Software Evaluation Form

Book Review

Web Literacy for Educators

By Alan November

Published by Corwin Press – A Sage Company (2008)

“But I read it on the Internet-it must be true!” is the perfect lead for Alan November’s book Web Literacy for Educators. With slick, authentic-looking websites and official sounding text, one can easily be misled and misinformed about every topic imaginable found on the Web. This informational guide shows you how to uncover layer after layer until you unveil the truth of the any Web site you are viewing. November states that casting a critical eye at Web information is a fundamental part of Web literacy. He shows you how search engines work and how information is controlled so you will not be duped or waste your valuable time while searching on the Web.

November begins his book with a story that illustrates the dangers of not identifying the source of information you gather online. He tells of one school that almost expelled a student for writing a paper based on false information about the holocaust. The student believed Northwestern University sponsored the information. November explained that if the student only knew what the tilde (~) meant, he would have understood he was only reading a professor’s personal opinion and not a fact. Another student retrieved information from the martinlutherking.org site, which in reality turned out to be a white supremacist site denigrating Dr King’s work. November sprinkles other horror stories throughout the book, which graphically illustrate the need for web users to determine the validity and quality of the information they find before believing everything they read.

The beauty of this book as a learning tool is its powerful simplicity. November takes baby steps leading you through concepts that before were baffling or otherwise scary. With built in exercises, tips and handouts, he lets you explore and practice each concept at your own pace so you can easily build comprehension and Web literacy all on your own. This is essential in order to guide your students effectively in class.

November includes every topic you need to consider when searching the Web. Chapter one includes: what the Internet is, IP Addresses, Domain Names, URLs, World Wide Web, Web Browsers, Home Pages, Links, and Internet Grammar. Other chapters cover how to validate information, look at links, search smart, and understand Blogs, RSS, Podcasts, and Wikis. He concludes with strategies to evaluate what you find while online. This book should automatically come with every computer. While most computer books can put you to sleep, this one is a real eye-opener!

Each chapter follows a straightforward framework. They begin with relevant and interesting stories that relate to the concepts covered in the chapter. Interspersed throughout the chapters are “Try This” boxes, which enable you to practice the concepts first-hand. They also lead readers to teacher resources and cover professional development issues. Intertwining each chapter you find “For Students” boxes, which provide activities that you can use in your classroom, but can actually help develop your own comprehension along the way. The chapters end with a summary, valuable Web resources you will want to explore, formative assessments, and questions for extended thought and discussion. You can use this book to educate yourself so you can design your own age appropriate lessons for your class, or you can use parts of it directly with your students to help them to become Web savvy. This is urgently required as we find technology increasingly seeping into our minds and vying for control of our beliefs.

With their authoritative and sophisticated appearance, Web sites can be very seductive, enticing us to accept everything they claim. While I believed I was pretty well informed, this straightforward book taught me how easy it is to be deceived. Fortunately, it offered tools to conduct “smarter, faster, and more productive” searches that provide valid and accurate information. By the time you get done reading this book, you know you will return to it again and again as it is packed with useful information that invites deeper exploration and examination.

Podcasting is radio programing that you can create with the use of a computer, free software (such as Audacity or Gargae Band), and a microphone. Once made, you post it to a website where anyone can listen to it using any device that can play MP3 audio files including ipods. New programs can be automatically downloaded so listeners can hear them at their own leisure. Vodcasting is much like podcasting, but with the fun addition of visual media and movies.

Podcasting inspires students to take their work seriously knowing that real people “out there” will be listening in. Writing for a live audience motivates them to edit their work carefully, search for more interesting word choices, and practice public speaking frequently to improve their fluency and expression.

Podcasting in the classroom can bring any subject to life. Students studying history could assume identities of people living during that time period and give their oral histories, read journal entries, sing songs, and tell stories of events that really happened. At the beginning of the year, students could interview fellow students and read their biographies so that classmates get to know each other better. When students go on field trips, they could write up and give reviews of the performance, exhibit, or tour they experienced. Students could also perform Readers Theater, recite poems, and tell fun facts about subjects being studied. Podcasting provides a fun forum for students to share what they are learning as well as keeping family members informed and entertained!

