Module 2 - The Wonderful World Wide Web

Long time, no see!

You might've noticed I've made some changes to my blog. I couldn't stand that the text refused to be left-aligned instead of centered; I'm much happier now! (Background from here - it's worth checking out!)

The second module of our technology class is focused on safely navigating, evaluating, and using the Internet in the classroom. In this post, I will be discussing ways you and your students can find quality information online, a couple of educational websites I like to use, and one way to keep your information secure online.



Search Engines & Web Navigation 

There are a few tips to finding quality information online. One of them is to look at what the URL ends with: .edu, .org, and .gov are typically going to be reliable websites.

In the textbook, Roblyer (2016) references "three guidelines for teaching students good searching skills:

"1. Do not give research assignments that can be done with a quick Google search. Make assignments that require a thoughtful search.
2. Teach students to search with keywords, rather than with questions.
3. Show them how they can use advanced search tools to narrow their searches." (pg. 184)


Website Evaluation
The video below references Kathy Schrock's The 5 W's of Web Site Evaluation (a one-page PDF, free for classroom use).

The 5 W's (Who, What, When, Where, Why) are familiar to students and would be easy to remember for evaluating websites. The PDF linked above would be handy placed near computers for students!

Favorite Professional Websites

Scholastic - Who doesn't love the book fair?

As it turns out, they do a lot more than just book fairs. Scholastic's website offers tons of resources for both teachers and parents. (The link provided takes you to the teacher resources - lesson materials, videos, activities and more! They even offer a list of websites for teachers.) 

In our textbook, Roblyer (2016) provided a checklist for evaluating websites, and Scholastic's website checks off basically everything: easy navigation, quality content, appropriate media, an appealing visual design, and information on how to contact the website's moderators. (pg. 198) 


PBS Learning Media - Like Scholastic, PBS Learning Media offers many resources for teachers. It gives you the ability to browse state and national education standards, as well as search for specific resources based on topic, grade level, subject, and format.

Based on Roblyer's (2016) checklist, PBS Learning Media is a quality website for many of the same reasons listed above for Scholastic: easy navigation, quality content, appropriate media, and an appealing visual design. (pg. 198)


Online Safety & Security

No, not that kind of cookie!

In the textbook, Roblyer (2016) talks about cookies, which "provide the server with information that can help personalize Web activity to your needs." (pg. 175) Basically, cookies collect information (such as browsing history) to make your online experience more personal (such as creating targeted advertisements). 

It sounds creepy, but they're also designed to be helpful; cookies are used to remember your login/profile information on websites, or to remember your location so websites can give you relevant information (such as local weather). Here are some suggestions about managing cookies on your computers and devices.

There you have it - I hope this information has been helpful! See you all for Module 3. 😉

Roblyer, M.D. (2016). Integrating Educational Technology into Teaching. New Jersey: Pearson

Module 1 - Basic Three Software Tools

Hello again! This week, our technology class has been studying basic software tools and their uses in the classroom. In this post, I will be discussing the "basic three" tools: word processing, spreadsheet, and presentation software.

Throughout this post and future posts, I will be citing the textbook our class is using this semester: Integrating Educational Technology into Teaching (7th Ed.) by M.D. Roblyer.

Word Processing Software

Microsoft Word 2013 logo - Wikimedia Commons

Word processing software (think Microsoft Word or Google Docs) is described by Roblyer (2016) as the most frequently used of the three basic software tools. I love how easy it is to use due to its familiarity, and it tends to be my go-to software tool. As a teacher, I would use word processing software to communicate with parents by creating a welcome letter, weekly newsletters, and conference notification forms. For students, I might create activity sheets, create fill-in-the-blank notes or have them use word processing software themselves to practice writing skills. I already utilize it for writing lesson plans!

However, there are limitations to having young students use word processing software. According to Roblyer (2016), some argue that word processing software is causing students to focus less on handwriting skills, while others argue that the software is allowing students to express ideas that they would otherwise be unable to share at an early age, due to their limited handwriting skills. I feel that both sides have valid points, and in my future classroom I would emphasize that both handwriting skills and the use of word processing software are important.


Spreadsheet Software

Microsoft Excel - Wikimedia Commons

Spreadsheet software (think Microsoft Excel or Google Sheets) is personally my least favorite of the three basic software tools. However, that's purely because it's the tool I have the least experience with, which I'm trying not to let influence my understanding of its classroom usefulness! Roblyer (2016) suggests that as teachers, we could use spreadsheet software to manage grades or classroom budgets as the software is capable of doing calculations automatically and saves precious time. Students might also use spreadsheet software themselves to make tables and graphs for math and science (number of each color of M&M in a bag), and even social studies (compile data about two different countries including number of people, age ranges, and so on).

The main issue with using spreadsheet software is its functionality if you aren't already familiar with how it works. Roblyer (2016) mentions that it may make math more fun and exciting to those who don't like math, but it takes a lot of practice to get the hang of all its features before the fun can begin.


Presentation Software

How to Give an Awesome (PowerPoint) Presentation - Wienot Films

Presentation software (think Microsoft PowerPoint or Google Slides) is equally fun and frustrating because there are endless possibilities, but graphic design isn't everyone's passion. I would use presentation software to organize and emphasize the main points of a lesson, as well as to introduce myself to students and parents (parent night, open house) using pictures to go along with my spoken words.

I have learned in at least two separate classes recently how to properly create a presentation (more graphics, less words!) and that if you feel the need to include big blocks of text, you should use word processing software instead to create a document. Stop putting students to sleep with boring presentations!


Classroom Use - Chosen Software
I would choose word processing software above the other two types because of its many functional uses (creating lesson plans, communicating with parents, and having students practice writing skills) and because of my own familiarity and comfort in using it. Whatever word processing software you choose, it will typically come with tons of free templates built in to write letters, format papers (think MLA, APA), create resumes, foldables - the possibilities are endless, both for you and your students!

For example, I might use word processing software to do a writing lesson with upper-elementary students. The students would handwrite their "sloppy copy" and type the final product after editing.


Roblyer, M.D. (2016). Integrating Educational Technology into Teaching. New Jersey: Pearson.