EDTC 5010 Chapter 6

Now that I have access to the Web, how can I use it effectively?

For the Web to be used it effectively, it first must be supportive of the content and pedagogy in relation to using the TPACK model.  When technology, the content, and the pedagogy all support one another, the educational environments potential is maximized.  In regards to the Web, it can " provide educators and students with a tool for communication, research, and collaboration"  ( Morrison &

Lowther, 2010).  The web provides a plethora of information at our fingers tips through browers like Internet Explorer, search engines such as Google, and databases like EBSCOhost.  It allows us to communicate and collaborate through various forms.  We can collaborate by working together in systems such as the Cloud and Google Docs.  "Google Docs is a free set of web-based applications students can use to create and share documents"  ( Morrison & Lowther, 2010).  Communication over the Web can occur through many different mediums such as email programs like GMail, and web-based phone and video conferencing software like Skype and Flash Meeting. Students may also communicate through chat rooms along with Web 2.0 websites that foster interaction like Piazza, Facebook, and BlogSpot. 

Using the Web effectively in the classroom is done by the teacher using appropriate content management features, communicating in a timely manner with students and parents over the Web, and making course content easily accessible to students and parents. Content management systems such as Blackboard contain features like discussion boards, material list, assignments, a calendar of events, and an online personalized grade book.  To truly use the Web effectively, it must be done in an open student-centered learning environment where "  technology allows the tables to be turned. Instead of teaching (push), students can be given projects that require them to learn (pull) the necessary material themselves. Key to this is the ability to get the information they need any time anywhere, without being in the physical presence of a teacher. This project-based pull approach makes learning far more interesting for the student," ( Page, 2007) which in turn leads to a higher retention of the content.

2. How do I manage students' use of the Web in my class?

The use of the Web by students and faculty and staff must be inline with the school district's "acceptable use policy concerning the internet" ( Morrison & Lowther, 2010).  The use of the internet

should always have some educational value and some alignment with related state standards for that course.  Students should understand that using the internet is a privilege that can be taken away if it is misused in any way.  A teacher should also have their own classroom policy that reinforces the district's.  A classroom rule within the policy may be that any student found off task (looking at material unrelated to the assignment) will loose their internet privileges for the day, thus falling behind in the assignment.   Most importantly, to enforce these policies, the teacher must be constantly observing student interaction on the web by walking throughout the room.  While observing to make sure students are on task, the teacher should also be providing direction and feedback as to what they are working on.  

3.  Which features of the Web do I use?

The Web tool itself that is chosen to integrate into instruction is not as vital as it is that the tool chosen helps to maximize learning and retention of content material.  The chosen feature must also be appropriate for the grade level, and fit within the pedagogy along with supporting the content.  When choosing an appropriate technological tool to use within the classroom, Mary Beth Hertz points out that there are several things to consider.    

Is it free?

Do I need an account?

Do my students need an account? If yes, what kind of information does the service ask for?

Does it offer teacher accounts?

What are the Terms of Service? Can my students legally use the site?

Can my students' finished products be easily archived or shared?

How long will it take my students to set up an account or log in?

What are the most vital workings of the tool that I will need to show my students to get them     started?

How long will it take to produce a finished product?

How will my students hand in their work?

                     --(Hertz, 2010)

Making these considerations will help to choose the right Web tool to aid in the lesson.

 

Bibliography:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Page, J. (2007, 03). Ten reasons why technology is vital to education.. Retrieved from http://www.mathopenref.com/site/techreasons.html

Hertz, M. B. (2010, 09 `3). Which technology tool do I choose?. Retrieved from http://www.edutopia.org/blog/best-tech-tools