Module 3 Overview

Making Connections

Pair and Share

Presenting My Unit Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.01
Share: Your Portfolio presentation and gauging student needs assessment

Pedagogical Practices
Meeting Standards in a Student-Centered Classroom . . . . . . . . . . . . . . . . . . . . . . . 3.03
Discuss: How to address standards with projects

Activities
Activity 1: Targeting 21st Century Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.04
Review: Learning objectives in your Unit Plan
Plan: How to incorporate 21st century skills in your unit
Discuss: How to use the Internet to enhance 21st century skills

Activity 2: Modeling and Teaching Legal and Ethical

Practice Related to Technology Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.05
Discuss: Copyright laws
Create: A Works Cited document for your unit

Activity 3: Using the Internet for Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.07

Identify: Tools for finding and saving information, images, sounds,
and videos on the Internet
Save: Internet resources for your unit
Evaluate: Web sites to be used in your unit

Activity 4: Communicating with the World through the Internet . . . . . . . . . . . 3.10

Review: Internet tools for communication
Research: An Internet communication resource for possible use in your unit

Activity 5: Considering Web-based Collaborative Learning . . . . . . . . . . . . . . . . . 3.14

Review: Internet tools to enhance collaboration

(continued)

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Making Connections

Activities (continued)
Activity 6: Reflecting on My Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.18
Review: Key points of the module
Create: A blog entry that reflects on your learning

Planning Ahead
Incorporating the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.19
Plan: How you will use Internet research, communication,
and collaboration tools in your unit

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.19

Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.20

Intel® Teach Program

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Module 3

Making Connections
Description: In this module, after sharing your presentation and
assessment to gauge student needs, you think about how to incorporate
21st century skills into your unit. You then explore interactive Internet-
based resources for student collaboration and communication. You also
look at ways to efficiently locate and evaluate relevant Internet Web sites
for research. After investigating copyright laws and legal use of these Web
sites, you plan how to integrate the use of the Internet into your unit.

Pair and Share: Presenting My Unit Portfolio

Description: During this activity, you share the presentation you developed in the
previous module with a group you will work with during all Pair and Share activities
throughout the course. You also receive feedback on your assessment to gauge student
needs. When giving feedback, focus on strengths as well as areas of improvement and
be as specific as possible. You will meet with the same group for all the Pair and Share
activities so you can become familiar with your group’s work and provide constructive
feedback.

1. Think about what kind of feedback you would like to receive from your colleagues.

2. Share your Unit Portfolio Presentation with the embedded gauging student needs
assessment.

Note: While sharing your gauging student needs assessment, focus on how the
assessment will provide the necessary information to help you and your students
plan for upcoming activities in your unit.

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Module 3

Making Connections

If necessary, follow your 3. When providing feedback, think about using the 3-2-1 strategy:
facilitator's guided instructions
for decompressing files. • Ask three questions

• Make two comments

• Provide one suggestion

Note: Read the Tips and Tools for Giving Feedback document in the Assessment
folder on the Curriculum Resource CD for more information on giving constructive
feedback.

Note: If desired, use the Portfolio Rubric, Standards and Objectives Rubric, or
Curriculum-Framing Questions Rubric to help guide your feedback. These rubrics are
found in the Assessment folder on the Curriculum Resource CD or in the Appendix on
pages A.05, A.08, A.02, respectively.

4. Think about your colleagues’ feedback and if desired, incorporate suggestions into
your Unit Portfolio.

3.02 Intel® Teach Program

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 Module 3

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Pedagogical Practices: Meeting Standards in a

Student-Centered Classroom
As you thought about how to incorporate projects into your unit, you identified standards
and Curriculum-Framing Questions to help frame your Unit Plan. You may have concerns
about how you can effectively meet standards in a project based, student-centered
classroom where students construct much of their own knowledge rather than receive
information and instruction only from the teacher. When moving to a student-centered
classroom, students still need to do well on standardized tests and truly meet the learning
objectives and standards. Other practical concerns that deal with accountability and time
constraints must also be answered.

