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Transforming Learning with New Technologies

Robert W. MaloyRuth-Ellen Verock-O'Loughlin

Sharon A. EdwardsBeverly Park Woolf

Chapter 6:

Fostering Online Learning with Educational Websites and Apps


6-2

Learning Outcomes• Describe important technologies for managing digital

content, including social bookmarking and cloud computing• Organize electronic resources to address curriculum

standards• Analyze uses of WebQuests, virtual field trips, and

videoconferencing as instructional technologies• Examine issues surrounding online learning and virtual

schools• Compare and contrast different types of educational

websites• Identify strategies for using educational websites

interactively


6-3

Focus Questions• How can teachers benefit from using information management

technologies such as bookmarking, social bookmarking, information alerts, and e-newsletters?

• How do teachers organize electronic resources to address curriculum frameworks and learning standards?

• What are WebQuests, virtual field trips, and videoconferencing?• What are the advantages and complexities of online learning and

virtual schools?• What are different types of educational websites available on the

Internet?• How can educational websites provide interactive and engaging

learning experiences for students?


6-4

Managing Information Electronically

• The Internet offers unparalleled wealth of academic info and knowledge

• Information management– The process of finding, organizing and using

information– Particularly important for teachers– Many educators now rely on the Internet’s

wealth of digital content


6-5

Bookmarking and Cloud Computing for Teachers

• Bookmarking allows one to locate and organize information on the Web efficiently

• Increasingly, bookmarking is replaced by cloud computing– Use of the Internet rather than personal

computer to store and retrieve files– Files available to access anywhere on any

browser


6-6

Using Social Bookmarking

• Social bookmarking expands the concept of bookmarking to many users on many computers– Sharing links– Finding others’ bookmarks on specific subjects– Folksonomies (i.e., communities of users) can

create sets of resources about curriculum– Tag bundles improve searching and sorting of

information


6-7

Information Alerts, e-Newsletters, and RSS Feeds

• Information alert: notice that new information on a topic is available– Google Alerts, ProQuest, EdITLib, etc.

• e-Newslestters: subscription-based, regular emails on themed selections

• RSS (really simple syndication) feeds– RSS feed reader or news aggregator (e.g.,

Google Reader) continually brings updated Web pages and content to computer


6-8

Organizing Web Resources to Meet Standards

Organizing Web Resources• Match Web-based academic content to

state or local curriculum frameworks– Match curriculum framework to websites

dedicated to specific learning standards– Bookmark resources using social bookmarking

• Name, description, and tag/create tag cloud

– Create resource lists pairing specific learning standards with specific resource sites


6-9

Organizing Web Resources to Meet Standards

Involving Students in Learning the Standards

• Involving students in reviewing and selecting resources:– Requires students to access and critically

assess content– Introduces students to local, state, or national

curriculum frameworks– Allows teachers to meet and exceed the

confines of curriculum frameworks


6-10

WebQuests

• WebQuests: online student inquiries designed/guided by teachers

– Successful WebQuests allow multiple options for learning, usually in five stages1. Stage-setting: Teacher introduction

2. Task: What activities will be expected of students?

3. Process: Step-by-step instructions

4. Evaluation: How do teacher and students determine if expectations have been met?

5. Conclusion: Summary of key understandings


6-11

Designing Successful WebQuests

• Four essential considerations– Who are your students and what are they

capable of?– What are the primary ideas you wish to teach?– How will students of different skill levels

productively work together?– Is technology integrated seamlessly into the

assignment?


6-12

Virtual Field Trips and Interactive Videoconferencing

• Virtual field trips offer exposure to a world of experience without leaving school– Flexible teaching approaches, including

individual, group, whole-class experiences

• Videoconferencing offers real-time access to people and places– Interactive exchanges between students and

educational organizations in other parts of the nation and the world


6-13

Online Learning and Virtual Schools

• Online or distance learning: delivery of education experiences via computer

• Virtual schools: organizations that teach mainly online

• Blended or hybrid learning: combination of “clicks and bricks”

• All models are increasingly common, and sometimes even required – but also the subject of great debate


6-14

Educational Websites as Teaching Resources

• Great sources of Internet-based digital content

• Designed with K-12 learning goals

• Thousands of sites from colleges and universities, museums, government agencies, non-profit organizations, scientific agencies, corporations and individuals


6-15

Educational Websitesas Teaching Resources

• Lesson plan websites– Ideas for classroom lessons

– Already written lesson plans

– Links to interactive activities, additional resources, and curriculum extensions

– Maybe a passive rather than interactive learning experience for teachers and students


6-16


• Student-to-expert communication websites– Exchanges of Information between students in

schools and experts in colleges, businesses and other organizations

– Students get to formulate authentic questions and receive electronic replies

– Telementoring and e-tutoring are another type of this communication


6-17


• Real-time and recorded data websites– Information about science and scientific

phenomena

– Students can access and analyze data

– Play the role of involved observer as if one was physically present at a research site


6-18


• Archival and primary source websites– Electronic access to primary materials from

museums, libraries, universities and other organizations

– Students play role of historical investigator or contemporary reporter

– Sources include paper materials, online images, photographs, charts, graphs, and other resources


6-19


• Skills/practice websites– Subject specific learning activities for students

at all grade levels

– Students learn skills and concepts through repeated practice

– Some sites feature Educational Games


6-20


• Exploration and discovery websites

– Students engage in online explorations of

topics of interest

– Focus on discovery learning, problem solving,

inquiry activities


6-21

Using Educational Websites and Apps Interactively

•Excellent educational websites offer:– Interactivity: simulations,

demonstrations, searches, questions, student data analysis

– Exploration: students navigate in a nonlinear fashion

– Engagement: compelling storylines, interesting characters, mystery, or controversy

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