Technology Connections: Instruction and Productivity · WebQuest Design ... A comprehensive report on handhelds can be accessed and downloaded at the SEIR*TEC ... Technology Connections:

Participant Manual

CIn

North Carolina Teacher A

Technology onnections: struction and

Productivity

Participant Manual

North Carolina Teacher Academy 200 Meredith Dr. Suite 201

Durham, NC 27713 Julia Kron, Director

cademy - Technology Connections: Instruction and Productivity 1

Participant Manual

Program Acknowledgement

This program and the original materials were developed by the following 2000 NCTA Technology Trainers:

Jeff Ertzberger

Glenn A. Gurley, Jr.

Susan W. Johnson

Carrie Kirby

Sharon Kilpatrick

Judith Thomas Ray

Diana F. Skinner

Karen H. Spake

Barb Thorson Revised 2001, 2002, 2003

North Carolina Teacher Academy - Technology Connections: Instruction and Productivity 2

Participant Manual

Table of Contents

Introduction4

Vision, Norms, Expectations Essential Question

Handheld Devices.10 Yahoo! Groups.25

Chatting Webpage Design...33 Graphic Editors42 WebQuest Design.46 Videoconferencing55 Video Production .....59

iMovie Movie Maker

PhotoJam...75 Video Essay...76 Evaluation of Technology Programs..78 Action Plan83 Resources...85

CPS Online Courses Harvesting Websites Web Policies/ Permissions Website Management


Participant Manual

North Car

Introduction

olina Teacher Academy - Technology Connections: Instruction and Productivity 4

Participant Manual

The Teacher Academy Vision:

Empowering Educators with the Tools of Technology

The North Carolina Teacher Academy for Technology seeks to empower school teams with the tools of technology that will potentially impact their students, their peers, and the world around them. The vision of the Academy is to enable educators to become more confident in the use of technology in order to enhance student-centered classrooms, to build communities of teacher-learners, and to open windows to a world of information and opportunities.


Participant Manual

Norms and Expectations

Start on time/end on time tion

blem solve

eedback

One meeting/one conversa Give things a provisional try Be flexible and willing to pro Support and encourage one another Help others learn Give one another f Have fun!!!


Participant Manual

The North Carolina Teacher Academy Professional Development for

Teachers by Teachers

The 2003 North Carolina Teacher Academy, Technology ced

is

Instructional tools

rencing

rs

Productivity tools ign

ent

Professional tools boration

rofessional action plan

Connections: Instruction and Productivity, provides advantechnology experiences for the schools technology leaders. Thprogram will include hands-on instruction in the following areas:

WebQuests Video Confe Video Production Handheld Compute

Webpage des Web site managem

Virtual Colla Creating a curricular/p


Participant Manual

Objectives

Participants will:

Use technology tools to design Internet-based curricular projects

Use the Internet to support and enhance productivity and

information access

Create instructional-based action plans


Participant Manual

Module: Framing the Essential Question Activity: Planning instruction for higher order thinking Introduction: Essential questions are those questions that require students to develop a plan or course of action or those questions that require students to make a decision. They are powerful and commit students to the process of critical thinking through inquiry. In order to answer an essential question, students are required to construct knowledge rather than just move it from one location to another. For example, a question such as What is cancer? requires students to move information from one point to another. Asking students to answer this type of question gives students the license to plagiarize. ( David Jakes, 2002) Instead of asking students what cancer is, an essential question might be framed that would ask students to develop a plan that would reduce the likelihood of their developing cancer. Jamie McKenzie further clarifies the role of essential questions as those that are deeply probing and offer an organizing focus for a unit of study. For example if students in a U. S. History class are going to spend a month studying the events of the Civil War, essential questions that might frame that study could include

How could political issues or ideas ever become more important than family loyalties? Some say our country remains wounded by the slavery experience and the Civil War. In

what ways might this claim be true and in what ways might this claim be untrue? Provide evidence to support your case.

How can countries avoid the kind of bloodshed and devastation we experienced during our Civil War?

In what ways are civil wars that are taking place in other countries today like the American Civil War?