During this activity, you discuss your concerns and possible solutions for meeting
standards in a student-centered classroom, as well as experience the use and creation of
a wiki. A wiki is a "type of website that allows the visitors themselves to easily add, re-
move, and otherwise edit and change some available content... This ease of interaction
and operation makes a wiki an effective tool for collaborative authoring." (Wikipedia,
2006)
You were provided with

1. Break into three groups. Note the question assigned to your group by your facilitator: instructions on how to register
and log into the wiki site before the
a. How do I ensure that students meet standards—and meet enough of them to course. Your facilitator has created
make the effort worthwhile—in open-ended activities and projects? the starting page of the wiki. A list
of possible wiki sites is available in
b. If students are in charge of their own learning, how will we be sure they learn
the Wiki Sites document in the
what is important? Collaboration folder. Write down
c. How do I ensure accountability when students are working in groups? the URL of the wiki site, your login,
and password on page vii of the
2. Obtain the wiki Web site address (URL) for this discussion from your facilitator and Introduction and/or type the
write it here: information in the Login
Information document available in
3. Choose one person in the group to create the following elements: your Portfolio folder (if previously
a. New subpage saved) or in the About This Course
folder on the Curriculum Resource
b. Title for your page
CD.
c. Question you are discussing
If you have difficulty accessing the
d. 2-column, 8-row table with "Concerns" in the left column and "Solutions" in the wiki site, your facilitator can record
right column
your comments in the Pedagogical
4. Discuss and have a recorder enter the group’s concerns and possible solutions in the Practices document available in the
Master Teacher Resources,
table.
Pedagogical Practices folder on the
Note: When working with Web 2.0 resources, you may want to type your ideas in an Master Teacher Curriculum
offline word processing document and then copy and paste it into the online environ- Resource CD.

ment when you are finished—especially if your Internet connection is not stable.
5. Save the wiki page when the discussion is finished.

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Activity 1: Targeting 21st Century Skills

Due to the Internet's flexibility and power to engage students, you might be tempted to
look for ways to include Internet resources in your unit before considering how well the
resources can help students meet the learning goals and standards. In this activity, you
think about ways to include particular 21st century skills in your unit—research,
communication, collaboration, and problem solving. Then you discuss with your colleagues
how the Internet can enhance these skills. You may want to refer to the notes you took on
the Module 1, Planning Ahead activity on page 1.29 about how you use 21st century skills
in your classroom. A list of these skills is also available in the Thinking folder on the
Curriculum Resource CD.

Think about the following questions as you review your objectives.

1. Open your Unit Plan and review your learning objectives.

• Where in your unit do students need to conduct research?

• In your unit, when could students' learning be enhanced by communicating with

others?

• Where in your unit would collaboration be beneficial?

2. How can you ensure students are using problem solving strategies throughout your
unit?

Ideas for how to create 3. Break into small groups and brainstorm how you could incorporate the Internet into
sharing groups for the your classroom to further enhance student learning in regards to research,
classroom are available in the
communication, and collaboration.
Facilitation folder on the Curriculum
Resource CD.

Before examining specific Internet resources to use in your unit to enhance students
21st century skills, you must understand the legal and ethical issues related to the use of
electronic media. In the next activity, you explore copyright laws and the fair use of
resources.

3.04 Intel® Teach Program

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Activity 2: Modeling and Teaching Legal and Ethical Practice

Related to Technology Use
According to the online publication Education World, "Copyright laws are based on the 1:1 Tip: When students create

belief that anyone who creates an original, tangible work deserves to be compensated for individual projects using their own
computers, monitoring their work
that work, that compensation encourages more creative works, and that society as a
for adherence to copyright laws
whole benefits from the creative efforts of its members" (Starr, 2004). People have a becomes even more challenging.
right to control how their original work is used by others and teachers must understand Think about how you could address
and teach their students about use of copyrighted materials. this concern in your one-to-one
classroom.

Step 1: Exploring Copyright

With easy access to the Internet and the ability to quickly copy online information,
students and teachers can easily forget that much of the material on the Internet is
someone else's property. Take a brief quiz on copyright and discuss how you would
address copyright issues in your classroom.

1. Test your knowledge of copyright law by taking the six-question Copyright Quiz This quiz can be completed

located in the Copyright folder on the Curriculum Resource CD. by the whole class together,
by small groups, or by individuals.
Note: If you have extra time, complete the second quiz in the Copyright folder. The second quiz on the Curriculum
Resource CD can be completed by
2. Although teachers and students may use copyrighted materials in their educational those who finish early.
projects, the use of such materials is not clear-cut. To better understand your rights
and limitations, view the Copyright Chaos presentation located in the Copyright folder
on the Curriculum Resource CD.

