Reading+Page

**Reading Responses** **__Teaching with the Internet K-12: New Literacies for New Times (4th Ed.) __**



Chapter 12: Developing a Home Page for Your Classroom
1. What elements would you incorporate into your homepage in order to achieve the afforementioned effect?

As a homepage is created, specific elements can be incorporated in order to meet the needs of our students, their parents, the educational community, and the tax payers supporting our salary! To meet the needs of my students, I would incorporate safe links to information about our topics of study so that students can access rich supplemental materials online to extend their learning. I would organize it so that it is easy for students to access and find what they need. The links would be specific and safe. Also, I would make sure that I can post student work to share on my homepage so students can feel ownership of their learning and will be able to proudly share it with others. These would help meet the needs of parents as the parents would be able to gain further insight into our topics of study, could see what quality educational sites look like, and could see what the students are creating in class. Being able to see what the students are doing/creating will then allow the community to see what I am doing as a teacher to specifically meet the needs of my students so that I am recognized as a competent and important professional! The information that I include on my site for students to access will also provide support for other teachers who are looking for material on a similar topic of discussion and the student work will provide colleagues with further ideas for projects and assignments which they can then add to their bank of teaching knowledge. Basically, by providing quality links to the Internet on targeted topics of study and student work samples to show what we are doing will help meet the needs of students, parents, other educators, and the community. Contact information would give my homepage further potential to reach out to parents, the community, educators, and other students around the globe!

2. Which of the "four-for" from page 393 do you think is most important and why? When you create your home page which elements do you think you will most likely include (list of examples on page 408)?

I think that the most important "four-for" is that developing a homepage helps students learn. My ultimate goal as a teacher is to use the best strategies and materials I can to get my students to learn as much as they possibly can. My job is to reach students and help them learn. A homepage will allow me a new avenue of reaching my students. I feel that the other three items are just excellent side effects that will reflect my students' learning! A homepage is a great way to organize information for students, get them interested in learning, provide high quality information, and give them the ability to use technology and refine their skills on the computer. It is important to be a tool for students to allow them to extend and enrich their learning in the classroom.

When I create my home page I think that I will most likely include a link for parents which will include a schedule of important upcoming events, our daily schedule, a supply list, and contact information for myself. I will also include student pictures, student work, links to educational games that support the skills we are learning in the classroom for my students, links to content we will use in the classroom as we study different topics, a link to the school's homepage, and an updated homework assignments page.

Chapter 2: Navigating the Internet with Efficiency and a Critical Eye
1. In what ways can using technology in the classroom help your students be successful? [Chapter 1]

Technology in the classroom opens doors for students to obtain high quality up-to-date information on a topic. The information is presented in a format that will grab the students' attention and make it relevent to their lives. Being able to get students interested and involved is the first step in having them be successful. Once they are interested, you have their attention to instruct them how to find information for themselves and take charge of their own learning. Technology in the classroom further gives them the opportunity to socialize with other students in the classroom as well as outside of it. Students will use reading and writing for a specific meaningful purpose and will not even realize it. Lower level students will be able to master technology skills and teach them to the more able students to get the lower achieving students more involved in the classroom. This will further help prepare all students for a technological world that they will enter when they leave the school building. Also, having technology available makes it easy for the teacher to access new ideas and teaching tools to help the students better understand the concept at hand. Students will have access to different perspectives and ideas than just that of the teacher to help extend learning and critical thinking skills further. Technology allows the teacher to take mundane activites and make them more exciting so that students want to do it and become successful.

2. When looking at the "central functions during internet use" (page 23), do you feel that you are advanced enough to not only have these skills yourself, but to transfer them over to your students? [Chapter 2]

I think that it is interesting to see all of the items required to successfully use the Internet listed out in written form. I had never really thought about everything that I do or think while searching the Internet and using it. After reading through the list, I do feel that I do have that set of skills, strategies, and dispositions and can successfully use the Internet. I am constantly involved in the central functions as I use the Internet. I began using computers and the Internet in elementary school myself and have held on as it advanced significantly during my lifetime so far. Growing up using technology has enabled me to practice and refine the ability to identify important questions, navigate networks to find relevant information, evaluate the information critically, use the information to answer my question, and then communicate the information to others. I always think that I have room for improvement and things are constantly changing so the skills should constantly be refined but that is something that I would like my students to understand as well. I am particularly strong at recognizing the Internet as a tool to better help me understand something. I am always "googling" something and trying to find a credible answer. I am able to maintain focus but do like that I can come across new information on the way that might help me too! I am able to evaluate information and use it to share with others. Since I have had time to use and refine the central functions of Internet use, I do feel qualified to transfer them to my students. I feel at ease with the Internet and feel that I am a good model for my students. In particular, I am aware of the ethical responsibilities involved with the Internet and truly hope to transfer that to my students so that they can make our world an even better place to live in!

