ED6346 Chris Quek July 22, 2010 The OUTSKIRTS.  History of Internet  Scenario 1  Questions to Scenario 1  Scenario 3  Questions to Scenario 3  Questions.

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Presentation transcript:

ED6346 Chris Quek July 22, 2010 The OUTSKIRTS

 History of Internet  Scenario 1  Questions to Scenario 1  Scenario 3  Questions to Scenario 3  Questions

 Internet was developed by the military for the purpose of communication  Internet means between or among materials  Uniform Resource Location or URL  Metacrawlers are programs that use more than one search engine at the same time to locate things. (Ex: Dog Pile, HotBot, Mamma)  Major search engines: Google, Yahoo, Ask Network

 org = Organization  gov = government agency  K12._.us = Public schools  mil = Military agency  com = Business  edu = University  net = Networks  aus = Australia

Ms. Eltona is pleased to find that every classroom has three computers with Internet access. Students are doing quick keyword searches and are copying down what each page says. She is concerned and tells other teachers that students are not writing as well as they are getting unreliable information too quickly and easily.

Question 1: What skills do Ms. Eltona’s students need to learn to benefit from the Internet? Question 2: How could Ms. Eltona help teach these skills as a part of her research assignment? Question 3: What criteria should she include as a rubric to make sure student are getting appropriate information from their searches?

Viruses Copyright Plagiarism FirewallFiltersModeling

 teach which URLs are appropriate  teach how to search using quotation marks  teach using subject and key words  use small directed searches then broaden  read multiple articles and compare information

What Criteria should she include as a rubric to make sure student are getting appropriate information from their searches? ◦ refer to text page 216 ◦ rubrics for teachers ◦ rubric maker

 server traffic (too busy; slows down)  bad or dead links (URL fails)  firewall (will not allow access)  compatibility errors (version of software)  plug–in required (needs special program)

Teacher pedagogy Improve writing skills Conventions Purpose Improve communication Improve students’ writing Motivated to write more Research

Question 1: How could Ms. Pomeroy identify students in other countries to correspond through ? Question 2: Since Ms. Pomeroy would like to make sure students behave courteously during their exchanges, she would like to create a classroom poster of the “Top Ten Rules” to observe when ing. What could she use as the basis for these rules? What ten items would you suggest she include on the poster? Question 3: What elements should be included in a rubric to assess students’ s?

 Ms. Pomeroy has heard that students tend to write better, use better grammar, and spell better when writing to long distance audiences.  Ms. Pomeroy is looking to exchange messages with students in other English- speaking countries.

EASYPROTECTED LEARNING EXPERIENCE

Source: Chapter 7: figure 7.10 on page 222 Netiquette: Rules of Behaviour on the Internet

TemplateDemoChoicehttp://rubistar.4teachers.org/index.php?screen=Customize TemplateDemoChoice date: July 21, 2010 LONG DISTANCE WRITING4321 Salutation and Closing Salutation and closing have no errors in capitalization and punctuation. Salutation and closing have 1-2 errors in capitalization and punctuation. Salutation and closing have 3 or more errors in capitalization and punctuation. Salutation and/or closing are missing. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling. Capitalization and Punctuation Writer makes no errors in capitalization and punctuation. Writer makes 1-2 errors in capitalization and punctuation. Writer makes 3-4 errors in capitalization and punctuation. Writer makes more than 4 errors in capitalization and punctuation. Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. FormatComplies with all the requirements for a friendly letter. Complies with almost all the requirements for a friendly letter. Complies with several of the requirements for a friendly letter. Complies with less than 75% of the requirements for a friendly letter.

 Have any of you used or had pen pals to achieve learning goals?  Is it the audience, or just the fact that students are writing more that makes them better?  When should this be done? Continually as students progress in school or younger grades or older age grades?

php?screen=CustomizeTemplateDem oChoice php?screen=CustomizeTemplateDem oChoice /about/pages/epals-overview.aspx Reporting Criteria: Scope and Sequence Literacy K-5 revised 2009 District 17 Writing Achievement Standards K-5 Department of Education Curriculum Document Integrating Educational Technology into Teaching: Fifth Edition (M.D. Roblyer and Aaron H. Doering)