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= = =Welcome Teachers to the Wilkes Ed 526: Internet Literacy for Educators Wikispace!=

This course will explore appropriate teaching and learning opportunities that are available to classroom teachers via the Internet. During the next several weeks you will learn to use various types of electronic communications, develop curriculum web sites for your classroom, learn the use of technology to communicate with peers, parents and the community, and discover new ways to foster student learning. You will have answers to questions like "Is the internet safe?" and "What do we do with students who don't have the internet at home?"

What is the world wide web?

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This wikipage will be the backbone of the course, where we can share information with each other. What exactly is a wiki? Click the movie below and find out. media type="youtube" key="-dnL00TdmLY" height="344" width="425"

Girls & Technology Day: October 17, 2009 @ the BCIU []

Looking for audio books - for free? [|Audio literature]

=Webquests for the classroom.= I know that several of you will be at parent conferences during our next class and requested that I post the web quest assignment on the wikipage. Here is a general description of what I will cover on Nov. 23...

Do you remember when we shared our favorite classroom internet sites? Just about everyone involved some kind of game or student interaction. What if we were to incorporate that web site to promote authentic learning? How would that assignent be different from a worksheet or textbook assignment? How could we assess the student to determine if learning did take place? For the web quest assignment I want you to create an internet activity that could be used by your students (with parental assistance if with younger students). A real WebQuest should involve the following...
 * is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.
 * requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
 * makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
 * isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.
 * isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest.

Go to [|www.webquest.org] to learn more about how to create a webquest. You will find all kinds of examples, templates and explanations as to how to create a web quest for you classroom.


 * You are to place your webquest on your very own classrom wiki (or webpage). To create your very own classroom wikipage click here. I plan to go over how to remove the advertisements, change background and pictures, etc. in class. If you would like to explore on your own, feel free. FYI: Time has been dedicated to finish the page during our last class, if needed (see wiki grading rubric below).

Anyway, back to the webquest. There are two options on how to place this on your wiki. You can 1. Create a separate tab on your classroom wiki (or webpage). 2. Create the assignment in a word document and post it from students to download on your wikipage.

Your WebQuest will be graded based on the following rubric **
 * ** Category ** || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Overall visual appeal ** || Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships.

Difference in font size and color are used well and consistently. || Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. || There are a few graphic elements with some variation in layout and type size, color, etc. || There are no graphic elements and no variation in layout for appeal. ||
 * ** Navigation & Flow ** || Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. || There are a few places where the learner can get lost and not know where to go next. || There are several places where the learner can get lost and not know where to go next or finding their way back is difficult. || Getting through the lesson is confusing and unconventional. Pages cant’ be found easily and/or the way back isn’t clear. ||
 * ** Mechanical aspects ** || No mechanical problems noted. || There are a few broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. || There are at least 4 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. || There are more than 5-6 broken links. Misplaced or missing images, badly sized tables, misspellings and or grammatical errors. ||
 * ** Introduction ** || The introduction contains a clear concise summary of the Wiki or WebQuest.

The introduction draws the reader into the lesson by relating to the learner’s interests or goals and/or engages a compelling question or problem.

The introduction builds on learner’s prior knowledge and effectively prepares the learner for foreshadowing what the lesson is about. || The introduction contains a clear concise summary.

The introduction relates somewhat to the learner’s interests and/or describes a compelling question or problem.

The introduction makes some reference to learner’s prior knowledge and previews to some extent what the lesson is about. || The introduction summary is a little vague.

The introduction describes a question or problem but does not relate to the learner’s interest.

The introduction makes little reference to the learner’s prior knowledge. || The introduction does not provide a summary of the Wiki or Web/Quest.

The introduction is not engaging and does not relate to the student’s prior knowledge. ||
 * ** Task ** || The task is referenced to standards and is clearly connected to what students must know and be able to achieve proficiency of those standards.

Task is doable and engaging, and elicits thinking that goes beyond rote comprehension.

The task requires synthesis of multiple sources of information and/or taking a position, and going beyond the data given and making a generalization or creative product.

The product allows opportunity for application and original thinking. || The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.

Task is doable but is limited in its significance to students’ lives. The task requires analysis of information from several sources. || The task is related to the standards but the criteria used are vague or not clear.

Task is limited in its significance to students’ lives. Minimal analysis of information is required. || The task is not related to the standards – criteria are not indicated.

Task requires simple comprehension or retelling of information found on Web pages and answering factual questions. ||
 * ** Process ** || Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.

The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.

Activities are clearly related and designed to take the students from basic knowledge to higher-level thinking. || Clear directions are given but there is missing information. Students might be confused.

Strategies and organizational tools embedded in the process are sufficient enough that most students will gain the knowledge needed to complete the task.

Most of the activities relate specifically to the accomplishment of the task. || Some directions are given but there is missing information. Students might be confused.

Strategies and organizational tools embedded in the process are insufficient to insure that students will gain the knowledge needed to complete the task.

A few of the activities relate specifically to the accomplishment of the task. || Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.

The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.