Essential questions generate a list of subsidiary questions that can be developed during a brainstorming process with students. Software such as Inspiration is useful in the brainstorming activity because it allows us to move our thoughts around until they are grouped with other like thoughts. In planning a unit of study on which to work this week, you are encouraged to develop an essential question that will be the driving focus of the unit Writing Essential Questions


Participant Manual

North Carolina Teac

Handheld Devices

her Academy - Technology Connections: Instruction and Productivity 10

Participant Manual

Handheld Computers While most of us are now dependent upon the use of computers in our everyday lives, we simply dont have the brawn to carry around a desktop as we move about our workspace. Notebook computers help address this problem but they remain pricey. Wouldnt it be great to have a truly portable device that was unobtrusive, highly portable and affordable? Welcome to the world of handheld computers! Through theyve been around for many years, the education field has been reluctant to purchase, viewing them as frills or gaming devices. Educators havent taken the time to really examine handhelds and to explore their possibilities. Fortunately, there have been some trailblazers who have seized the opportunity to use handheld computers in the classroom and have been willing to share that information with us. Tony Vincent, a fifth-grade teacher in the Millard Public School District in Omaha, Nebraska, has developed one of the best educational handheld computer web sites. Planet 5th contains a wealth of resources including testimonials and tutorials created by students to describe their experiences in working with handhelds. They used iMovie to create a video user manual fthe Palm m505 as wellas demonstrations of several applications. They also wrote essays detailing why or why not handheld computers are appropriate for use in the school classroom. Visit them at

or

http://www.mpsomaha.org/willow/p5/handhelds/index.html to view these resources. The site also includes numerous links to journal articles discussing handheld computers and links to handheld resources.


http://www.mpsomaha.org/willow/p5/handhelds/index.html

Participant Manual

Palm OS Current statistics indicate that over 70% of the handheld computer market utilizes the Palm Operating System. The entry-level units (around $99) are less expensive than the low-end Pocket PC devices, contributing to their widespread appeal. The user interface is intuitive, enabling most users to quickly master the essentials. Because of its bare bones programming design, the Palm OS is very stable. Some researchers state that there are more than 13,000 Palm OS applications available or in development. Wireless connectivity through Bluetooth and 802.11b is becoming more readily available. Current manufacturers include Palm, Handspring, and Sony. Palm OS Basic Applications (included with each handheld)

Address Book Enter names, addresses, phone numbers (work-home-mobile), web addresses, notes and place them in distinct categories

Date Book Keep track of meetings, appointments, assignments, duties; set alarms to remind you

Memo Pad Write reminders to yourself and have them readily at hand

Note Pad Write directly on the screen rather than in the graffiti area. Youre can scroll down four screens before running out of room.

To Do List Keep track of what you are supposed to do and prioritize them

The following websites provide great resources for education and the Palm OS. Education @ Palm http://www.palm.com/education Learning in the Palm of Your Hand - http://www.handheld.hice-dev.org/ Why handhelds? - http://educatorspalm.org/ http://www.concord.org/research/handhelds.html http://www.remc11.k12.mi.us/bcisd/classres/mobile.htm http://www.education.wichita.edu/m3/mobility/handhelds/ education.htm. Lesson Plans - http://palm.atu.edu/lessons.htm Discussion Groups: http://www.brighthand.com http://www.palminfocenter.com Software http://www.handango.com http://www.palmgear.com


http://www.palm.com/educationhttp://www.handheld.hice-dev.org/http://educatorspalm.org/http://www.concord.org/research/handhelds.htmlhttp://www.remc11.k12.mi.us/bcisd/classres/mobile.htmhttp://www.education.wichita.edu/m3/mobility/handhelds/education.htmhttp://www.education.wichita.edu/m3/mobility/handhelds/education.htmhttp://palm.atu.edu/lessons.htmhttp://www.brighthand.com/http://www.palminfocenter.com/http://www.handango.com/http://www.palmgear.com/

Participant Manual

http://www.mobimate.com http://www.pdaed.com http://www.tucows.com A comprehensive report on handhelds can be accessed and downloaded at the SEIR*TEC web site. http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf Adobe Acrobat .pdf file on this CD. A group of educators including Elliot Soloway of the University of Michigans Hi-CE initiative has produced a wonderful book, Palm Handheld Computers: A Complete Resource for Classroom Teachers. Its available from ISTE Publications. The NCTA has been able to secure Palm OS handheld computers for participants to use during its summer program.


