children Safe ?

_ Only a small percentage told their Only a small percentage told their parentsparents

_ Many are not even telling their Many are not even telling their friendsfriends

_ Children may think they are chatting Children may think they are chatting with another child only to find out with another child only to find out later they are corresponding with an later they are corresponding with an adult.adult.

_ The perpetrator lurks in a public chat The perpetrator lurks in a public chat room targeting a particular type of room targeting a particular type of child - usually the more quiet ones.child - usually the more quiet ones.

Instant Messaging (IM) vs. Instant Messaging (IM) vs. ChatChat

_ IM is a private chat between two people. IM is a private chat between two people. _ Chat rooms are chat groups where people can Chat rooms are chat groups where people can

come and go or “join” a chat room; “walk” come and go or “join” a chat room; “walk” into the room, follow the conversation for a into the room, follow the conversation for a bit and decide if it is a place you want to be bit and decide if it is a place you want to be

_ When you send a message in a chat room, When you send a message in a chat room, everyone in the chat room can read it.everyone in the chat room can read it.

_ Moderated chat roomsModerated chat rooms– Pro: Allows more control (someone is watching)Pro: Allows more control (someone is watching)– Con: Allows more control (someone is in charge)Con: Allows more control (someone is in charge)

Social Issues - A Growing Social Issues - A Growing ConcernConcern

_ IM/Chat are mediated by a screen—protected IM/Chat are mediated by a screen—protected from emotional reactions from emotional reactions – there is a “technology” between you and the person there is a “technology” between you and the person

with whom you are communicatingwith whom you are communicating_ Lack of cuesLack of cues_ They are often in a world where parental They are often in a world where parental

supervision is almost non-existentsupervision is almost non-existent_ When they are on the computer you are When they are on the computer you are

never quite sure if they are doing their never quite sure if they are doing their homework or talking with friends or homework or talking with friends or strangers onlinestrangers online

Social Issues - Online Social Issues - Online EtiquetteEtiquette

_ Lack of social normsLack of social norms– ““Talking” about people while they are in the Talking” about people while they are in the

chat roomchat room– Ejecting people from a chat room - powerEjecting people from a chat room - power

_ Not only do IM and Buddy Lists interfere with Not only do IM and Buddy Lists interfere with homework they are an unparalleled medium homework they are an unparalleled medium for creating interpersonal conflict, as well as for creating interpersonal conflict, as well as disseminating gossip and rumorsdisseminating gossip and rumors

_ 57% have blocked messages from someone 57% have blocked messages from someone they did not want to hear from and 64% have they did not want to hear from and 64% have refused to respond to instant message from refused to respond to instant message from someone they were mad at.someone they were mad at.

Social Issues - Online Social Issues - Online EtiquetteEtiquette

_ 37.0% of GS MS kids have received an email or IM 37.0% of GS MS kids have received an email or IM that was hateful or insultingthat was hateful or insulting

_ 17.4% of GS MS kids have sent one that was 17.4% of GS MS kids have sent one that was hateful or insultinghateful or insulting

_ 11.5% of GS MS kids have received an email or IM 11.5% of GS MS kids have received an email or IM in which they felt threatenedin which they felt threatened

_ Of those, 60% told their parents - 40% did notOf those, 60% told their parents - 40% did not

Social Issues - Buddy ListsSocial Issues - Buddy Lists

_ Buddy Lists have become a symbol of Buddy Lists have become a symbol of social status. Those with the most social status. Those with the most names are considered the coolest. names are considered the coolest. Some have more than 90 on their Some have more than 90 on their buddy list. In this sort of buddy list. In this sort of environment, leaving someone off environment, leaving someone off your buddy list is a stinging rebuke. It your buddy list is a stinging rebuke. It is yet another way for cliques to form.is yet another way for cliques to form.

_ This is more common in girls than This is more common in girls than boys.boys.

Social Issues - Identity Social Issues - Identity CrisisCrisis

_ Many teens lead secret lives and Many teens lead secret lives and engage in risky behavior onlineengage in risky behavior online

_ More than half (56%) of online teens More than half (56%) of online teens have more than one e-mail address or have more than one e-mail address or screen name; 21% have more than screen name; 21% have more than fourfour

_ 92.9% GS MS kids have a screen 92.9% GS MS kids have a screen name; 37.2% have more than one; name; 37.2% have more than one; 9.7% have four or more9.7% have four or more

Resources for More Resources for More InformationInformation

_ www.wiredkids.orgwww.wiredkids.org_ http://www.safekids.com/child_safety.htmhttp://www.safekids.com/child_safety.htm_ www.protectkids.comwww.protectkids.com_ Pew Internet and American Life Project Study - Pew Internet and American Life Project Study -

www.pewinternet.orgwww.pewinternet.org_ http://www.family.org/cforum/fosi/pornography/ Click on Quick http://www.family.org/cforum/fosi/pornography/ Click on Quick

FactsFacts_ www.safeteens.comwww.safeteens.com_ National Center for Missing and Exploited Children National Center for Missing and Exploited Children

(www.missingkids.com)(www.missingkids.com)_ GetNetWise (www.getnetwise.org)GetNetWise (www.getnetwise.org)_ Growing Up Digital: The rise of the net generationGrowing Up Digital: The rise of the net generation

by Don Tapscottby Don Tapscott

ReferencesReferences

_ Lenhart, Amanda. (2003). Generation IM: Teens Lenhart, Amanda. (2003). Generation IM: Teens and Technology. The Findings of the Pew Internet and Technology. The Findings of the Pew Internet & American Life Project. Available: & American Life Project. Available: http://www.pewinternet.orghttp://www.pewinternet.org

_ Owsley, Suzie. Is Your Child Safe on the Internet. Owsley, Suzie. Is Your Child Safe on the Internet. Available: http://www.eurekapd.org/inet.htmAvailable: http://www.eurekapd.org/inet.htm

_ Weiss, Daniel, L. (2003). Going online: Youth & Weiss, Daniel, L. (2003). Going online: Youth & the Internet. Available: http:// the Internet. Available: http:// www.family.org/cforum/fosi/pornography/facts/a0www.family.org/cforum/fosi/pornography/facts/a0026839.cfm026839.cfm