2. Our Literature Circle members Larrisa Mohammed- Connector Judy Mahatoo-Summarizer Alton Regis-Word Finder Germaine Ramsaran-Director

3. Use of the Internet in the Science Classroom

4. The Internet The Internet is also called the “net”. It is a collection of computers connected in a worldwide network. http://www.thirteen.org/edonline/concept2cla ss/classroominternet/index.html The internet contains a huge maze of information from a variety of sources. It has become a prominent source of information for many people worldwide (Kumar, ).

5. The Internet and Education The use of technology as the Internet is a teaching tool. The issue of effective integration of this technology to promote opportunities for positive student learning experiences.

6. What our reading is about…. Teachers are using the internet however, research is way behind. Teachers are left alone to figure out what works best. Three teachers are observed in the classroom while using the internet, interviews are conducted, video recordings and students’ conversations.

7. Words and their meanings:

8. Owen

9. Aim To motivate the students to want to learn To have a Debate about the use of Nuclear Energy

10. Apparatus 17 internet connected computers in his classroom Basic knowledge of the topic Poor technical support Little or no training on how to guide use of the internet Enthusiasm

11. Method  He allowed the students to roam freely online in preparation for the debate  He used the internet as much as possible in school because he knew some students did not have the access at home. He used the internet as much as possible in school because he knew some students did not have the access at home.  He was experimenting with pedagogy

12. Diagram

13. Results The class roamed onto sites which were not credible: very opinionated Which led to the students forming incorrect impression about the nature of sciencethe nature of science No authentic learning took place The student were motivated to use the internet but he was not sure that the they were learning the correct thing from the internet

14. Conclusion He experimented with pedagogy which meant that he had little direction for his classHe experimented with pedagogy which meant that he had little direction for his class His knowledge of the topic was lacking which meant that the students would not have anyone to guide their learning experience Hence they would believe anything they read online He lacked technical support which he felt could have improved his ability to lead the class into fertile ground

15. Connections The importance of motivation in learning The importance of training in education Regulation of activities: Structure Digital divide Long term help

16. Lucy

17. Aim Ensure that her knowledge on the topic was well prepared Ensure that her delivery was seamless Ensure that there was structure while using the internet Ensure the students use the internet to interpret maps and forecast weather

18. Apparatus 15 Laptops brought to class once a year Technical support Training in the area of content Expert on using the website

19. Method She relies heavily on her technical support who is readily available to her She does the internet searches She controls what sites the students visit by providing them with the information which their text does not have She chooses a topic which she is well knowledgeable about She goes online before the class so is well versed as to what the class would meet online She remains focused on her science content She used other resources as well

20. Diagram

21. Results The students would have had a seamless learning experience The students were highly motivated and college bound

22. Conclusion She married content, pedagogy and technology beautifully in her school environmentShe married content, pedagogy and technology beautifully in her school environment Created a seamless learning activity She created an application and took advantage of the internet to make the learning experience realShe created an application and took advantage of the internet to make the learning experience real Choosing topic which she was well versed in worked to her advantage She had good Class control Students had confidence in the teacher

23. Connections Confidence in teachers Culture of schools Support systems Structure TPACK model

24. Mary

25. Aim To teach students to take responsibility for their lives and education To work independently Behave well Get them back into regular high school before graduation Students had short research papers due each week

26. Apparatus 12 online computers Textbooks Cd roms library

27. Diagram

28. Method She gave specific instructions as to how to search for topics She focused on the students behaviour in the classroom rather than the science contentstudents behaviour Her pedagogical content was extensive as she taught this before and knew how to manage the class Robbins kept are tight reign on her students She used many check points Lots of feedback

29. Results Students move on and off the web They used the internet as if they were using their textbooks Only for specific bits of information Some were successfully doing independent work Even though her content was well established she knew that the focus was mainly on behaviour

30. Conclusion The school climate determines the focus of the teacher or the teachers objectives Robbins is in an environment where behaviour is on the front burner so she focuses on that Many of her students had not worked well independently so she thought she did not provide enough structure

31. Connections Discipline in schools Culture of schools Digital Citizens

32. Comparative study

33. Think Tank 1 Which teacher do you think you are? How would you make adjustments,if any, to allow for more productive use of the internet in the classroom?

34. Think tank 2 There are many theories of learning put forward but many educators, which one do you think best accommodates the internet in the classroom? Justify your choice...

35. Learning theories

36. Piaget

37. Vygotsky

38. Brunner

39. Skinner

40. Think Tank 3 Do you feel we as educators could ever really prepare our students to effectively use the internet? Design a lesson which would help students be effective users of the internet for research.

41. Some ideas

42. Think Tank 4 What will you say are some other ways to use the internet to enhance learning?

43. Think tank 5 Justify reasons for the teacher that you would most likely want to become?

44. Summary With the advancement of technology and the development of high tech devices such as the iphone, it has become increasingly necessary for teachers to integrate technology in teaching. The internet is one tool which can be used by teachers to increase students’ motivation, interest, content and technological knowledge.

45. Summary Teachers need to know technological, pedagogical and content knowledge in order to effectively infuse the use of the internet into their instructional strategies. Technological knowledge need not be extensive where technical support is readily available.

46. Summary It may be challenging, though, for some teachers to integrate the web into their own practice while recognising the boundaries of their own content knowledge.