Essential Skills, Technology Rules, and Safety Information for Third and Fourth Graders

Teaching third and fourth graders how to do anything on a computer is very exciting because delving into technology ignites their enthusiasm and captures their attention in ways that books just don’t. Starting with simple keyboarding so they become fluent typers is a great way to begin. Having command of the keyboard is an essential skill which will make all of their computer work easier and more fun. There are great, free typing programs that can be used to teach them at school and can be accessed at home for practice. Letting students type up their journal entries and stories as they master keyboarding is good incentive, too! They love that!

Teaching students about the basic functions and tools of Microsoft Word or other word programs next gives them control over how they want to present their writing. They enthusiastically select fonts, font sizes and colors! From there it is easy to get them going on power point presentations which can be applied to any subject area. Once you get students started, the road is limited only by the teacher’s own imagination and ability. At this age, students can benefit from learning the basics of blogs, Google Earth, podcasts, Wikis, and Websites. Each can be used to enhance and enrich the curriculum while enabling them to develop computer literacy.

Before initiating any technology lessons, however, it’s best to begin teaching students your classroom technology policy, followed by Internet safety. Keep it simple by breaking down classroom policy into general information, what is expected while at the computer, and what to do when they leave.

Computer Rules

Remember, access is a privilege, not a right.

Be kind to the computers!

Come with clean hands and without gum, food, or drinks

Walk slowly and carefully around the computers

Only put your hands on your own computer, but never on the screen

Use the mouse pad, press keyboard gently, and don’t force the CD-Rom door shut

Hold CDs by the edge, not the flat surface

Ask for a helping hand when you need it

Report problems or damage (accidents happen!)

While Working

Work quietly

Only use the computer for school work: no chat rooms or emails

Never tell your own or someone else's phone number, home address, or any other personal information

Log in with your own account

If someone forgot to log out, do it for them and then log yourself in

Only open your own work

Share or copy other people’s work with permission

Just use allowed websites and software

Don’t install software or games

Don’t accept or buy anything! Yikes!

Print with permission, and just click “print” once

Use positive language that makes people feel good

Report anything that makes you feel uncomfortable

When Finished

Save your work, exit programs, and log off

Leave the area nice and neat

Take your work and trash with you

Push in the chair and put away headphones

PLAY IT SAFE!

The Internet is an amazing tool, but parents and students need to be aware of safety issues they may experience while working online. We all like to feel trusting of others, but if you are not talking to a personal friend, you don’t know for sure who you are talking to: be careful who you trust online! No one should give out private information. Students should use a nickname when playing interactive games with people they don’t know. Parents should help them set their profile to private, and make sure their child knows to keep their password secret, even from their friends. They shouldn’t share their user names or passwords with anyone, either. Parents should also set search engines to block adult sites and install internet filter software. Having the computer in the family room where parents can keep an eye on what their child is viewing is helpful. This enables parents to troubleshoot problems as well and be on top of what sites their child is viewing.

Bullying is also a serious problem. Both children and parents need to understand that they should report it immediately. Parents can report it to their school and keep the evidence to help authorities track offenders. Directing their children to websites such as Cybersmart Online Helpline service at http://www.cybersmart.gov.au/Report.aspx to help them learn about Internet safety. These interactive sites reinforce the importance of vigilance, caution, and safety.

While computers can be very educational and fun, parents need to limit the amount of their child’s screen time. It can cut into homework, chores, and interacting with family members and friends. Parents should provide plenty of time for their children to develop social skills as well as quiet time to explore their own imaginations. In this way, children can safely explore world in ways we never dreamed of.

Internet Safety Policy

Observational Design

Dinosaurs

Palindrome Paragraph

Open Message to Educators

21st Century Learning

My theory of learning seems elementary....

It's a phenomenon that happens naturally whether we are focused on the process or not;

it's as unavoidable as breathing.

However, learning in the classroom can be enhanced through multi-aged classrooms, differentiated instruction, cooperative learning activities and structures,

first-hand learning experiences.....and 21st century technology.

What we know about learning:

• Learning goes on our entire lives
• Each person's brain is unique
• Each person brings his or her own prior knowledge and experiences to the classroom or situation at hand
• Emotions and attitudes affect learning
• People learn at different times, in different ways
• The most effective way to learn is through hands-on and real life experiences; by doing, experimenting, analyzing, collaborating, making connections, talking, processing, problem-solving, synthesizing, drawing conclusions and applying knowledge to new situations.
• Today, students also learn through the use of new technology where they collaborate, surf for information, network online, construct meaning, share ideas, and create multimedia projects which demonstrate their understanding in a multitude of ways.
• Instead of only connecting and learning with people who are standing right next to you, today people also learn and work within a global community using a wide range of 21st century tools.