3. What do you do as an educator to ensure that students are "safely surfin' the web"? Does your district or do you have an "acceptable use policy" that defines the do's and don'ts of Internet use?

To keep my second grade students safe surfing the web, I only allow them to go to websites that I have bookmarked and saved under "favorites" on the computer or click on websites directly from my webpage. Also, I use Patti Weeg's webpage (a technology coach in Wicomico County) as she has many great approved websites for the kids to navigate to. Furthermore, the school system uses a filter program to deny access to inappropriate material in case the kids do try to get there. I currently only have one student computer in my classroom regularly so I set it up in the back of the room so that I can always see the screen when I am working with other students. When we use the mobile lab, I set all the computers up so that I can see the screens. I spend some time at the beginning of the school year showing students how to navigate the web and go over my expectations and rules for using the computer. I do not currently have a written classroom "acceptable use policy" although I am thinking about creating one for students and parents to sign. I loved the idea in the book of having the kids get their Internet driver's license and will definately look into that for next school year. That would be great for my second graders. Our district does have an AUP that I am aware of, but it is not required to be sent home and signed by students and parents at the primary level that I currently know of (my school is Pre-K through Grade 2). We do send home a media release pertaining to pictures of the students on the web. I actually tried to find the AUP on their webpage to review it but it keeps giving me a "server error" so I will need to keep checking back to see if I can get to it! Basically, I need to teach my students the "dos" and don'ts" and then keep practicing and reminding them of what to do. Another thing that works well is pairing them on the computer so that they watch each other and remind each other of my rules! Overall, I have not had any issues to date in my classroom with my students using the web and I am glad! I feel that my students are safely using it under my direction but I will continue to monitor them closely.

4. What do you currently do as an educator to develop your student's navigational skills on the Internet? (For example, what search engines do they use and do they know the 4 powerful keyword search strategies for teachers and students as mentioned on page 67)

To develop my students' navigational skills on the Internet I directly teach them what to do at the beginning of the year and several other times throughout the year. I am lucky enough to have a laptop and a projector in my room so that I am able to display how to do so. They can then practice on the classroom computer or on the laptops if we have the mobile lab. I currently do not allow them to use search engines, instead I direct them to a site that I want them to use and show them how to use it. For example, when we study non-fiction text and text features, we use the National Geographic Kids site that I have bookmarked then I show them how to navigate that page so they get the information they need without getting off task and into another place that may not be acceptable for them. After reading the chapter on the kid friendly search engines, I do plan to have my students use those next school year to find their own information as well as help me find information on topics to share with the class. Since I do not have my second graders use search engines so far, I have not taught them the four powerful keyword search strategies. I feel that I will need to do that especially as I broaden my horizons and use more Internet based projects with my students. As my students become aware of the Internet and how to use it on more teacher led projects I will lead them more onto their own. This will most likely depend on the class from year to year but I will definately try!

** Chapter 3: Effective Instructional Models: Internet Workshop, Internet Project, Internet Inquiry, and WebQuest

Chapter 4: Communicating On the Internet: Email, Mailing Lists, and Other Forms of Electronic Communication **

