Maloy et al. Transforming Learning with New Technologies any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Transforming Learning with New Technologies Robert W. Maloy Ruth-Ellen Verock-O'Loughlin Sharon A. Edwards Beverly Park Woolf Chapter 6: Fostering Online Learning with Educational Websites and Apps

Maloy et al. Transforming Learning with New Technologies 6-2 Learning Outcomes Describe important technologies for managing digital content, including social bookmarking and cloud computing Organize electronic resources to address curriculum standards Analyze uses of WebQuests, virtual field trips, and videoconferencing as instructional technologies Examine issues surrounding online learning and virtual schools Compare and contrast different types of educational websites Identify strategies for using educational websites interactively

Maloy et al. Transforming Learning with New Technologies 6-3 Focus Questions How can teachers benefit from using information management technologies such as bookmarking, social bookmarking, information alerts, and e-newsletters? How do teachers organize electronic resources to address curriculum frameworks and learning standards? What are WebQuests, virtual field trips, and videoconferencing? What are the advantages and complexities of online learning and virtual schools? What are different types of educational websites available on the Internet? How can educational websites provide interactive and engaging learning experiences for students?

Maloy et al. Transforming Learning with New Technologies 6-4 Managing Information Electronically The Internet offers unparalleled wealth of academic info and knowledge Information management –The process of finding, organizing and using information –Particularly important for teachers –Many educators now rely on the Internet’s wealth of digital content

Maloy et al. Transforming Learning with New Technologies 6-5 Bookmarking and Cloud Computing for Teachers Bookmarking allows one to locate and organize information on the Web efficiently Increasingly, bookmarking is replaced by cloud computing –Use of the Internet rather than personal computer to store and retrieve files –Files available to access anywhere on any browser

Maloy et al. Transforming Learning with New Technologies 6-6 Using Social Bookmarking Social bookmarking expands the concept of bookmarking to many users on many computers –Sharing links –Finding others’ bookmarks on specific subjects –Folksonomies (i.e., communities of users) can create sets of resources about curriculum –Tag bundles improve searching and sorting of information

Maloy et al. Transforming Learning with New Technologies 6-7 Information Alerts, e-Newsletters, and RSS Feeds Information alert: notice that new information on a topic is available –Google Alerts, ProQuest, EdITLib, etc. e-Newslestters: subscription-based, regular s on themed selections RSS (really simple syndication) feeds –RSS feed reader or news aggregator (e.g., Google Reader) continually brings updated Web pages and content to computer

Maloy et al. Transforming Learning with New Technologies 6-8 Organizing Web Resources to Meet Standards Organizing Web Resources Match Web-based academic content to state or local curriculum frameworks –Match curriculum framework to websites dedicated to specific learning standards –Bookmark resources using social bookmarking Name, description, and tag/create tag cloud –Create resource lists pairing specific learning standards with specific resource sites

Maloy et al. Transforming Learning with New Technologies 6-9 Organizing Web Resources to Meet Standards Involving Students in Learning the Standards Involving students in reviewing and selecting resources: –Requires students to access and critically assess content –Introduces students to local, state, or national curriculum frameworks –Allows teachers to meet and exceed the confines of curriculum frameworks

Maloy et al. Transforming Learning with New Technologies 6-10 WebQuests WebQuests: online student inquiries designed/guided by teachers –Successful WebQuests allow multiple options for learning, usually in five stages 1.Stage-setting: Teacher introduction 2.Task: What activities will be expected of students? 3.Process: Step-by-step instructions 4.Evaluation: How do teacher and students determine if expectations have been met? 5.Conclusion: Summary of key understandings

Maloy et al. Transforming Learning with New Technologies 6-11 Designing Successful WebQuests Four essential considerations –Who are your students and what are they capable of? –What are the primary ideas you wish to teach? –How will students of different skill levels productively work together? –Is technology integrated seamlessly into the assignment?

Maloy et al. Transforming Learning with New Technologies 6-12 Virtual Field Trips and Interactive Videoconferencing Virtual field trips offer exposure to a world of experience without leaving school –Flexible teaching approaches, including individual, group, whole-class experiences Videoconferencing offers real-time access to people and places –Interactive exchanges between students and educational organizations in other parts of the nation and the world

Maloy et al. Transforming Learning with New Technologies 6-13 Online Learning and Virtual Schools Online or distance learning: delivery of education experiences via computer Virtual schools: organizations that teach mainly online Blended or hybrid learning: combination of “clicks and bricks” All models are increasingly common, and sometimes even required – but also the subject of great debate

Maloy et al. Transforming Learning with New Technologies 6-14 Educational Websites as Teaching Resources Great sources of Internet-based digital content Designed with K-12 learning goals Thousands of sites from colleges and universities, museums, government agencies, non-profit organizations, scientific agencies, corporations and individuals

Maloy et al. Transforming Learning with New Technologies 6-15 Educational Websites as Teaching Resources Lesson plan websites –Ideas for classroom lessons –Already written lesson plans –Links to interactive activities, additional resources, and curriculum extensions –Maybe a passive rather than interactive learning experience for teachers and students

Maloy et al. Transforming Learning with New Technologies 6-16 Educational Websites as Teaching Resources Student-to-expert communication websites –Exchanges of Information between students in schools and experts in colleges, businesses and other organizations –Students get to formulate authentic questions and receive electronic replies –Telementoring and e-tutoring are another type of this communication

Maloy et al. Transforming Learning with New Technologies 6-17 Educational Websites as Teaching Resources Real-time and recorded data websites –Information about science and scientific phenomena –Students can access and analyze data –Play the role of involved observer as if one was physically present at a research site

Maloy et al. Transforming Learning with New Technologies 6-18 Educational Websites as Teaching Resources Archival and primary source websites –Electronic access to primary materials from museums, libraries, universities and other organizations –Students play role of historical investigator or contemporary reporter –Sources include paper materials, online images, photographs, charts, graphs, and other resources

Maloy et al. Transforming Learning with New Technologies 6-19 Educational Websites as Teaching Resources Skills/practice websites –Subject specific learning activities for students at all grade levels –Students learn skills and concepts through repeated practice –Some sites feature Educational Games

Maloy et al. Transforming Learning with New Technologies 6-20 Educational Websites as Teaching Resources Exploration and discovery websites –Students engage in online explorations of topics of interest –Focus on discovery learning, problem solving, inquiry activities

Maloy et al. Transforming Learning with New Technologies 6-21 Using Educational Websites and Apps Interactively Excellent educational websites offer: –Interactivity: simulations, demonstrations, searches, questions, student data analysis –Exploration: students navigate in a nonlinear fashion –Engagement: compelling storylines, interesting characters, mystery, or controversy