Class+3+-+June+26,+2012

No info yet on how to link your clc homepage and other pages yet. (Thurs 11:50pm).

Data Analysis using Excel

Today we will:
 * examine the use of a WebQuest®
 * Skype / Eluminate
 * Microsoft Excel for reviewing data.
 * =Webquests - What is it and how can it be used for instruction? =

> This week you will have the ability to build (or expand) your knowledge on webquests. It is important that you take the time to fully understand the purpose and components of a webquest because this is what you will be creating for the final project. Take the time to note the variety of webquests that have been created for your grade level already. While you explore, be sure to think about what makes one better than another. Start to think about a unit you might want to create to use. Something for next fall? Maybe a unit for the fall when you can be sure to reserve a few days in the computer lab. > > One way to frame your choice of units: Think about the weather and when you might want to be in an air conditioned lab instead of your classroom. Another way to frame your choice of units: think of an instructional unit that you have not found very engaging in the past. You could use a webquest to transform the topic into something more exciting and motivating. > > Above all - invest the time to really understand this. It will benefit you tremendously. Open the document below to begin on your "quest." Please make sure you read the instructions carefully for the assignment has been differentiated based upon your preexisting knowledge of webquests.

> =How to create a WebQuest= > [|WebQuest Design] > > > == //Webquest Templates - Online// == > ===1. QuestGarden=== > QuestGarden.com is the official webquest generator of the webquest.org portal. With QuestGarden you get to micro manage almost everything you could hope to change when you create a webquest. The helpful design wizard walks you through all the stages and helps you decide what to write in each of the sections. It even includes examples from published webquests to help jumpstart your inspiration. Finished webquests are published on the QuestGarden website, complete with a shortened URL for easy access. You can sign up for a free 30 day trial, or subscribe for two years with a one off payment of $20. ([|http://www.questgarden.com]) > > ===2. Zunal WebQuest Maker=== > The Zunal webquest generator, has a wealth of options, and a slick looking final product that looks very professional. Webquests can be displayed in up to eight languages, have a variety of background images, and can have a selection of color themes applied. Additional pages include space for a student quiz, a review page, a teacher page, and an 'about the author' page. Page statistics can be viewed, files can be added, and YouTube videos can be embedded. Once your webquest is finished, it can be published live on the Zunal site, or exported as a Word, PDF or Excel file. Teachers can register for free, but this only gives you access to one webquest. Registering for the pro version, however, is very cost effective. For $20 you get a three year membership to Zunal, the ability to create and edit an unlimited number of webquests, and an ad free experience for the teacher and any visitors to your webquests. Sample webquests can be found on the Zunal homepage. ([|http://www.zunal.com]) > > ===3. Aula21 - 1, 2, 3 Your Webquest for Free=== > Aula21's tool is free to use, and needs no subscriptions or registrations. You do get options with regards to presentation and customization when you use 1, 2, 3 Your Webquest for Free. You have six language options, 12 different fonts, 15 text colors, and 28 background colors to choose from. There is also the ability to upload an image of your choice. All the usual template boxes are included, along with a sample paragraph to remind you what you should have in each section, and you simply click the button at the bottom to see your finished webquest and save it as an HTML file. [|(http://www.aula21.net/Wqfacil/webeng.htm]) > > === === > ===The Best Webquest Generator?=== > Ultimately, you get what you pay for with a webquest generator. When you pay for a subscription with Zunal or QuestGarden, you get some stylish premade templates and the option to publish them online direct from their sites. The free options from Aula21 are much simpler, and require you to either have, or find, a place to upload the generated HTML file. > > By all means start with the free generators. However, the price of the paid versions represents great value for money, and you will soon find that it is easier to make and publish your webquests by using either Zunal or QuestGarden. You also have the added bonus of being able to go back and edit your webquests to update dead links or add more challenges. Zunal offers the best balance of style, detail and simplicity, but both can be used on a trial basis before spending any money on a subscription, and I would encourage you to try both to see which best fits your personal tastes. > > //Information retrieved on July 18, 2010 from// [|//http://www.brighthub.com/education/k-12/articles/73952.aspx?p=2#ixzz0u87Sg0Te//]

> > This file has the assignment for this week - do not wait until the last minute - it will take time to complete. > > Please post your work on the Wiki by class 6. Think about your final project - your WebQuest. What topic and grade level are you thinking about (please post this on the wiki). There will not be any additional reflections. > > > Make sure you are taping your 1 minute reading. Any student (elementary), reading a passage on videotape.
 * Details
 * [[file:Intro to Webquest Activity - summer 2011.pdf|Download]]
 * 19 KB

Sample Kindergarten Data

Online Reading article - Homework

Homework - 1. Read the NERAJ article above. 2. 6 sections - Summarize the section you were given and give an open-ended (thought provoking) question. Post your summary and question on the Blog (or email). 3. Eluminate Tutorial - will be listed on the top of day4 4. Read the pages associated with WebQuests. (above). 5. Begin collecting webpages using the Google Form you created in class 1. You will need 10 webpages entered into the Google Form by class 7. 6. Send me an email with your WebQuest® topic before NEXT Tuesday. 7. Reminder - 1 minute video tape of a child reading.