We also know that:

All people need a supportive atmosphere to learn where they experience joy, creativity, and self-confidence to take risks and explore the unknown. Important components that are integral to maximize learning include: Cooperative support between students, parents, and teachers; multi-age classrooms and groupings; alternative assessment; and extended learning experiences linking the classroom to the world in which we live.

Multi-age Classrooms and Groupings
Throughout their lives, students will need to work alone and with others. Learners need experiences in all types of group situations to become effective working citizens in tomorrow’s world. Multi-age groupings are most effective when they are purposeful and well planned. They are not combination classrooms with separate curriculums. A multi-age classroom is organized with a mindful concern for heterogeneity in gender, ability, and age levels. Ideally, multi-aged classrooms allow students and parents to work with the same teacher for two or more years. This allows the teacher more time to gather information about each child’s learning styles, modalities, multiple intelligences, and thinking styles. Extended time with the teacher provides a continuous and coherent picture of a student’s development throughout their elementary education.

Important learning also takes place when you form K-6 multi-age groups because students learn from each other and work together. Students are expected to take responsibility for their own learning as well as encouraging their classmates to participate in the learning process. Student groups of different age levels can work together with a common goal. This establishes a potential mentoring situation and brings unique perspectives from the varied age levels that interact with each other. Each student brings his or her own background, knowledge, and experience to the task. Multi-age grouping can also be used to enhance project work and investigation. Acquisition of language occurs, and creative ideas are often shared in these mixed groups.

Differentiated Instruction

When it comes to learning, “one size does not fit all.” Differentiation is a proactive approach to instruction that incorporates a variety of strategies, based on the assessed needs of the students. Multiple ways of learning are provided for students of different abilities, learning styles, and needs. This approach adjusts the curriculum to the learner, rather than expect the learner to modify him or herself to the curriculum. It allows all students access to the same curriculum by providing learning tasks that are tailored to the students’ needs. Teachers differentiate content using a variety of leveled, instructional materials. Materials are adjusted for complexity, meeting the diversity of needs of the learners in the classroom. Each student is appropriately challenged, and targeted standards are successfully reached. The standards and the needs of the students should determine instructional decisions. Programs, materials and resources should not guide curriculum and instruction. Materials and resources should be selected to teach to the needs of the particular group of students and the standards being taught.Elements that can be differentiated are content, process, and products. (Tomlinson, 2001)

a. Content

Content is the input of teaching and learning. It can be differentiated in response to a student's readiness level, interests, or learning profile. Key concepts and principles are emphasized. Teachers ensure appropriate access to what the students need to learn by using different strategies.

b. Process

Learners need effective activities to make sense of the content or ideas and skills that have been introduced. Students process more easily when classroom activities are interesting to them, call on them to think at a high level, and cause them to use key skills to understand key concepts. Flexible grouping should be consistently used. Initial and on-going assessment of student readiness and growth is essential.

c. Products

Product assignments should help students (individually or in groups) rethink, use, and extend what they have learned over a period of time. Many students show what they know much better in a product than on a written test. Teachers should be able to replace some tests with product options so that students have a broad range of options to demonstrate what they have learned.

Cooperative Learning
Cooperative learning is a small group, interactive instructional strategy that allows students to work collaboratively on meaningful tasks. Students work to help themselves and others in the group learn. There is academic engagement through social interaction and activities are structured so that students need each other to accomplish tasks. Cooperative learning fosters personal growth, motivates students, and helps them construct their own knowledge. It promotes positive interaction and students learn through active involvement rather than sitting, listening, and watching.

Extended Learning and Experiences
It is essential to expose children to rich learning experiences beyond the classroom setting so they can make connections between what they learn in school and the world in which they live. Home learning, field trips, guest speakers, service learning, and multicultural enrichment all work to provide students with opportunities to make these kinds of connections. Adding the layer of technology across the curriculum is essential in giving students the skills they must have to easily compete in tomorrow's global economy. People become life-long learners when you spark their interest and pleasure in exploring the world and making new discoveries about themselves, others, and the fascinating world we live in.