Integrating the Internet into Instruction By Rhonda Christensen

Integrating the Internet into Instruction By Rhonda Christensen rhondac@tenet. edu http: //courseweb. tac. unt. edu/rhondac/ CECS 4100

Planning: How to Begin Supplement, Not Replace Curriculum – – Assess Needs/Desires Build on Existing Curriculum Have Short-Range Goal/ Reward Incentive Develop evaluation tools in planning stage Decide Who Leads, Who Follows – – – Commercial vs. Not-for-Profit Existing Project vs. Home Brew Teacher Buy-in is Key Find Niche – – – On-line Clearinghouses Journals Conferences

Internet Network of Networks Share common protocol (TCP/IP) 22 million users as of 1994 51 million in US/Canada alone by 1997 Net Population Approaches 429 million US and Canada = 41% (Source: www. digitaldividenetwork. org) Growth Rate was predicted 70% Per Year (Source: IEEE Computer Magazine, Vol. 30(5), 5/97 p. 11) Although most schools are connected to the Internet, most classrooms are not.

Planning: Traveling on the Internet Access Tools & Resources Electronic Mail, Chat Listservs Telnet, FTP WWW Browsing/Searching Audio Bridges/Internet Phone Streaming Audio and Video SSTV/CU See-Me/Desktop Videoconferencing

Planning: Types of Learning Approaches in Educational Computer Networks Ask an Expert Electronic Mentoring Impersonations or Appearances Tele-fieldtrips Tutor Support Peer Interaction Adapted from Harris, Judi. (1994). Way of the Ferret. ISTE.

Types of Approaches -Con’t Information Exchanges Structured Group Activity Electronic Publishing Pooled Data Analysis Research on the Internet Publishing on the Web

Implementation: General Guidelines Start Small, Be Flexible Budget for Training Use Successful Models as Guiding Lights – – Big Three (NGS Kids, ATT Learning Circles, TERC) Air/Water Emissary Many Others

Case Study: Water and Air Projects E-mail based Need for Curriculum-based Projects Structured Project International in scope http: //courseweb. tac. unt. edu/rhondac/glob al/global. htm

The Water Project Introductory Unit Module One: Water in Our Communities Module Two: Using Water in Our Past Module Three: Using Water Today Module Four: Caring For Our Water

Project Timeline Example Feb 13 -Mar 3 Introductory Unit March 3 Deadline for transmission March 6 -24 Study of Module One March 24 Deadline for transmission • • • April 24 -May 5 May 12 Study of Module Four Deadline for transmission

Evolution/Enhancements E-mail Foundation Special Audio Exchanges CU See-Me Experimentation Web Site(s) Supplements

Important Elements for Implementation Planning Ahead Teacher Support Manageable number of classrooms Dedicated Teachers Caution if participating in key-pal only projects Setting specific guidelines and time frames Awareness of different school schedules

Benefits in “Networking” the Classroom Cooperation/Collaboration Interdisciplinary Incidental Learning Expanding the ability to communicate

Benefits - Con’t Communication with Experts outside the classroom Relieves isolation Increase in motivation Student accountability

Barriers to Implementation Equipment availability to teachers Language barriers Time constraints for teachers

How to Post Your Own Project Post to newsgroups or on-line conferences – (http: //www. iearn. org/projects/index. html) Subscribe to a listserv – (IECC) (http: //www. stolaf. edu/network/iecc) Read Classroom Connect Publication – (http: //www. classroom. net) Visit web sites such as Global Schoolhouse Network Foundation – (http: //www. gsn. org)

Social and Educational Issues Censorship Who owns/controls the Internet? Who makes the rules and who enforces them?

Access Issues - The Digital Divide _ _ _ 429 million people online globally 41% of the global online population is in the United States and Canada 27% of the online population lives in Europe, the Middle East and Africa(25% of European Homes are online) 20% of the online population logs on from Asia Pacific Only 4% of the world’s online population are in South America In fall of 2000, the U. S. Department of Commerce found that 51% of all U. S. homes had a computer; 41. 5% of all U. S. homes had Internet access White (46. 1%) and Asian American & Pacific Islander (56. 8%) households continued to have Internet access at levels more than double those of Black (23. 5%) and Hispanic (23. 6%) households From: http: //www. digitaldividenetwork. org

Filters Software such as Cyber. Patrol, Cyber. Sitter, Tattle. Tale, Surf. Watch, The Internet Filter, Cyber. Snoop, etc. Monitors, filters, analyzes and logs internet access May block data transfers May “tattle” to parents via email How much protection do the offer?