The 6 sections begin..... 1. The Internet is this..Tanya, Dylana 2. The Internet requires...Kristy, Patty 3. As a Nation..Estella, Laura 4. What can we borrow..Sasha, Ann Marie 5. Teach the Online.....Ashley, Tamara 6. Help the last....Amber, Lindsey, josh

1. Reading has changed from books to screen in a very short period of time. The article states that, “The internet is this generation’s defining technology for reading, writing and communication.” The statistics given (from 2005) showed that the majority of homes across the globe had internet access. Even in poorer countries internet use is on the rise. When it comes to policy making and preparation for our students to learn the reading comprehension skills necessary for modern workplaces, the US is actually behind many other countries. 2 I read the section entitled The Internet Requires New Skills and Strategies for Online Reading Comprehension. In this section, Leu and Zawilinski talk about how reading comprehension is different when reading a book then when reading information online. Online reading comprehension consists of the students developing important questions before they look online. Once they have the questions they want to answer, students would locate the information. Once the information is located, the students need to critically analyze the information for its authenticity and to make sure the information is accurate. Anyone can add information online, and students need to learn how to look for true information. If the information is authentic, then the students would synthesize the information and share it with others. If the information is not authentic, the students would need to locate more information from other sites. While reading this information, I was wondering how teachers teach this process to their students? When I teach my students about finding information for different activities, I give them books or I pull information from the internet myself. I haven’t had my students look for their own information online. I am sure they learn some of this process in technology class, but I am unsure of how my technology teacher teaches this process to the students 3 According to the article, reading online requires students to use different reading skills and strategies than those used while reading print materials. It is suggested that the development of and instruction in reading online strategies are essential keys in teaching all students how to read and evaluate online materials effectively. Unfortunately, it appears that our nation lags behind other countries in developing these particular instructional strategies to meet the student objectives outlined in the article. In addition, staggering statistics are given to show that a high percentage of students in our nation are either illiterate or lack proficiency in their general reading skills. Added to this dilemma is the reminder that we have at-risk students, who will potentially fall further behind their peers in yet another reading discipline, because of a lack of technology in the home. As a nation, we are faced with the difficult task of determining how we will pull all of these student needs in reading together and create a viable action plan. I now understand the value of teaching online reading strategies and plan to do further research on it. Yet, as I think more about the suggestions made in this article, I am wondering how many educators across our nation are aware of the need for online reading instruction or are they uninformed as I was before this reading. In addition, school districts have so much on their plates as they try to satisfy federal mandates. 4 This section of the NERAJ article discusses the fact that teachers can borrow from others when integrating the Internet into the classroom. The author provided several different methods of searching for Internet information in order to find grade appropriate materials. Teachers can utilize search engines and search for materials that are already prepared and available to share. Starfall.com was shared as a website that can be used as a center activity in K-3 classrooms to facilitate literacy development. ReadWriteThink.org was shared as a site with a variety of web resources, lessons and planning tools for teachers. Teachers using this website can search for information based upon the age/grade that they teach. The author also shared information about Internet workshops and Internet projects that can be completed in classrooms. Internet workshops are activities created by the teacher that can be completed during center time, using a website bookmarked by the teacher. Students work towards completing the assignment during the week and then have a “workshop” at the end of the week to share what they have learned. One suggestion provided for this was to complete an author study prior to reading books by a particular author. Internet Projects are on-line projects completed in collaboration with other classrooms in other states or countries. The author provided links to several sites that can be used to find others looking to complete collaborative projects. One of the sites epals.com provides teachers with an ability to collaborate based upon age/grade and specific topics and students with authentic writing opportunities. In my work, I see many teachers incorporating websites into instruction, however I have not seen children given the opportunity to complete Internet workshops or Internet projects. The Internet workshops and Internet projects seem like they would be highly motivating for students and would allow them to engage in authentic reading and writing activities 5

Online reading requires new comprehension skills as stated in the text, in order to critically evaluate the information located. When reading online, students should have a “healthy skepticism”. The authors suggest teaching this skill directly by holding weekly Internet workshops. At these workshops, “spoof sites” will be explored. The authors suggest that the reader explore “spoof sites” for his/herself. I did this and having never heard of them before, would definitely use them when teaching about discernment of information found online. I Googled spoof sites and found information about them, as found on Yahoovoices.com, spoof sites are suggested as being, “Hilarious or offensive, silly or disturbing, a good spoof site never fails to pop your eyes open and make you say, "WTF!" out loud”. Using these sites as a teaching tool is a great way to engage students and teach them about critically evaluating their online reading. Using blogs in the classroom was the next topic presented. Using blogs will help the students become authentic writers. Studies had shown that not only is reading comprehension different online, but writing is too. Teachers can use a protected site called Edublogs.org. The blogs here are advertising-free and password-protected so that only you and your students can view the material. To begin the blogging process, a teacher will sign up and then can post a thought prompt about a topic on their blog, and just allow the students to respond. Edublogs.org provides video tutorials and support if questions arise. 6. This article began stating that the poor do not get the computer exposure that well off students get. The poor lack online literacy skills because of this and the gap between learners increases. The article states: "Introduce new literacies, first, to your weaker readers and writers." The article says that this places weaker students in a position to regain interest in learning the content taught. The article provides an example of how a weaker learner is helped by a stronger learner. At the end, the article charges the teacher to be patient and explore the Internet. It also mentions that little steps can help teachers make use of resources in the classroom.