> > In my classroom the activity page with the bookmarked sites would work best, at least as I got my students started using the Internet. Since I teach second grade and my students have a very limited background using technology when they come to me, the activity page and bookmarked sites would allow me to guide their learning more directly in the beginning. I would be able to show them directly what I expected them to do and how to get to the bookmarked sites. Once they begun the exercise, it would be clear what I wanted as they could follow the activity page so they would be sure to succeed. If my students grasped using the bookmarked sites and gained an understanding of what I intended for them to take away from the experience, I would move onto using a journal and then possibly a webpage. To make sure my young students are successful though from the beginning I would want to make sure that I used something more concrete and written out for them! > > I was very excited to see all the directories listed in the chapter to help teachers use the internet to plan instruction. I think that soon it will be very possible to plan an entire years worth of internet projects. As more and more teachers get interested in using technology in the classroom and they begin creating projects and webquests to share, teachers everywhere will be able to find exactly what they need or will be able to tweak already made ones. Also, teachers will be able to add to their "technology bank" year after year by creating new ones for themselves so that they could have a years worth of internet projects. Even if this is possible though, I do not think that the education curriculum will ever be or should be solely internet based. I still think that students should be able to use other sources of information and should be able to interpret information in other ways than just through the internet. Although the internet is a wonderful learning tool, too much of one thing is never good. Students still need to have a variety of learning experiences. Also, students may begin to get too used to the internet and it will lose its fun or engaging element for them so that would not be good. They will definitely have to use it to succeed in life but the whole world is not computers and the internet. I think that the curriculum developers will think that students need varied learning experiences and will make sure that it has that in the future. I do hope that more technology is added to the curriculum but don't want a purely internet based curriculum in the future! Also, it seems to be taking quite a while to have technology added to the curriculum so it seems odd that it would be eventually all technology based.  ** Chapter 5: English and the Language Arts: Opening New Doors to Literature and Literacy ** The internet opens up windows to the world for students in the classroom. As a teacher, I can use it to find quality websites for my students to access and also to expand my knowledge of best teaching practices. I can use what I learn and find to create internet workshops, internet projects, internet inquiries and webquests to help my students build vocabulary, build background knowledge, read to comprehend, and develop higher level thinking skills. The internet will allow me to bring in high interest items to my students to grab their attention and get them interested in learning. I will be able to use the internet with my second graders to provide authentic writing experiences and allow them to build their language skills and written skills as they communicate with the world. Students will have a renewed interest in reading as they find out more about authors, illustrators, and poets. They will be able to access mulitple types of literature online and have it read to them by famous people. They will be able to access different versions of texts such as folktales and fairytales to help them build the ability to compare/contrast and to help them build cultural understanding. The internet will motivate and inspire my students as they make clearer text-to-world connections. Students will be able to build real life skills as they collect facts and practice note taking, presenting, and creating things. Also, the internet will allow them to publish their work for others to read. The possibilities for using the internet to improve literacy skills are unlimited. I could build a global community by teaching my students how to publish their work to share with other classes and by collaborating with classrooms across the world in literacy projects that I either design or find online. We can share ideas and learning opportunities to make the world a better place.
 * 1) When using the Internet Workshop model there are several ways to develop student background knowledge for the unit. The chapter gives examples like using an activity page(fig. 3-4 pg 112) that has bookmarked sites, or having students write down ideas in a journal or even possibly developing a webpage. Which of these would best suit you and why?
 * 1) There are several internet project/webquest directories listed in the chapter that help teachers use the internet to plan instruction. As these databases grow and the resources cover more and more content areas, could it be possible to plan an entire years worth of internet projects? And if that was possible, do you think someday the education curriculum will be solely this?
 * 1) Chapter 5: How do you think you can use the internet to help your students improve their literacy skills? and How could you build a global community within your classroom?

2. Examine one of the inquiries or webquests in an area of your choice. List it here. Discuss the item in terms of the following items:

**Brief Description:** Internet Inquiry: Going Beyond the Letters: Creating New ABC Books This inquiry allows younger students to create a new kind of ABC book to share with others. Students will collaboratively develop an ABC book based on a designated theme. They will use information found on the internet on educational websites to share examples within the theme for each letter of the alphabet.
 * Learning Objectives Addressed-** Locate and read non-fiction information, acquire new facts/vocabulary, summarize what was read, take notes in a graphic organizer, create a presentation to share with others, use phonics to decode words and use context clues to figure out the meaning of unknown words when reading.
 * Interest Level for Students: How would students respond to the inquiry/webquest?** Students would love doing this. It would put a new spin on the ABC booklet and allow them the freedom to search the internet (on designated sites). It would give students access to multiple sources to extend their learning in a fun way. It would be structured but they still have freedom to be creative. Students could find a lot of information and learn a lot of new things. It would also give them the chance to teach their classmates. It would build background knowledge in a new exciting way!
 * Ease of Use: Is the inquiry/webquest easy for students to follow?** This is definitely a project that would be easy for my students to follow. It is age/level appropriate and the right amount of support could be provided to make sure students are successful while still allowing the inquiry process to take place.
 * Usefulness for the Classroom: How would the inquiry/webquest make a difference your teaching? Student learning?** This lesson would definitely get students engaged. Students would be in charge of their own learning and sharing what they learn with others. It would allow students to use the internet/computer for a designated educational purpose and allow them to practice their navigational skills on the internet. Student learning is sure to take place as students are motivated and ready to learn. It will be a high interest activity as they have the decision of what to create and as something that will get published they will take pride in their work! This inquiry lesson would be very useful in the classroom. It would build mulitple skills at once in my young students.

** Chapter 10: Using the Internet to Increase Multicultural Understanding **

> > I am an absolute believer in incorportating multicultural activites into my classroom and think that it definitely has a positive effect on my classroom climate and civility. My students come from a very limited background and I find it important to open their minds to understanding and appreciating others. Likewsie, my classroom (and our school) is very diverse. Typically, I have a lot of ESL students from either Mexico or Puerto Rico that primarily speak Spanish and occasionally a student from Haiti that speaks Creole or from Korea who speaks Korean. This means that our classroom is full of different cultures, languages, and ways of thinking. In order for us to best get along, I find it necessary to learn about each other so we can mutually repect each other. Using mulicultural activites in the classroom allows for all students to be seen as experts in some area and allows everyone to be a leader in some aspect. Overall, we build our classroom community around being repectful and responsible students. Instead of shying away from each other and calling each other weird, my students work together and disucuss things. They are able to think about other points of view and walk in the footsteps of another. It changes they way everyone thinks about others and themselves!
 * 1) Do you believe incorporating multicultural activities have a positive effect on your classroom climate and civility?

