Key Words: classroom Internet use, Internet integration, web evaluation, information skills, filtering software, Internet safety, acceptable use policies

Cruisin' the Information Highway: Internet in the K-12 Classroom - Ready to Ship

Annette Lamb & Larry Johnson (1995, Second Edition 1997)

ISBN 0-9641581-6-7

236 pages

$23.95

 

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Overview

 

A book for educators who need help getting up to speed with basic technology, email, Web, Internet tools and resources, as well as, practical classroom activities and suggestions for leading the way onto the Information Highway.

 

Table of Contents

 

Introduction - Cruisin', Tamin', Surfin' and Spinnin': Exploring the Information Highway

 

Chapter 1 - Getting Started: Findin' On-ramps and Gettin' Up to Speed

 

Chapter 2 - Communicating on the Internet: Visitin' Friends and Colleagues

 

Chapter 3 - Using Internet Resources and Tools: Travelin' with Internet Critters

 

Chapter 4 - Integrating Internet into K-12 Classrooms: Designin' Roadmaps for Learning

 

Chapter 5 - Leading the Way: Cruisin' the Highways and Byways

 

Glossary

 

Bibliography

 

Listservs for Educators

 

Index

 

Introduction

Cruisin' the Information Highway, Tamin' the Internet Critters, Surfin' the 'Net, Spinnin' the Web, you've probably heard much of the Internet Lingo, but what does it mean?   Where is the information highway? Who are these Internet critters? Where's the beach? What's the Web?   If you're confused by the terminology and don't know where to begin, you've got the right book.

It's an exciting time to be involved with technology. Internet is like a teenager with unlimited potential ready to take on the world of communication and information.

We're more like preschoolers as we start our journey onto the Information Highway. As such, we'll use pictures of children throughout the book to help you remember that we're all beginners when it comes to Internet. Grab your wagon, tricycle, pogo stick, or your modem and join us on an exciting adventure down the information highway!

This book is intended for "low tech" people living in a "high tech" world. We'll cut through the terminology and provide "the basics" plus practical suggestions for integrating Internet into the K-12 classroom. This book contains five major sections:

Getting Started

The first section helps you get up and running. We'll start with basic terminology regarding hardware and software. Next, we'll explore various gateways to access the Internet including both free and commercial services. Finally, the world of Internet will be examined. We'll try to avoid much of the techie talk often associated with using the 'net and get right to things you'll find useful.

Communicating on the Internet

The second section helps you develop skills in communicating on the Internet including email, mailing lists, listservs, and newsgroups. In addition, we'll explore real-time communications using tools such as chat rooms and talk commands.

Using Internet Resources and Tools

The third section identifies useful resources and tools to access all kinds of information sources on the Internet. FTP, telnet, gopher, and web browsers are just a few of the tools we'll examine. In addition, we'll discuss techniques for conducting searches using search engines and other exploration tools.

Integrating Internet into K-12 Classrooms

The fourth section discusses educational resources for administrators, teachers, and students. In addition, it suggests ways these resources can be integrated into classroom activities. Lots of practical units will be highlighted.

Leading the Way

The fifth section looks at the present and future capabilities of the Internet. It also identifies resources that will help in your leadership role as an educational technologist. Library/media center and classroom management considerations for using Internet including scheduling, access, information storage, downloading, and copyright are also discussed. Because of the nature of some of the information available online, ideas for acceptable use policies, parent permission slips, and monitoring access will also be addressed.

Words for the Wise

Before starting our adventure we have four simple warnings regarding the Internet.

This book is already inaccurate. Things are changing so quickly that as we write this introduction neat new options are being added and older resources shut down all over the Internet. We've found that on any given day only about two-thirds of the resources you try will be operational. The key to the Internet is exploration. We've done our best to provide popular, reliable references, but even they may be somewhat dated.

Each system is different. We'd love to provide step-by-step instructions for you based on your particular personal computer, host computer, and communications software. Unfortunately there are hundreds of different configurations and options, so we've tried to provide the generic skills you need to use most systems. We recommend that you consult your software documentation or sysop (system operator or local techie) if you have trouble.

