Integrating the Internet into the Curriculum
Chapter 8 was interesting and informative for teachers in showing how to integrate the Internet into their curriculum. Teachers could have web-based lessons and projects, for example electronic pen pals, electronic mentoring, electronic field trips, electronic publishing, group development projects, problem based learning, and social action projects. Having electronic field trips will help teachers and schools save some money, for the students will get the same experience on the Internet in a different way. Integrating these strategies of web-based lessons include support for student research, motivation for writing, practice for information literacy skills, visual learning problems and solutions, development of collaboration skills, and multicultural experiences. I feel that if students are not motivated for writing and students not getting the support for research will not help the fact of integrating the Internet into the curriculum. Teachers could also use web page and website software tools in their curriculum by using development tools such as Google Pages and Adobe Dreamweaver and Flash, which produce the same web products but require less technical expertise. I think the Google Pages would be a good tool for the students for research papers on possible a famous scientist of explorer. Google Pages has a lot to offer for students as well as for the teachers. One thing this chapter talks about that I thought was interesting was web page evaluation and assessment resources. Criteria for evaluating web page/website design include good structure and organization, clear text and/or graphic links, good visual design, and easy navigation. Teachers and students may use rubrics to assess the quality of their products. This will help students find the bad websites or web pages as well as the good websites and web pages. I thought this chapter was very informative and interesting for the use of integrating the Internet into the curriculum.
Monday, October 12, 2009
Chapter 7
Distance Learning Tools and the Role of the Internet in Education
Chapter 7 was pretty interesting in the fact that it talks about how students can use the Internet in their education for multiple things. For example students and teachers who use the Internet should know how to use URLs, site navigation strategies, bookmarks or favorites, and search engines. Also students and teachers should know how to evaluate websites content and do basic Internet troubleshooting. Students can be able to communicate on the Internet with one another by online communication resources such as email, listservs, bulletin boards, blogs, chatrooms, instant messaging, and videoconferencing. I think if students would learn how to use the different online communication resources it will better enhance their skills of technology and make communication faster. The United States Distance Learning Association (USDLA) is defined as, “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” Types of distance activities include student research, online materials, web-based lessons, and virtual courses and programs. I think having the students using web-based lessons are very helpful and time saving because it gets the students to understand the material or content in another way and the amount of time it takes is much faster. The students will be more motivated to work on the assignment especially when it’s based off the Internet. Another interesting thing I found in this chapter was the distance courses and programs. To design and use distance courses and programs, teachers and students use web course development and support tools such as course management systems, site capturing software, intranets, and whiteboards. I think doing this will make the students become more responsible on getting their assignments on time. I thought this chapter was very interesting and very informative for teachers as well as students for using the different distance learning tools in the classroom.
Chapter 7 was pretty interesting in the fact that it talks about how students can use the Internet in their education for multiple things. For example students and teachers who use the Internet should know how to use URLs, site navigation strategies, bookmarks or favorites, and search engines. Also students and teachers should know how to evaluate websites content and do basic Internet troubleshooting. Students can be able to communicate on the Internet with one another by online communication resources such as email, listservs, bulletin boards, blogs, chatrooms, instant messaging, and videoconferencing. I think if students would learn how to use the different online communication resources it will better enhance their skills of technology and make communication faster. The United States Distance Learning Association (USDLA) is defined as, “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” Types of distance activities include student research, online materials, web-based lessons, and virtual courses and programs. I think having the students using web-based lessons are very helpful and time saving because it gets the students to understand the material or content in another way and the amount of time it takes is much faster. The students will be more motivated to work on the assignment especially when it’s based off the Internet. Another interesting thing I found in this chapter was the distance courses and programs. To design and use distance courses and programs, teachers and students use web course development and support tools such as course management systems, site capturing software, intranets, and whiteboards. I think doing this will make the students become more responsible on getting their assignments on time. I thought this chapter was very interesting and very informative for teachers as well as students for using the different distance learning tools in the classroom.
Friday, October 9, 2009
Chapter 6
Teaching with Multimedia and Hypermedia
In Chapter 6 we learn the difference between multimedia and hypermedia. Multimedia means to have “multiple media,” and hypermedia means “linked media,” and the terms have come to be used interchangeably. Multimedia products, already used in education, are predicted to have even greater impact in the future since they mirror the increased emphasis on visual media in the modern world. When reading this chapter I found something that came of interest to me. In the book, research finds that multimedia’s benefits center on its ability to offer students multiple channels through which to process information. Several studies have offered recommendations on designing and using multimedia products for instructional purposes. I just think that is interesting because I feel teachers should start using more of the technology that is available to help enhance the students learning on the content in which is being learned. The book also gives some good examples of commercial multimedia/hypermedia resources. These resources include instructional software (e.g. tutorials, drills, and simulations), interactive books and e-books, reference materials, and collections of development materials. Chapter 6 also talks about how educators use criteria under the following headings when selecting these materials: instructional planning and support, instructional design, content, interface design and navigation, and feedback and interactivity. Another topic that I liked when reading this chapter is when it talks about authoring with virtual reality and other immersion resources. These tools include full immersion environments, web-based VRML, 3-D software, geospatial technologies and Geographic Information Systems, and QuickTime VR. Using these integration strategies include imaging for virtual field trips or possibly 3-D models to illustrate how systems work. I think this chapter brings a lot of good information that educators could use in their classroom to help students get a better understanding of the content being learned.
In Chapter 6 we learn the difference between multimedia and hypermedia. Multimedia means to have “multiple media,” and hypermedia means “linked media,” and the terms have come to be used interchangeably. Multimedia products, already used in education, are predicted to have even greater impact in the future since they mirror the increased emphasis on visual media in the modern world. When reading this chapter I found something that came of interest to me. In the book, research finds that multimedia’s benefits center on its ability to offer students multiple channels through which to process information. Several studies have offered recommendations on designing and using multimedia products for instructional purposes. I just think that is interesting because I feel teachers should start using more of the technology that is available to help enhance the students learning on the content in which is being learned. The book also gives some good examples of commercial multimedia/hypermedia resources. These resources include instructional software (e.g. tutorials, drills, and simulations), interactive books and e-books, reference materials, and collections of development materials. Chapter 6 also talks about how educators use criteria under the following headings when selecting these materials: instructional planning and support, instructional design, content, interface design and navigation, and feedback and interactivity. Another topic that I liked when reading this chapter is when it talks about authoring with virtual reality and other immersion resources. These tools include full immersion environments, web-based VRML, 3-D software, geospatial technologies and Geographic Information Systems, and QuickTime VR. Using these integration strategies include imaging for virtual field trips or possibly 3-D models to illustrate how systems work. I think this chapter brings a lot of good information that educators could use in their classroom to help students get a better understanding of the content being learned.
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