Acceptable Use Policies (AUP) Expectations Rules and consequences – Privilege, not a right Parental permission User agreement All involved parties sign

Value of the Internet _ The Internet is a valuable educational tool for our children. – – – Wealth of informative material Helpful for school projects/research Communication tool of their generation

‘Tweens and Teens _ _ 78% of American youth go online; 92. 7% GS MS kids are online 92% of online teens use email; 68. 9% GS MS kids have their own email addresses 71% of online teens said that they used the Internet as the major source for their most recent big school project 74% of online teens use IM; 66% of younger teens (12 -14) go online and use IM; 66. 5% GS MS kids use IM

Concerns About the Internet

Are Children Safe? _ _ _ According to the National Center for Missing and Exploited Children (NCMEC) over 25 million children (10 -17 yrs. ) are on-line Teens spend more than one hour per day on the Internet; 48. 1% GS MS kids spend more than one hour per day on the Internet Top three sites visited are chat rooms, instant message rooms and game/newsgroups

Are Children Safe? _ NCMEC survey found that: – One in five teens had received a sexual solicitation – One in four had received exposure to pictures of nude people or people having sex. _ Close to 60% of teens have received an IM or email from a stranger and 50% report emailing or IMing with someone they have not met before; 14. 9% GS MS kids have been asked for personal info. from strangers on the Internet

Are Children Safe ? _ _ Only a small percentage told their parents Many are not even telling their friends Children may think they are chatting with another child only to find out later they are corresponding with an adult. The perpetrator lurks in a public chat room targeting a particular type of child - usually the more quiet ones.

Instant Messaging (IM) vs. Chat _ _ IM is a private chat between two people. Chat rooms are chat groups where people can come and go or “join” a chat room; “walk” into the room, follow the conversation for a bit and decide if it is a place you want to be When you send a message in a chat room, everyone in the chat room can read it. Moderated chat rooms – Pro: Allows more control (someone is watching) – Con: Allows more control (someone is in charge)

Social Issues - A Growing Concern _ IM/Chat are mediated by a screen—protected from emotional reactions – there is a “technology” between you and the person with whom you are communicating _ _ _ Lack of cues They are often in a world where parental supervision is almost non-existent When they are on the computer you are never quite sure if they are doing their homework or talking with friends or strangers online

Social Issues - Online Etiquette _ Lack of social norms _ Not only do IM and Buddy Lists interfere with homework they are an unparalleled medium for creating interpersonal conflict, as well as disseminating gossip and rumors 57% have blocked messages from someone they did not want to hear from and 64% have refused to respond to instant message from someone they were mad at. _ – “Talking” about people while they are in the chat room – Ejecting people from a chat room - power

Social Issues - Online Etiquette _ _ 37. 0% of GS MS kids have received an email or IM that was hateful or insulting 17. 4% of GS MS kids have sent one that was hateful or insulting 11. 5% of GS MS kids have received an email or IM in which they felt threatened Of those, 60% told their parents - 40% did not

Social Issues - Buddy Lists _ _ Buddy Lists have become a symbol of social status. Those with the most names are considered the coolest. Some have more than 90 on their buddy list. In this sort of environment, leaving someone off your buddy list is a stinging rebuke. It is yet another way for cliques to form. This is more common in girls than boys.

Social Issues - Identity Crisis _ _ _ Many teens lead secret lives and engage in risky behavior online More than half (56%) of online teens have more than one e-mail address or screen name; 21% have more than four 92. 9% GS MS kids have a screen name; 37. 2% have more than one; 9. 7% have four or more

Resources for More Information _ _ _ _ _ www. wiredkids. org http: //www. safekids. com/child_safety. htm www. protectkids. com Pew Internet and American Life Project Study www. pewinternet. org http: //www. family. org/cforum/fosi/pornography/ Click on Quick Facts www. safeteens. com National Center for Missing and Exploited Children (www. missingkids. com) Get. Net. Wise (www. getnetwise. org) Growing Up Digital: The rise of the net generation by Don Tapscott

References _ _ _ Lenhart, Amanda. (2003). Generation IM: Teens and Technology. The Findings of the Pew Internet & American Life Project. Available: http: //www. pewinternet. org Owsley, Suzie. Is Your Child Safe on the Internet. Available: http: //www. eurekapd. org/inet. htm Weiss, Daniel, L. (2003). Going online: Youth & the Internet. Available: http: // www. family. org/cforum/fosi/pornography/facts/a 0 026839. cfm