Almost everything is slow. Don't get frustrated. Patience is an important aspect of the Internet. There are lots of reasons why things are slow. It could be the speed of your computer or your modem. It may be the speed of the computer you are accessing. Often the entire system is very busy; leading to a slowdown everywhere. Remember, California surfers are always cool and laid back. Take your time, have something else to do, and most of all -- don't click on keys trying to speed things up. As long as your mouse doesn't appear frozen, the system is probably just running slow.

The Internet is a mess. The Internet is like a kid's bedroom that never really gets cleaned. You never know where you might find things. Exciting new resources often get lost among the clutter. Frequently you can find multiple paths to get to the same information. Because no single group is in charge, everyone is responsible for their own behavior and almost anyone can post information regardless of its accuracy. Be careful.

With these warnings in mind, we hope you find your Internet Adventure fun and successful, think of it as an African safari. It's lots of fun, but the savannah is huge. You may have to use your binoculars and be patient to find that great herd of elephants or pride of lions you're seeking. The Internet is full of exciting resources. You just need some basic tools and lots of practice to find the treasures. We hope you enjoy your Internet adventure. Good luck!

 

Sample Selection

 

From Cruisin' the Information Highway - Chapter 3: Pages 100-108

 

Critical Thinking and Internet Resources

Students and teachers need skills in evaluating, selecting, and integrating Internet resources into their classroom projects. There are many sites that can help you learn to critically evaluate web resources. Start with the Connections site (http://www.mcrel.org/connect/plus/critical.html). It provides links to many of the most popular critical evaluation resources. For example, Kathy's Schrock's Guide for Educators (http://www.capecod.net/schrockguide/eval.htm) contains evaluation forms for elementary, middle school, and high school levels as shown in Figure 3-28. CyberGuides (http://www.cyberbee.com/guides.html) also provides checklists for evaluation of web sites. Finally, the "Teaching Critical Evaluation" page (http://www.science.widener.edu/~withers/webeval.htm) explores ways of evaluating different types of web sites. Compare and contrast the selection criteria at each site and use this information to create your own evaluation checklist for yourself and your students.

Web Site Evaluation

With thousands of web pages available on every topic imaginable, how do you decide which are best for your classroom? Careful evaluation is the key. You don't need thirty web pages for a project. In most cases, you need to find three sites that contain accurate, useful information. Library/media specialists have always done a great job evaluating materials for the school media center. The selection criteria used for evaluating books and videos can be applied to Internet resources and expanded to focus on some of the unique aspects of web materials. Let's explore some key issues in selecting web sites for your classroom.

Goal of Site. Consider the purpose of the site. Is the goal stated? Is the mission served? Does the site possess literary, artistic, or social value? Does the goal match your needs? Consider the Nine Planets site (http://www.seds.org/nineplanets/nineplanets/intro.html) in Figure 3-29. It states that the site was designed for nontechnical people who are interested in basic information about our solar system. This would be a great site for kids!

Appropriateness of Site. Think about the grade level and ability level of your student. Is the site focused at an appropriate reading level? Is the site free of inappropriate language or graphics? Is any bias or opinion easy for students to identify and discuss? Does the site foster respect for all people including women, minorites, ethnic groups, disabled, and aged? Does the site reflect a culturally diverse, pluralistic society? Does the site reflect global awareness? Given the maturity of your students, can they "handle" the content of this site?

Accuracy. The quality of information is critical. Is the information credible? Is the information fact or opinion? Is supporting material provided? Are associated links provided? Do links work? Is a web master listed? Can this person be contacted? Is the site well-maintained and frequently updated? Are comments requested? These are things that can help you make a decision about accuracy. For example, if the site originates at a Presidental Library and is frequently updated, it is probably more reliable than a site sponsored by an individual without any special skills or resources. If I were looking for information on Elvis Presley, I'd go straight to the official site in Graceland (http://www.elvis-presley.com) rather than the "Recent Elvis Sightings" page.