http://www.mobimate.com/http://www.pdaed.com/http://www.tucows.com/http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf

Participant Manual

Pocket PC If youre familiar with Microsoft Windows, youll be at home in the Pocket PC world. The interface looks and feels a lot like the familiar Windows desktop with pop-up menus and a menu at the bottom of the screen. Pocket PC handhelds come with much more memory than Palm OS units, due to the requirements of running its more robust operating system. They used to be far pricier than Palm OS models but Dell has introduced an entry-level unit for $299. These models also play MP3s while most Palm OS devices require an adapter. Many units accept wireless cards, providing for both Bluetooth and 802.11b wireless connectivity. Leading manufacturers are HP (now that HP has bought Compaq, it offers the iPAQ), Toshiba, and Dell. At this writing, the Pocket PC does not interface out of the box with a Macintosh but third-party vendors have produced software that synchronizes with newer Macintosh operating systems.

Pocket PC Basic Applications (included with each handheld)

Word Excel Outlook Media Player Microsoft Money Microsoft Reader (for electronic books)

The following web sites provide Pocket PC resources. http://4-pocketpc.com/ http://www.pocketpcsummit.com/ http://www.tucows.com/ http://www.ziplink.net/~zippy/pocketpc/software.shtml http://www.pocketpcmag.com/ http://www.pocketpcpassion.com/default.htm http://www.pocketpccity.com/ http://www.pocketpcthemes.com/ http://www.ppcw.net/ The debate as to whether one should purchase Palm OS or Pocket PC is similar to the PC vs. Macintosh debate. Both handheld platforms have strengths and are being used in educational settings.


http://4-pocketpc.com/http://www.pocketpcsummit.com/http://www.tucows.com/http://www.ziplink.net/~zippy/pocketpc/software.shtmlhttp://www.pocketpcmag.com/http://www.pocketpcpassion.com/default.htmhttp://www.pocketpccity.com/http://www.pocketpcthemes.com/http://www.ppcw.net/

Participant Manual

Stylus used to tap icons to activate them or to enter graffiti.


Participant Manual

Setting up the Handheld When you turn on a handheld for the first time (or after its had a hard reset of data) youll work through an initial set-up process. Digitizing Following the on-screen prompts, youll

use the stylus to tap each designated area. This lets the handheld get a feel for your touch.

Time and Date Set-up in sequence.

1.

2. 3.

While a comprehensive tutorial would include copious pages, the following tips

should help you work with handheld computers during this weeks session.


Participant Manual

Entering Text There are at least five ways to enter text on a Palm OS handheld. 1. The On-Screen Keyboard

2. The External Keyboard

3. Beaming

4. Synchronizing (HotSync Operation)

1. The On-Screen keyboard is activated by tapping the ABC icon in the lower left corner of the graffiti screen. 2. External keyboards are purchased separately or as part of a bundle. 3. Infrared ports allow users to beam information between units. 4. Attaching the handheld to a computer lets you pass information between the two devices called a HotSync operation. 5. Graffiti is a shorthand form of writing that lets you enter information directly into the handheld.

5.


Participant Manual

All graffiti is entered on the small screen at the bottom of the unit. There is a natural tendency to write in the large screen area, but this is the Application window. Once you open an application, such as Date Book, and begin to enter data in the Graffiti area, you will see it appear in the Application window. Hold the stylus as you would hold a pen and write directly on the screen. Letters are entered on the left side of the Graffiti area and numbers are entered on the right. The Palm OS has a built-in Graffiti tutorial that you can access by selecting its icon in the Application window.

Graffiti area

Letters and Numbers Navigation Punctuation

The Planet 5th web site has a video tutorial demonstrating text input. Access it at http://www.mpsomaha.org/willow/p5/handhelds/howtos1/input.html .


http://www.mpsomaha.org/willow/p5/handhelds/howtos1/input.html

Participant Manual

Memo Pad Tapping the appropriate icon in the Application window launches the Memo Pad. Once it is open, you can review previous memos you have created or begin a new one by clicking the New button at the bottom of the screen.

