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The Internet in Instruction. In Education, is the WWW: The world’s biggest encyclopedia? An information superhighway? Full of useless junk?

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Presentation on theme: "The Internet in Instruction. In Education, is the WWW: The world’s biggest encyclopedia? An information superhighway? Full of useless junk?"— Presentation transcript:

1 The Internet in Instruction

2 In Education, is the WWW: The world’s biggest encyclopedia? An information superhighway? Full of useless junk?

3 Biggest Encyclopedia? WWW Lively Amorphous/chaotic Passionately compiled Full of opinions Written by anyone Static Organized Cross-referenced Careful research Bias-free (effort) Professionally written Lots of information Encyclopedia

4 An information superhighway? Sophisticated network with interdependent parts Transports facts/good & services Communication Sharing Learning Building

5 Full of useless junk? “Viewed through the eyes of traditional education, who would want a learning resource that presents the world in all its chaos, offers more opinion than facts and requires a subtle intelligence to sort the gems from the junk? Viewed from a more student-centered, active- learning perspective, what better resource could you imagine!” Web-and-Flow

6 So what is it? Rich Immediate Passionate Clever Funny Interactive Authentic

7 So what is it? A unique opportunity to reach students with varying intelligences Multiple intelligencesMultiple intelligences & technology

8 Multiple intelligences Civil War Linguistic Logical Mathematical Spatial Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalist Existential

9 So what is it? “An embarrassment of riches that is next to worthless without an educator (You!) to facilitate learning and integration in your classrooms.” Working the Web

10 Successful teaching & learning A positive learning environment Aligned with mandated curriculum standards Appropriate objectives (including objectives at the upper end of Bloom’s taxonomy) Assessments that match objectives Links to students’ prior knowledge Attention to individual learning styles Multiple ways for students to study and work with the content Teacher with a thorough understanding of the content Enthusiasm in the classroom (it is contagious)

11 Content first “It is a fallacy to think that technology will make traditional content outdated… The corollary to this thinking is that traditional content is less important than learning to learn... Is a dangerous doctrine.” (Tinker,1998, p.2)

12 Where does the Internet fit? ContentPedagogy Access to scholars Interdisciplinary Site based Collaborative Meaningful Active Knowledge Primary sources Current events Authentic data Internet As Enhancer

13 “Is it worth it?” Does the Internet enable you to do something you couldn’t do before? Does the Internet enable you to do something you could do before, only better? (Harris, 1998)Harris, 1998

14 9 Good Reasons to Teach with the Web 1. Access Information 2. Complementary Lesson Materials 3. Practice Information Seeking Skills 4. Use Real Data 5. Discover Differences 6. Build Mental Schemas and Connect to the Subject Matter

15 9 Good Reasons to Teach with the Web (cont.) 7. Add Background Information 8. Use Multimedia 9. Engage in Higher Order Thinking Quebec English Schools Network

16 Reference Tinker, R. (1998). Teaching and learning in the knowledge society: Putting technology at the service of content. The Concord Consortium Newsletter, Winter 1998, p. 1-2,

17 Your assignment Go back to slide 8 Create your own (or with a partner) slide on a new PowerPoint Pick your own topic Find Internet sites that support 5 different Multiple Intelligences Upload to your Plaza account Write the URL on the sign-in sheet next to your name


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