3. Optional: Discuss how copyright law and following fair use guidelines will impact your
classroom:

a. Share strategies for ensuring that your students understand copyright and fair
use.

b. Discuss specific support procedures you can implement in your classroom to

ensure that the guidelines are followed.

Note: Resources to help you and your students follow copyright law and Fair Use
guidelines are located in the Copyright folder on the Curriculum Resource CD.

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Step 2: Citing Sources

To comply with copyright in a world of easily copied materials, you should document a list
of sources as you find and save images, sounds, and text for your unit. Creating a Works
Cited document will help you find resources again when you need additional information
for your project. Learning to cite sources is also an important skill for students of all ages
to master. Use the Intel® Education Help Guide if you need assistance in completing any
technology skills identified below.

1. View Works Cited resources and examples in the Copyright folder on the Curriculum
Resource CD.

2. View the templates for creating a Works Cited document in MLA, APA, or simple
formats in the Copyright folder on the Curriculum Resource CD, and determine what
type of Works Cited document would be appropriate for your students.

3. Save the Simple Works Cited template, MLA template, or APA template into the
unit_support folder in your Portfolio folder with a name such as Works Cited or
References.
Refer to the following skills
4. Copy and paste Web site addresses and other text into the Works Cited template as
in the Help Guide for this
you find your resources. (See Web Technologies Skill 1.6, 3.6, or 5.6 and Word
section:
Processing Skill 2.6.)
• Word Processing Skill
4.3: To move lines in a 5. You can also use an online citation tool that will format your citation automatically in
paragraph in or out, or MLA or APA format. Open the Online Citation Tools in the Copyright, Works Cited
to change the indent
folder on the Curriculum Resource CD for a list of sites.
• Web Technologies Skill
1.6, 3.6, or 5.6: To copy
a Web address, or a URL

• Word Processing Skill

2.6: To copy words or
text

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Activity 3: Using the Internet for Research

People usually think of the Internet as a research tool. Finding, evaluating, and
interpreting relevant online information is a critical skill for success in school and in real
life. However, effective use of the Internet goes beyond conducting research. New Web
technologies provide collaborative environments in which individuals interact with other
users and contribute to Web content. In this activity, you explore ways in which students
can use the Internet to conduct research. In later activities, you explore how the Internet
helps students communicate and collaborate with others.

Step 1: Locating Internet Resources

Using Search Engines

Popular search engines, such as www.google.com, www.yahoo.com, and www.msn.com,

guide users as they search for information on the Internet. Unstructured searching
provides infinite opportunities for off-task behavior, but when students search
effectively, they find a wide variety of relevant and reliable Web sites to help them with
their research.

When conducting research on the Web, narrowing your search helps you locate the most
relevant and useful information. As in any kind of research, the first term to come to mind
(such as rainforest) may produce too many irrelevant hits or Web sites. Therefore, you
may need to think of narrower phrasing to use in your search, such as Brazilian
rainforest.

Note: When searching for terms with two or more words, place double quotation marks
around the whole phrase, such as “Brazilian rainforest,” to conduct a more exact search.

1. In the space below, brainstorm keywords you could use to find information on topics
in your unit and then choose a search engine to conduct your search.

2. Tag or bookmark any Web sites you might like to use. You can find additional
resources and activities to help you improve your search in the Search Process
located in the Search Resources folder on the Curriculum Resource CD.

Classroom Tip: Students can share resources they find with their classmates through
the sharing feature of most tagging or bookmarking sites.

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Searching Specialized Sites

If you are researching an unusual subject or you want to make sure your sites are age-
appropriate, you may want to use a specialized search engine. Review the specialized
search resources in the Search Resources folder on the Curriculum Resource CD. You will
find the following:
• Specialty search engines (such as www.scirus.com for science searches)
• Student-friendly search engines (such as www.yahooligans.com)
• Educational sites sorted by grade level and subject area (such as
http://mathforum.org/dr.math)

Classroom Tip: As students use Internet resources for their own research, provide them
with explicit instruction on how to locate relevant, high quality information to help them
use online time efficiently.

Step 2: Finding Media

If you need to find images, sounds, or videos for the development of your unit, use the
following:

• Search engines that can search specifically for sounds, images, and video

• Multimedia Web sites that contain images, sounds, and videos appropriate for
educational uses

Review the search engines and multimedia Web sites in the Multimedia folder on the
Curriculum Resource CD. Save any resources you find in your images_sounds folder of
your Portfolio folder. Use the Help Guide if you need assistance in completing any
technology skills identified below.

