Description:

This hands-on class will provide numerous online examples of how to integrate the Internet into all K-12 curriculums.  Teachers will be able find, use and develop educational resources on the Internet specifically related to the use and construction of WebQuests and virtual (electronic) fieldtrips.

Overview:

The purpose of this course is to allow elementary and secondary teachers the framework needed to explore and develop WebQuests and virtual field trips.  This course will provide suggestions and examples of how to add these web-based units into the classroom.  Through the use of these Internet-based projects, teachers will be able to improve classroom instruction, keep students on task, and make use of the vast informational resources that exist on the Internet.

Student Learning Objectives:

As a result of this course, the participant will:

·         Review and evaluate current WebQuests and virtual field trips

·         Consrtuct a list of WebQuests and virtual filed trips to be used in the classroom

·         Identify network activities and categorize them into three structure genres

·         Develop at least one WebQuest and virtual field trip to be posted on the Internet and used in the classroom

·         Develop a resource guide to be used in the development of future classroom WebQuests and virtual field trips

·         Operate the basic features of a web editor and virtual field trip creation software

A hands-on collaborative approach with the instructor “coaching” will be the prime method of instruction.  Brief lectures with class instruction will be utilized to explore new concepts.  Students will be actively online.   

Students will be divided into groups and then evaluate a list of current WebQuests and virtual field trips related to grade and/or subject area of interest.  Students will then report each group’s findings to the entire class.

All Tom March’s Writings
Select at least three from the list and develop a brief summary to be discussed in class.  Provide an opinion statement and reference supportive materials/studies. Summary is to be emailed to the instructor. 

Tour Maker
      Read the tutorial on virtual tours.  We will discuss the major components before construction of a tour. Summary is to be emailed to the instructor.

What WebQuests Are (Really)
Read how a well-designed WebQuest uses the power of the Internet and a scaffolded learning process to turn research-based theories into dependable learning-centered practices. Provide an opinion statement and reference supportive materials/studies. Summary is to be emailed to the instructor.

The 10 Stages of Working the Web for Education
Read the above article.  Find yourself or your school on this continuum. List reasons why you selected this position and what you can do to raise your or school’s level. This article can help you plan professional development sessions.   

Units of Work

Day One:

·         Introduction and informal current assessment of students/teachers

·         Goals and expectations

·         Introduction of Internet based virtual field trips and individual explorations

·         Development of virtual field trip “guide”

·         General group activities and assessments of Internet based virtual field trips 

·         Review previous day’s finding’s

·         Discussion of assigned readings

·         Introduction of software to create virtual field trips

·         Creation of templates and exploring web pages for information to use

·         Individual field trip creations for classroom use

·         Review previous day’s activities

·         Introduction of WebQuests and identification of components

·         Review of existing WebQuests related to students specific grade/subject area

·         Creation of templates (with the six main components) for developing WebQuests

·         Introduce suggestions for outcome project designs

·         Introduce features of various webeditors

·         Review previous day’s activities

·         Discussion of assigned articles (authored by Judi Harris, Tom March, Bernie Dodge, et.al.)

·         Work in grade level or content area and/or thematic area groups to develop WebQuests

·         Collaboratively review attributes of WebQuests and virtual field trips

·         Build notions and plans for assessment of student learning

·         Complete projects

·         Share projects with entire group and offer to post on website

·         Final exam

Assignments will be given to reinforce concepts discussed. Each student/group will be responsible for the completion of (at least) two online projects that can be used in their curriculums.  All projects will be reviewed and shared with the class at the end of the course.  Teachers will be able to post their projects on the Internet so they become available to others.  All readings will require a written summary and discussion. 

·         Class participation                         10%

·         Completion of assignments            20%

·         Online projects                             50%

·         Examinations                                20%

 Class participation 

 B         Usually offers comments & suggestions relative to discussion.  

C         Contributes comments & suggestions relative to discussion only when asked.

 F         Fails to contribute to class discussions.

Five reading assignments to be outlined from article list provided. 

A         Five or more readings outlined. Summary included brief descriptions of article content, applicability to specific grade level, and relevance to students/school.  Also included were reasons why you agree or disagree with the author and to what degree.  Indicates evidence of concepts/ideas discussed in class. 

B         Four readings outlined. Summary included brief descriptions of article content, applicability to specific grade level, and relevance to students/school.  Also included were reasons why you agree or disagree with the author and to what degree.  Indicates evidence of concepts/ideas discussed in class.

 C         Three readings outlined. Summary included brief descriptions of article content, applicability to specific grade level, and relevance to students/school.  Minimal indication of concepts/ideas discussed in class.

 F          Less then three readings outlined.  Incomplete summary.  No indication of concepts/ideas discussed in class.

A         Complete projects ready for classroom use and posted to web server or school Intranet. All website and resource links are active and current. All support materials created including handouts, worksheets, rubrics and teacher resource page.  Linked to appropriate NETS and Illinois teaching standards.  Links to enrichment activities for further study provided for students who complete tasks early. 

B         Complete projects ready for classroom use and saved to a disk ready to be posted to a web server or school Intranet. All website and resource links are active and current. Some support materials exist including handouts, worksheets and rubrics. Linked to Illinois teaching standards only.  Links to enrichment activities for further study provided for students who complete tasks early.  Teacher resource page not included. 

C         Completed projects ready for classroom use. All website and resource links are active and current.  Few support materials exist.  Not linked to teaching or technology standards.  No enrichment activities or teacher resource page provided.  

F          Projects incomplete. Not ready for classroom use.
 

 Examinations

 A         90-100pts.

 B         89-80pts.

 C         79-70pts.

 F          69pts. or less 

Harris, Judy. Way of the Ferret: Finding and Using Educational Resources on the Internet
2^nd Edition.  International Society of Technology in Education.  1995. 

Benz, P. (2003). Message of 1051 of 1068. Yahoo Groups: WebQuest. Available: http://groups.yahoo.com/group/webquest/message/1051

 Lamb, Annette & Teclehaimanot, Berhane (2005). A Decade of WebQuests: A Retrospective. In M. Orey, J. McClendon, & R. M. Branch,  (Eds.).  Educational media and technology yearbook (Vol 30). Englewood, CO: Libraries Unlimited. 

Van Leer, Jerilyn (March/April 2003). Teaching information and technology literacy through student-created WebQuests. Multimedia Schools, 10(2), 42-45. 

About WebQuests (1995). SBC Knowledge Network Explorer. Updated February 23, 2004. Available: http://www.kn.pacbell.com/webquests.html

 Dodge, B. (2004). WebQuest.org. Available: http://webquest.org

Students must attend all classes and are expected to contribute to class discussions, collaborative activities, and projects.

Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper.

A final, culminating activity is required in all off-campus courses. A production-type final exam will be given to evaluate the student’s working knowledge of engaging online projects.  Each student will be responsible for completing an independent project that will enhance his/her classroom (i.e. technique, curriculum, and technology).  Each project shall be presented in online form at the end of the course and shared with the class.

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term.  Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.