Activities are of little significance to one another and/or to the accomplishment of the task. ||
 * ** Relevance ** || There is a clear and meaningful connection between all the resources for students to accomplish the task. Every resource carries its weight. || There is some meaningful connection between the resources for students to accomplish the task. Most of the resources carry its weight. || There is some connection between the resources and the information needed for students to accomplish the task. Some resources don’t add anything new. || Resources provided are not sufficient for student to accomplish the task. There may be too many resources for learners to look at in a reasonable time. ||
 * ** Quality of Resources ** || Links make excellent use of the Web’s timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. || Links make excellent use of the Web’s timeliness. Some resources provide meaningful information for students to think deeply. || Some links carry information not ordinarily found in a classroom || Links are mundane. They lead to information that could be found in a classroom encyclopedia. ||
 * ** Clarity of Evaluation ** || Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.

The evaluation instrument clearly measures what students must know and be able to do and accomplish the task. || Criteria for success are clearly stated. Criteria include several descriptors.

The evaluation instrument measures what students must know to accomplish the task. || Criteria for success are partially described. || Criteria for success are not described. || Adapted from: []

//Note: Make sure that you place a link to your wiki/web page on your page of the Wilkes classroom wiki.//
REMINDER: There is no class scheduled Nov. 30. Our last class will be December 7. During this class you will: 1. Finish up your wiki/web page and time for Q&A session. 2. Project presentations: Wikipage/Podcast/Movie 3. Course Evaluations 4. Finish WebCT discussion questions, if time is needed.

= = =Classroom Wiki/Web page rubric=


 * Webpage Rubric **

// (sound, animation, video) // || The combination of multimedia elements with words and ideas takes communication and persuasion to a high level, superior to what could be accomplished with either alone. The mixture brings about dramatic effects which reach the intended audience. || Design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. Elements are kept in balance and do not overpower the primary focus. || Graphical and multimedia elements accompany content but there is little sign of mutual reinforcement. There’s no attention paid to visual design criteria such as proportion, balance, and harmony. There is some tendency toward random use of graphics and enhanced effects. || Exaggerated emphasis upon graphics and special effects weakens the message and interferes with the communication of content and ideas. ||  Use of bullets, italics, bold, and indentations enhances readability. Consistent format extends page-to-page. The layout uses horizontal and vertical white space appropriately. The background, colors and layout are artful and consistent across the website and enhance the readability of the information presented. || Sometimes the type is easy-to-read, but in a few places the use of fonts, point size, bullets, italics, bold, and indentations for headings and subheadings detract and do not enhance readability. A few minor format inconsistencies decrease readers' accessibility to the content. The layout uses horizontal and vertical white space appropriately in most places. The background, colors and layout are consistent across the website and make it easy to read the information presented. || The type is difficult to read and uses too many different fonts, overuse of bold, bullets, italics or lack of appropriate indentations of text. Some formatting tools are under or over-utilized and decrease the readers' accessibility to the content. There are several format inconsistencies throughout the website. The layout uses horizontal and vertical white but it is not always used appropriately. The background, colors and layout are distracting and make it difficult to read the information presented || The text is extremely difficult to read due to inappropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings and body text. Many formatting tools are under or over-utilized and decrease the readers' accessibility to the content. There are numerous format inconsistencies throughout the website. The layout uses horizontal and vertical white space inappropriately and the content appears cluttered. The background, colors and layout make the site unattractive, and it is difficult to read the information presented. ||  (4 or more errors) || The Web site has many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. (more than 6 errors) || All external links to connecting websites are active and functioning. || Most of the menus, navigation links and internal links to sections of the website connect back to the home page. Most of the external links to connecting websites are active and functioning. || Some of the menus, navigation links and internal links to sections of the website connect back to the home page, but in other places the links do not connect to preceding pages or to the original index page. Some of the external links to connecting websites are not active and functioning. || There are significant problems with menus, navigation links and internal links to sections of the website and few or no connections back to the preceding pages or to the original index page. Many external links to connecting websites are not active and functioning. || 
 * ** Information ** || Logical, intuitive sequence of information. Menus and paths to all information are clear and direct. Information is creatively written and cleverly presented. || Logical sequence of information. Menus and paths to more information are clear and direct. Information is well written and interesting to read and is presented in short sections. || Some logical sequence of information, but menus and paths are confusing or flawed. Information could be better written and too mush information is given in each section. || No logical sequence of information; menus and paths to information are not evident. Information is poorly written, inaccurate or incomplete. ||
 * ** Graphics ** || Photos, icons, clip art, are creatively used, are of high quality, enhance the content and follow a theme. || Most of the photos, icons, clip art, are appropriately used and follow a theme. || Photos are blurry or fuzzy; icons and clip art do not “fit” with the topic. Too many pictures. || There are no graphics or they are inappropriate or of low quality. ||
 * ** Graphic Design & Enhanced Items **
 * ** Layout/Design ** || The type is easy-to-read and point size varies appropriately for headings and text.
 * ** Mechanics ** || The Web site has no errors in grammar, capitalization, punctuation, and spelling. || The Web site has a few errors in grammar, capitalization, punctuation, and spelling requiring minor editing and revision. || The Web site has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
 * ** Internal/External Links or Navigation ** || All of the menus, navigation links and all internal links and sections of the website connect back to the home page.
 * ** Contact/Update Info. ** || Each Web page includes a footer with a working email link to the author of website or contact person including, telephone numbers, a connecting link to homepage, and date of creation or revision. || The Web pages includes a footer with two of the criteria. || The Web pages includes a footer with one of the criteria. || No footer is included on the Web pages. ||
 * ** Adapted from: ** [] ||