Note: Be sure to cite your sources for multimedia resources in your Works Cited
Refer to the following skills document.
in the Help Guide for this
section:
Classroom Tip: Teach your students a process for finding relevant multimedia resources
and properly citing their sources. Another topic to consider is the size of the multimedia
• Web Technologies Skill
2.4, 4.4, or 6.4: To save a
resources students choose to use. Large multimedia files may hinder collaboration and the
picture or image from ability for others to access the resources.
the Web
1. Locate one or more good research resources for your unit. Tag, bookmark, or save the
• Web Technologies Skill
resource links in your favorites.
2.5, 4.5, or 6.5: To save a
sound or music file from 2. Save an image into your images_sounds folder in your Portfolio folder. (See Web
the Web
Technologies Skill 2.4, 4.4, or 6.4.)
• Web Technologies Skill
2.6, 4.6, or 6.6: To save a 3. If appropriate for your Unit Portfolio, you can also save a sound or a video into your
movie or video file from images_sounds folder in your Portfolio folder. (See Web Technologies Skills 2.5, 4.5, or
the Web 6.5 and 2.6, 4.6, or 6.6.)

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Step 3: Evaluating the Web

The uncontrolled publishing of information on the Web demands that students develop
skills to evaluate Web content critically for accuracy and relevance. In Step 1 of this
activity, you used your own criteria for selecting Web sites you would use by considering
the depth and accuracy of the content, the source of information, and the usability of the
site. Developing the same skills in your students is important. In this step, you review Web
site evaluation resources and consider ways to use them with your students.

Classroom Tip: Discuss with your students how to determine whether a site has usable,
factual, and reliable information. You can create rubrics or checklists collaboratively with
your students or use an evaluation form using examples from the Evaluating the Web
folder on the Curriculum Resources CD. Learning to evaluate the credibility of Web sites is
an important critical skill that can be extended to print and visual media.

1. Review Web evaluation resources in the Evaluating the Web folder on the Curriculum
Resource CD. Review the student form appropriate for your grade level and, if you
have time, review the other checklists.

Classroom Tip: With primary students, developing evaluation skills using a form may
not be appropriate. A discussion about features of a good Web site may be more
useful.

2. Keeping the Web evaluation resources in mind, think about how you could help your
students think critically about the Web resources they use.

Notes:

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Activity 4: Communicating with the World through

the Internet
1:1 Tip: The ability to communicate Internet communication tools dramatically expand the community in which students can
electronically in a classroom where communicate during projects. Through e-mail, chat, instant messaging, online surveys, and
everyone has a computer can
Voice Over Internet Protocol (VoIP), students can discuss, share ideas, get feedback, and
distract students from learning
tasks. Setting up guidelines for
collect information from peers, experts, and people from all over the world.
in-class online communication is
especially important in one-to-one Step 1: Reviewing Internet Communication Tools
classrooms.
Students can use Internet communication tools to:

• Communicate with others outside the classroom

• Get feedback on their products

• Work on a project in groups or pairs together in real time

• Engage in interactive discussions

• Practice using written language

• Practice using oral language

• Share text-based information, documents, and other resources

• Collect information from a number of individuals

A variety of online tools support student communication. To learn more about the
features and uses of these tools, see Comparison of Online Communication Resources in
the Communication folder on the Curriculum Resource CD.

• E-mail is written electronic communication that is sent and read at any time.

• Online Chats are online environments in which individuals meet and exchange
written messages to each other all at the same time.

• Instant Messaging (IM) allows people to receive and send written messages
instantaneously, locally and at a distance, to preselected contacts who are online.

• Online Surveys and Opinion Polls enable gathering and analyzing data by posing
questions over the Internet.

• Voice Over Internet Protocol (VOIP) supports real-time oral communication among
Internet users.

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Step 2: Considering Communication Tools for Your Unit

Choose one or more of the following communication tools to examine in more depth for
possible use in your unit. Tag or bookmark any resources with helpful information on how
to use these tools in your classroom.

Option 1: E-mail (page 3.11)

Option 2: Chat (page 3.12)
Option 3: Instant Messaging (IM) (page 3.12)
Option 4: Survey/Polling (page 3.13)
Option 5: Voice Over Internet Protocol (VoIP) (page 3.13)

For information on projects that use communication tools to collaborate, you may want to
visit:

Virtual Architecture's Web Home

http://virtual-architecture.wm.edu
Offers a step-by-step guide for designing and implementing powerful curriculum-based
telecomputing projects

Note: All Web sites referenced in this module are available for easy access in the
Communication Web Sites file in the Communication folder on the Curriculum Resource CD.