Scope & Sequence of Content. Examine the scope and sequence of information. Is the content well-organized? Is the breathe of coverage appropriate? Is information presented in a logical order? For example, if you're interested in worms, WormWorld (http://www.nj.com/yucky/worm/index.html) is the place to go! It contains information on each type of worm including pictures, sounds, and video (see Figure 3-31). There are even worm poems available.

Depth of Content. Consider the depth of the content. Is the site thorough? Are links provided for expansion? Are they good? Is the site complete? Does the site provide "real-world" applications? If your students are studying business, the Internet is an excellent tool. Rather than reading dated information from a textbook, students can track the current status of any company from Apple Computer to Burger King using resources such as the Wall Street Research Net (http://www.wsrn.com). This resource provides annual reports, statistics, graphs, and charts (see Figure 3-32).

Screen Design. Another important consideration is screen design. If the lettering is too small or the background too cluttered, the page will be hard to use. Ask yourself: Are elements such as navigation tools consistent? Are functional areas provided so you can consistently find the same link options in the same place on the page? Do background and animations contribute rather than distract? Are the font styles and sizes easy to read? Are graphics large enough to see? Are graphics small enough to load fast? The Freezone (http://www.freezone.com/home) has an attractive, easy to use interface (see Figure 3-33).

Aesthetics. Web pages should have interest and appeal. Is the site easy to use? Does the site have visual appeal? Are the graphics worth the wait? Is the site of interest to the imagination, senses, & intellect? Is the site interesting, stimulating, and engaging? Is the site thought provoking? The Living in Toyko (http://cyberfair.gsn.org/smis/contents.html) web site contains interesting information presented in a visually appealing way. Figure 3-34a,b shows sample pages. Notice the use of white space, interesting fonts, and attractive graphics.

Technical Aspects. Explore the technical aspects of each page. Does the site run without error? Are directions provided for downloads? Does loading take a reasonable amount of time? Do most browsers work with the site? Is a text-only option provided? Street Cents provides a key word search tools which helps with exploration and navigation (see Figure 3-35a).

Accessibility. Examine the site for ease of access. Is the site available and easily loaded? Is the site restricted through password or subscriptions? For example, Journey North (http://www.learner.org/jnorth) is a popular project for children tracking the migration of the monarch butterfly. There are different levels of involvement with the project (see Figure 3-35b). People can join for free or pay a subscription fee for additional resources and levels of access and involvement.

Navigation. Consider the ease of movement within the site. Is it easy to move between pages? Could you easily return to previous parts of the site? Is an easy-to-use table of contents or index provided? Were links clearly described? Were page lengths kept short to limit options and confusion? The CMCC Museum (http://www.cmcc.muse.digital.ca) uses the layout of the museum as an easy to follow guide through the site. Figure 3-36a,b shows how you move from the main entrance to the elevator and into specific rooms of information.

Real-World Applications. Consider whether the site contains authentic resources. Does it blend theory and practice? Are there real-world applications of the information? Is the content relevant? Is the site fun? Let's say you've just completed a unit on botany. Students have learned about the parts of the plant and how plants grow. You might take them to The Virtual Garden (http://pathfinder.com/vg) to explore the application of botany to gardening (see Figure 3-37).

Mediums. Explore the channels of communication represented in the web site. Does it contain text, graphics, photos, maps, charts, tables, timelines, historical documents, audio, video, and animation? Do you need varied channels of communication for your topic? For example if you're studying the anatomy of a frog, a skeletal diagram (http://george.lbl.gov/ITG/Whole.Frog/frog/label1.jpg) like the one in Figure 3-38a would be useful. We often think of the globe from a North American perspective. The globe site (http://hum.amu.edu.pl/~zbzw/glob/glob43.htm) provides alternative perspectives for student projects (see Figure 3-38b). For students studying a particular country. The Internet can provide sights and sounds unavailable through print medium. For example the Egypt site contains music, speeches, and other sounds that can bring the country to life for a student explorer (see Figure 3-38c). At Cardworks (http://www.bluemountain.com) adults and children can create electronic postcards that contain animation like the card shown in Figure 3-38d.

 

Sample Activity

 

Explore a Sample Activity.