On my webpage (Click here) is a student sample of what one of their website evaluations would have looked like.
Students had to locate key bibliographic information, first. Then, students had to describe whether the website was valid. In the last box, students had to write if they enjoyed the site, and would recommend it for other seventh grade students. The student in the example says, "It is from the China News Digest. Which means it will have facts, but can be biased."
The student received immediate feedback that she will receive on Monday describing the websites she evaluated (in total, each student reviewed four websites, this is only ONE of the examples that the student turned in.)
Sunday, January 24, 2010
Final Project (Day 3)
Thursday, January 22, was the first day where students used the Internet as part of the Educational Technology included in their Final Project.
Students were taught the most important clues to learn a website's validity. Most of the clues I actually took from the last-week's reading Forcier & Decay's The Computer as an Educational Tool. Students asked themselves questions of websites, such as "What was the purpose for making this site?"
We discussed earlier that in general, the purpose for .com sites was "to sell," whereas the purpose for .edu sites was "to teach." Students tried to find good websites that were not .com, but I also told them that several .com websites could still be viewed as valid.
Students then asked themselves the question, "Who wrote this website?" Their document requires them to write down the author or publisher, as well as an upload-date or copyright date of the website. In this manner, students should notice that websites without either (or both) of these can be considered invalid.
Students were taught the most important clues to learn a website's validity. Most of the clues I actually took from the last-week's reading Forcier & Decay's The Computer as an Educational Tool. Students asked themselves questions of websites, such as "What was the purpose for making this site?"
We discussed earlier that in general, the purpose for .com sites was "to sell," whereas the purpose for .edu sites was "to teach." Students tried to find good websites that were not .com, but I also told them that several .com websites could still be viewed as valid.
Students then asked themselves the question, "Who wrote this website?" Their document requires them to write down the author or publisher, as well as an upload-date or copyright date of the website. In this manner, students should notice that websites without either (or both) of these can be considered invalid.
Final Project (Day 1 and 2)
I began teaching the lessons of my final project starting 1/19/10. In general, I feel that the students are hitting the main objectives, while maintaining their choice in topic.
Students were able to research any area of Ancient China that they enjoyed. Some stuck with the basics - warfare, art, and mythology. Others, however, went into more detail. Some students chose to do more specific topics - such as The Great Wall, Calligraphy, and the Chinese Zodiac.
I feel that regardless of the topic, students were certainly engaged. As one will notice looking at the documents that accompany the project, students had to create their Essential Question and then evaluate websites before they begin their research.
Students were able to research any area of Ancient China that they enjoyed. Some stuck with the basics - warfare, art, and mythology. Others, however, went into more detail. Some students chose to do more specific topics - such as The Great Wall, Calligraphy, and the Chinese Zodiac.
I feel that regardless of the topic, students were certainly engaged. As one will notice looking at the documents that accompany the project, students had to create their Essential Question and then evaluate websites before they begin their research.
Kathy Schrock
It was after reading this web-page that I noticed that the final project the students are working on is actually a WebQuest. As mentioned on Schrock's website, "A WebQuest is defined, by Bernie Dodge at San Diego State University, as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet."
Kathy's website also provided several links to WebQuests. Some were older, and seemed out of touch, but at least they gave a sense as to what a WebQuest could look like.
The PDF-file at the base of her page gave an in-depth look at what a WebQuest could look like, a good tutorial for first-timers.
Kathy's website also provided several links to WebQuests. Some were older, and seemed out of touch, but at least they gave a sense as to what a WebQuest could look like.
The PDF-file at the base of her page gave an in-depth look at what a WebQuest could look like, a good tutorial for first-timers.
Monday, January 18, 2010
Internet Applications (II)
EdHelper.com is a great site! It has lesson plans for a variety of content areas. I can absolutely speak for its validity from the book by Forcier & Decay.
I also like Mr. Donn's Page for content stuff. It is perfect for seventh grade students, and probably good for grades lower. I would not recommend for high school students, however. History for Kids is another great site. I would also recommend this for the middle school, and maybe even freshman year World History.
I also like Mr. Donn's Page for content stuff. It is perfect for seventh grade students, and probably good for grades lower. I would not recommend for high school students, however. History for Kids is another great site. I would also recommend this for the middle school, and maybe even freshman year World History.
Friday, January 15, 2010
Internet Applications (I)
I really agree with one particular section in Forcier & Decay's The Computer as an Educational Tool (2008). Forcier & Decay produce one strategy that I know from experience students enjoy.
The British Museum website has a special section for younger web-searchers to participate in Online Field-Trips. Obviously, this is excellent for someone (like me) who teaches ancient world history. The sheer cost of a field trip to Athens, Cairo, or Beijing would probably oust any educational validity for 12-year-olds.
This way, students can view the inside of a Pyramid or the Forbidden Palace without extensive tour costs or long air travel.
The British Museum website has a special section for younger web-searchers to participate in Online Field-Trips. Obviously, this is excellent for someone (like me) who teaches ancient world history. The sheer cost of a field trip to Athens, Cairo, or Beijing would probably oust any educational validity for 12-year-olds.
This way, students can view the inside of a Pyramid or the Forbidden Palace without extensive tour costs or long air travel.
Sunday, January 10, 2010
Tech. Integration in the Content Area (II)
As promised, I'm back today. While I am more familiar with the method of creating units and lessons using the NCSS (National Council for the Social Studies) format, I found the format utilized by Bitter and Legag to be just as effective.
Click here to go to my Wiki, where you can view my version of a unit in Bitter-Legag format.
Just as Bitter and Legag do, I have provided a list of activities and technology. I also provided a brief explanation of what the unit entailed. I also like how some of the units in the book showed that units were not "in space." Some of the units in Using Technology in the Classroom suggested good ideas for what should follow (or precede) the unit that was being discussed.
Click here to go to my Wiki, where you can view my version of a unit in Bitter-Legag format.
Just as Bitter and Legag do, I have provided a list of activities and technology. I also provided a brief explanation of what the unit entailed. I also like how some of the units in the book showed that units were not "in space." Some of the units in Using Technology in the Classroom suggested good ideas for what should follow (or precede) the unit that was being discussed.
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