Option 1: E-mail

The ideas presented in the following article can inspire you to think of creative ways for
using e-mail to enhance student learning.

You've Got E-mail—But Can You Really Make It Deliver?

www.education-world.com/a_curr/curr165.shtml
Describes how you can plan a project involving e-mail so that it has powerful, clear con-
nections to the curriculum; includes 10 tips for completing telecollaborative projects suc-
cessfully using any web-based e-mail

See possible resources for web-based e-mail and e-mail projects in Collaborative/E-mail
Projects in the Communication folder on the Curriculum Resource CD.

Notes:

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Option 2: Chat

The following links suggest ways to use chats constructively in the classroom. You can
find possible resources for online chat services appropriate for education in the
Communication folder on the Curriculum Resource CD.

Examples of How Chats Have Been Used in Classrooms

http://education.qld.gov.au/learningplace/communication/chat/examples-chat.html
Lists specific activities that teachers have used with chat tools and provides links that you
can use to explore student roles during chats, strategies to enhance chat sessions, and
chat room etiquette

How to run a good chat

www.globalgateway.org.uk/Default.aspx?page=2044
Provides tips for using chat in the classroom

Notes:

Option 3: Instant Messaging (IM)

The following blog discusses the use of instant messaging in the classroom. See possible
resources for instant messaging in the Communication folder on the Curriculum
Resource CD.

The Case for Instant Messaging in the Classroom

www.speedofcreativity.org/2006/08/28/the-case-for-instant-messaging-in-the-classroom
Presents an article emphasizing positive reasons for instant messaging in the classroom

Notes:

3.12 Intel® Teach Program

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Option 4: Survey/Polling

The following links provide information and examples addressing how students can
effectively create and administer surveys and polls. See other resources for creating
online surveys in the Communication folder on the Curriculum Resource CD.

Opinion Surveys
www.sciencenetlinks.com/lessons.cfm?BenchmarkID=12&DocID=451
Includes lesson and discussion ideas on how to introduce students to factors that can
affect the accuracy of opinion surveys

Survey How To
www.utexas.edu/academic/diia/assessment/iar/how_to/methods/survey.php
Tells how to write survey questions, determine question type and responses, organize
and format the survey, administer the survey, and more

Notes:

Option 5: Voice Over Internet Protocol (VoIP)

The following links provide information and examples addressing how to use Voice Over IP
in the classroom. See other resources for VoIP in the Communication folder on the
Curriculum Resource CD.

Skype in the Classroom

www.wtvi.com/teks/05_06_articles/skype-in-the-classroom.html
Presents a comprehensive article written for teachers and technology coordinators
describing how to begin using Skype

Just Skype It
www.21apples.org/articles/2005/12/14/just-skype-it
Contains a short blog entry describing how one teacher used Skype at school and in her
personal life

Notes:

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1:1 Tip: Research shows that

students collaborate more when
Activity 5: Considering Web-based Collaborative Learning
they have their own computers.
Several online tools can be used by teachers to help students work together on projects.
Consider how you can take
You previously experienced three of these free tools—blogs, wikis, and online
advantage of this ability in your
unit.
collaborative web sites.

Students can use web-based collaborative learning tools to

• Share their thoughts, ideas, and projects with others

• Share links to Web sites

• Solicit and respond to others' thoughts

• Modify, add to, and delete others' content

• Create multilayered Web sites

• Create linear, journal-like documents

Review the benefits and drawbacks of each resource in the following tables and then use
an online collaborative Web site to discuss how you will use Internet tools to support
student communication and collaboration in your teaching.

Note: All Web site references in this module are available for easy access in Module 3 Web
Sites in the Collaboration folder on the Curriculum Resource CD.

Blogs are journals posted to the Web that solicit reader comments.

Description Short for weblogs, blogs are used to share information and opinions with
readers and to solicit feedback and discussion. Blogs often take the form of a
journal and are regularly updated with new entries.

Example Character journals, lists of research sources, reflections on learning, collecting

Instructional responses to ideas, debating issues relevant to the subject area, and so forth.
Uses

Drawbacks • Interaction is limited to written responses.

• Blogs often can be viewed by anyone with Internet access unless you make
the blog entries private.

