Using the Internet to Support K-12 Teaching and Learning

1. Using the Internet to Support K-12 Teaching and Learning Rachel A. Karchmer, Ph.D. Virginia Commonwealth University

2. Why is the Internet important for classroom teaching and learning? There has been a shift from a manufacturing economy to an information economy. An information economy necessitates the reinforcement of 4 skill areas (US Department of Labor, 2000). collaboration communication acquisition of information problem-solving

3. Why is the Internet important for classroom teaching and learning? New technologies may improve student achievement (Means et al., 1993; NCATE, 1997). Technology, such as the Internet, creates more active learning environments, supporting collaborative, student-centered classrooms (CEO Forum, 1999; El-Hindi, 1998).

4. What does research literature tell us about using the Internet?

5. The Internet influences literacy skills Networked information and communication technologies (ICT), specifically the Internet, introduce readers and writers to electronic texts that incorporate features not found in traditional written prose (Bolter, 1998; Reinking, Labbo, & McKenna, 1997)

6. The Internet influences literacy skills Electronic texts on the Internet are: interactive and malleable incorporate audiovisual features provide access to multiple resources produce alternative text structures (non-linear text)

7. Teachers must be provided staff development opportunities When reporting his results from surveying 2250 fourth through twelfth grade teachers about their Internet use, Becker (1999) stated, �Teachers who attend staff development activities are more likely to believe the Internet to be an essential classroom resource and more likely to use the Internet than other teachers, by a fairly large degree� (p. 19).

8. Teachers must be provided staff development opportunities Teachers have very little time during the school day to prepare for technology implementation. �On average, teachers have only ten minutes of scheduled preparation time for each hour they teach� (White House Panel on Educational Technology (1997, p. 23). Many educators use personal hours to prepare lessons.

9. Teachers must be provided staff development opportunities Hutinger (1995) studied technology preparation programs and identified six reasons why teachers did not use technology: Fear of the unknown and desire to maintain status quo. Apprehension about breaking or misusing equipment. Time constraints. Perceptions of themselves as incapable. Previous unsuccessful experiences with technology. Lack of support from peers.

10. Teachers must be provided staff development opportunities Hutinger (1995) studied technology preparation programs and identified five components of successful programs: trainers who recognized individual differences a variety of hands-on computer exercises time for students to engage in self-exploration opportunities to discuss problems/concerns global understanding that technology does not always work

11. Teachers must be provided staff development opportunities Yepes-Baraya (2000) created a model for evaluating in-service Internet programs. The model included five areas of examination.

12. Technology, Connectivity, and Access Criteria for evaluating: The availability of the Internet in classrooms/schools. Teacher and student access. The availability of home Internet connections for teachers.

13. Training Courses Criteria for evaluating: The degree of implementation of the training including number of courses offered, number of teachers involved. The degree of teacher satisfaction with the courses. The level of teachers� comfort with the Internet.

14. Specific curriculum models to integrate the Internet in the classroom and curriculum Criteria for evaluating: The availability of specific curriculum models for teachers to integrate the Internet in the classroom. Technical support and resources to achieve this end. The degree and quality of this implementation.

15. Mentoring and Support Criteria for evaluating: The degree to which mentors are supportive of the teachers. Whether the training and support services that mentors receive is sufficient to allow them to perform their duties.

16. Structural Changes Criteria for evaluating: The extent of which school administration makes time, resources,and support services available to teachers.

17. Recommendations for school administrators Devote a fair percentage of the school division technology budget to staff development. The US Department of Education (1999) has strongly recommended that at least 30% should be spent on teacher preparation. However, most school divisions invest approximately 6% (US Dept. of Education, 1999)

18. Recommendations for school administrators Think creatively about how to provide teachers with the time to attend and engage in technology professional development experiences. For example, since we know most proficient Internet users have Internet connections at home, schools may consider providing this service to their faculty to ensure accessibility to all.

19. Recommendations for school administrators Make at least one technology specialist available at each school. These positions can be shared by several schools. The important point is that teachers feel supported in their technology use.

20. Recommendations for school administrators Model Internet use in everyday activities. Teachers, parents, and students should see that school administrators are dedicated to making technology an integral part of the school environment.

21. Recommendations for classroom teachers Take advantage of professional development activities that will provide explicit instruction in how to integrate the Internet into existing curriculum.

22. Recommendations for classroom teachers Explore the instructional strategies and resources developed and posted on the Internet by other teachers.

23. Recommendations for classroom teachers Join professional development electronic mailing lists (listservs) to exchange insights about effective instructional strategies.

24. Recommendations for classroom teachers Be sure to engage students in developmentally appropriate activities when using the Internet.

25. Recommendations for classroom teachers Keep apprised of the latest issues in child safety to ensure a safe Internet environment in the classroom.

26. Recommendations for classroom teachers Invite parents into the classroom to provide additional support for students when using the Internet.

27. Using the Internet to Support K-12 Teaching and Learning Rachel A. Karchmer, Ph.D. Virginia Commonwealth University