2. Are multicultural activities a part of your curriculum or do you add them to enhance your curriculum? If so, what do you do? (If you do not use technology for these activities then explain how you could.) If no, then think about your curriculum - Which of the Instructional Models above would you use and what would you do?

A few years ago our school was awarded funds for Expeditionary Learning Outward Bound in which the teachers could design units and have the necessary materials funded. The school recieved these funds prior to me begin hired which dissapointed me, but my team who was onboard worked together to create a unit of study on Mexico: Our Neighbors to the South which I think is great. Although we no longer recieve the supporting funds, we still work to keep the unit intact. We have many students in our school that come from Mexico so it opens doors to understanding others as well as incorporates to our students that Mexico is not that far away from us- we are neighbors! In this study, we learn about the history of Mexico, the landforms, climate, geography, people, culture, dress, language, food, etc. in an indepth look. We also compare/contrast to our culture. Through learning about all the many asects that make up Mexican culture, we are able to make my American students more aware of another culture. All my students love this learning expedition. My students are able to work together to learn new things and my Spanish Speaking students are an asset as they teach us Spanish and things they know about Mexico (if that is where they lived). My Mexican students ultimately understand American culture better as we compare/constrast it to their culture. My students complete internet activities to learn about the Aztec Indians. We make and sample food from the culture, make traditional crafts, learn Spanish with the help of online sites and students in our classroom, and pay close attention to the holidays they celebrate. If parents are willing, we invite them in to talk to us about Mexico as well. I would like to add to this unit a place to communicate with students in Mexico to make it even more fun. We do a more low-key unit on China when we read a story in reading called //Chinatown// that introduces students to Chinese- Americans and the Chinese. Other than those two units, we don't have anything in particular in our curriculum. I like to incorporate in Native American studies after we read fables so they get a chance to look at folklore and storytelling of Native Americans and go off of that. As my years of experience collect, I am collecting different units as well. I keep adding to my bank of lessons and use the internet to help me. I would like to add more internet activities, internet inquries, and web quests to my lessons to better help my students appreciate other cultures!

**Chapter 11: Including All Students on the Internet**

1. How would you foster equality and build self efficacy in your students when it comes to accessing the Internet and developing the new literacies?

Making sure that all students have equal access to the Internet in the classroom is a very important topic to me. Currently, I only have one computer in my classroom regularly and when the laptop cart is scheduled for my room (only once out of a six day cycle) there are only 15 computers to use when I typically have 20 students, so I am always addressing this imporant issue so that I can best meet the educational needs of ALL of my students. I am excited that for the upcoming school year, each classroom in our school will be getting four laptops to keep in the classroom and that will definitely help with allowing my students more time on the computer as they must all share it for an equal amount. Through allowing all students to have equal access to the Internet, all students are able to learn to navigate it well, gain necessary information, and be engaged in lessons in which they take charge of their own learning. One constant issue in my classroom deals with the different levels of readers in my room. Many of my students are behind grade level in reading and this can make it hard for them to access information and gain meaning from it when they are still working on decoding skills. I like that the text pointed out suggestions for speech readers and I will definitely look into using that with my lower readers to make sure that they can access the information on the computer. Also, pairing top and low readers from time to time will help meet this issue. For visually impaired students, I have typically enlarged the font on the computer and liked further examples in the text for screen magnifiers to help. I have not in the past had a schedule for computer usage but I will definitely have one for the upcoming school year so that I can better monitor student time spent on the computer. I like the idea of having the times rotate so that the same students do not always miss out. To help keep students on time, I will use a small timer which I will teach them how to set and when it goes off, their time will be up so that no shy students are left waiting and I will not have to monitor it as closely as I might otherwise. To particulary help build self efficacy, I will follow the text's suggestion of sharing new navigational information with students who are less successful in school or those less successful with using the Internet first and let them share with others so that they have something to bring to the table. To get started off though, I would like all of my students to be able to navigate a little so they can begin to work on their own. I will use my laptop and projector to directly model how to navigate and then let students with a strength work with a weaker student to get them going so that all students can access something. Then, I would show the lower students some new things to teach the others. I have not yet had a student with a severe disability, but if I ever do, I intend to use the online support communities that provide opportunities for those students to communicate with other similar students in an online environment to better enhance their self efficacy and allow them equal access. Internet workshops and Internet inquiries for young students, such as the Arthur webpage, based on understanding the disabilities of others is another way that I will promote equal access and self efficacy in my classroom. By understanding others, my students will be able to willingly share and help each other in their area of need to make our classroom community work.