• Formatting, design options, and multimedia are often limited.

• Content usually must be edited online.
• People may respond to blog entries with inflammatory or inappropriate
content.

Blogging A list of Web sites where you can set up your own blog is available in the
Sites Collaboration folder on the Curriculum Resource CD.

(Continued)

3.14 Intel® Teach Program

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More Blogging: It's Elementary, My Dear Watson

Information www.educationworld.com/a_tech/tech/tech217.shtml
about Blogs Presents an article about using blogs in elementary classrooms

Blogging Basics: Creating Student Journals on the Web

www.educationworld.com/a_tech/techtorial/techtorial037print.shtml
Provides a quick introduction to getting your students to write their own blogs

About Blogs
www.budtheteacher.com/wiki/index.php?title=Main_Page
Uses a wiki format to offer resources for using blogs in the classroom

Wikis are Web sites that allow multiple users to edit content.

Description Wikis are collaborative Web sites that can be set up to be edited by anyone or
only designated users. The creator of a wiki can receive notice of all changes
and can track and monitor the development of the site content.

Example Group writing, collaborative Web development, share research findings, project
Instructional planning, information collection, and so forth.
Uses

Drawbacks • Other authors could make unwanted changes to your work.

• Content must be edited online.
• People may contribute inflammatory or inappropriate content.

Wiki Sites A list of Web sites where you can set up your own wiki is available in the
Collaboration folder on the Curriculum Resource CD.

More For Teachers New to Wikis

Information http://writingwiki.org/default.aspx/WritingWiki/For%20Teachers%20New%20
about Wikis to%20Wikis.html
Presents an overview of wikis—what they are and how they can be used

Using wiki in education

www.scienceofspectroscopy.info/edit/index.php?title=Using_wiki_in_
education
Defines wikis and suggests ways students can use them

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Online Collaborative Web Sites allow users to work together on documents

or spreadsheets.

Description Collaborative Web sites allow individuals to create or upload documents to the
Web where they can then be edited using familiar formatting tools by anyone
you invite who has Internet access. Some sites also provide the ability to edit
and create presentations and spreadsheets.

Example Collaborative writing, revising, editing, giving and getting feedback from
Instructional multiple writers, tracking authors' contributions, comparing different revisions,
Uses and so forth.

Drawbacks • Usually, files created online require special software to be viewed offline.
• Content can be lost if you revert to a previous version.
• Other authors could make unwanted changes to your work.

Online A list of Web sites where you can set up your own online collaborative site is
Collaborative available in the Collaboration folder on the Curriculum Resource CD.
Sites

More A Paradigm Shift for School Software

Information www.eschoolnews.com/news/showStoryts.cfm?ArticleID=6656
about Online Offers a comprehensive article about the use of online applications
Collaborative
Type and travel: Web-based word processors
Sites
http://reviews.cnet.com/4520-9239_7-6627472-1.html
Includes an overview of online word processing applications with a comparison
chart

Note: A chart comparing the skill and technical requirements and the purposes for which
these online collaborative Web sites can be used is available in the Collaboration folder in
the Curriculum Resource CD.

Now that you have explored communication and collaboration online tools, record your
ideas in an online collaborative spreadsheet.

1. Find the system-generated e-mail that was sent to you from the Online Collaborative
Web site inviting you to collaborate on the document titled Using_Web 2.0_Tools.

2. Click the link in the e-mail to access the spreadsheet. Log on to the site using your
e-mail and password, which should be in Login Information saved in your Course
Resources folder.

3. Open the spreadsheet titled Using_Web 2.0_Tools on the Web site.

Optional: You can also access the spreadsheet by going to the online collaborative
Web site, logging on, and selecting the spreadsheet titled Using_Web 2.0_Tools.

3.16 Intel® Teach Program

Essentials Course Version 10.1
Copyright
© 2008 Intel Corporation.
All rights reserved.
 Module 3

Making Connections

Note: For future reference, annotated links to examples of additional online Collaborative If you are collaborating with a
colleague on your unit, consider
Web sites are available in the Collaboration folder on the Curriculum Resource CD.
using an online collaborative
4. Think about how you could use one communication tool and one collaboration tool in document to coordinate your work.

your classroom. On each of the worksheets, start a new row with your name, add the
name of the tool, and then describe how you could use it in your classroom. Complete
at least one row for the communication tools worksheet and one row for the
collaboration tools worksheet.

Online Communication Tools

Choose at least one: E-mail, Chat, Instant Messaging (IM),
Survey/Polling, Voice Over Internet Protocol (VoIP)

Your Name Tool How I could use it in my classroom

Online Collaboration Tools

Choose at least one: Blogs, Wikis, Online Collaborative Web Sites

Your Name Tool How I could use it in my classroom

4. If you have time, comment on how you might use additional Internet tools.

5. Take notes on any ideas you might use in your unit.

Note: You have an opportunity to plan how you will use communication and
collaboration tools to meet the learning goals and objectives of your unit in the
upcoming Planning Ahead activity.

©
Copyright 2008 Intel Corporation.
All rights reserved.
Intel® Teach Program
Version 10.1 Essentials Course
3.17
Module 3

Making Connections

Activity 6: Reflecting on My Learning

Step 1: Reviewing the Module

Review the guiding questions and key points for Module 3 on page 3.21, and think about
the ideas and materials you have created that can be used in your classroom, instruction,
or planning.

You can also view the guiding In the following modules, you will build on these concepts as you discuss ways to support
questions and key points on the and encourage higher-order thinking, self-direction, and development of deep content
presentation provided by your
knowledge through the effective use of technology, ongoing assessment, and instruction
facilitator.
that addresses learning differences.

Step 2: Blogging My Journey

Reflect on the activities, skills, and approaches addressed in this module in your personal
blog. Remember that in Module 8, you will share your blog entries with a colleague and
discuss how your understanding and knowledge have changed over time.

1. Go to your personal blog, create an entry entitled Module 3 Reflection, paste the
following prompt into your entry, and write your response:

This module has helped me think about the impact

of the Internet on my students’ learning in the following ways…

2. Write about any other insights, questions, or concerns you want to

address in your reflection.

3.18 Intel® Teach Program

Essentials Course Version 10.1
Copyright
© 2008 Intel Corporation.
All rights reserved.
 Module 3

Making Connections

Planning Ahead
Incorporating the Internet
In this module, you explored various uses of the Internet. Consider now how you might 1:1 Tip: Think about how students'
individual access to computers can
incorporate any of the following resources into your unit to support student learning:
be used most effectively to further
1. Review your notes on page 3.17 for integrating the Internet into your unit. enhance students' 21st century
skills.
2. Select one or more Internet tools and briefly describe ways you will use them to
support the learning goals of your unit.

Note: Annotated links to additional web-based productivity tools are available in the
Collaboration folder on the Curriculum Resource CD.

References
Starr, L. (2004). Copying rights and copying wrong. Education world. Retrieved from
www.educationworld.com/a_curr/curr280a.shtml

Wikipedia contributors. (2006, September 19). Wiki. Wikipedia, the free encyclopedia.
Retrieved from http://en.wikipedia.org/w/index.php?title=Wiki&oldid=76522722

©
Copyright 2008 Intel Corporation.
All rights reserved.
Intel® Teach Program
Version 10.1 Essentials Course
3.19
Module 3

Making Connections

Module 3 Summary
Review the guiding questions and key points of Module 3 and think about the ideas and
materials you have created that can be used in your classroom, instruction, or planning to
help improve student learning.

Module Questions:
• How can I use the Internet to support my teaching and students' learning?

• How can I ensure responsible and appropriate use of the Internet?

Module 3 Key Points:

• The Internet can be a powerful tool for research, collaboration, and communication
with others.

• Fair Use guidelines describe how copyrighted materials can be used legally by teachers and
students in the classroom.

• Works Cited documents can be created in a variety of formats for students of all ages.

• The skilled use of search strategies enables students and teachers to find useful
information efficiently on the Web.

• A variety of factors must be considered when determining the credibility and value of a
Web site.

• E-mail, online chats, instant messaging, and Voice Over Internet Protocol technology allow
students to communicate with people all over the world on the Internet.

• Blogs, wikis, and online collaborative documents allow students to collaborate on projects
by sharing and responding to each other's work online.

In the following modules, you will build on these concepts as you create a student sample
and assessments for your Unit Plan.

©
Copyright 2008 Intel Corporation. All rights reserved.
Intel, the Intel logo, Intel Education Initiative, and the
Intel Teach Program are trademarks of Intel Corporation

3.20 Intel® Teach Program

Essentials Course Version 10.1
in the U.S. and other countries. *Other names and
brands may be claimed as the property of others.