When the new memo screen opens, the cursor will be automatically placed in the top right corner. You fill in the memo by using Graffiti or the on-screen keyboard to type. When you are finished, tap the Done button at the bottom of the window. Youll return to the Memo screen where youll see your new memo added. Memos take their title from the top line of text and are listed in alphabetical order.

If you need to add information to your memo, tap on its title to re-open it and tap with your stylus where you want to insert your text. To delete a Memo, open it and then tap on the Memo Menu Bar in the upper left corner of the screen. Choose Delete from the drop-down menu.

To Do List The To Do application works in a manner similar to the Memo Pad. It may be launched either by pressing its Hard Button on the handheld or tapping on its icon in the Application Window. To Do lists may be prioritized. After selecting the New button to create a new item, the number 1 will automatically be assigned to it (indicating its top priority.) You can tap on the number to change to reflect priorities 1-5. To Do list items are displayed according to their assigned importance.


Participant Manual


Address Book While the Palm OS allows users to perform a HotSync operation with outside email applications such as Outlook, it has its own built-in Address Book program. Launch the Address Book by either pressing its Hard Button or by tapping the appropriate icon in the Application window. Tap the New button at the bottom of the screen to add a new address.

The Address Edit screen begins with the contacts last name and progresses through several fields. Notice the up and down arrows in the bottom right corner of the screen. This indicates there are additional fields that can be utilized. When youve finished entering data, tap the Done button to return to the Address Book main screen. Addresses are filed in alphabetical order, according to

the last name of the contact. When a contact is open in the Address Book, you can tap the Menu Soft Button and activate two items with drop-down menus. Record lets you duplicate, delete or beam your note while Options lets you change the size of your font or rename a field inside your record. For instance, if your students were filling out information in your Address Book, you might want to include a Hobbies field. When you enter your own information you have the opportunity, in the Record area to designate this data as your business card. Activate Record, Select Business Card. You can then beam your business card to other handheld computer users.

Participant Manual

Date Book The Date Book is activated by clicking on its icon in the Launcher window or by pressing its Hard Button near the bottom of the unit. It has four views: Day, Week, Month, and Agenda. There is an icon at the bottom of each screen that lets you easily

an also change views by repeatedly pressinthe Date Book Hard Button.

an also change views by repeatedly pressinthe Date Book Hard Button.

switch views. You c

o make an entry in the Date Book you must be in the Day view. Tap with the Stylus to the

r On-elf,

he Details button gives you additional features, letting

ch views. You c

o make an entry in the Date Book you must be in the Day view. Tap with the Stylus to the

r On-elf,

he Details button gives you additional features, letting

g g

Da TT

right of the time for which you want to set up an appointment. You can then use the Graffiti pad oScreen Keyboard to enter text. If you tap on the time itsyoull bring up another window that lets you specify both start and end times or indicate that the appointment lasts allday.

right of the time for which you want to set up an appointment. You can then use the Graffiti pad oScreen Keyboard to enter text. If you tap on the time itsyoull bring up another window that lets you specify both start and end times or indicate that the appointment lasts allday.

TTyou set an alarm to remind you of the appointment. you set an alarm to remind you of the appointment.

y Week Month Agenda


Participant Manual

Note Pad If you need to jot something down quickly, Note Pad is perfect. It captures your normal handwriting as you write directly on the screen. Note Pad allows you to write in the Application Window, rather than in the Graffiti area. Launch Note Pad by pressing its Hard Button or by tapping its icon in the Application Window.

Notice that there is a scroll bar extending up and down the right side of tscreen. You can use this to move down in order to write additional information. Each note will hold about four screens worth of data. You can tap the pencil icon and a window will pop up allowing you to select thin or thick pencil lines. There is also an eraser that lets you get rid of unneeded information.

he

When youre finished, tap Done to return to the Note Pad main screen.


Participant Manual

Beaming This handy utility lets you pass information from one handheld computer to another via infrared ports. These ports are usually located at or near the top of a device.

To create a successful beam the units must be on the same geographic plane and within three feet of each other. Beaming possibilities are endless. You can beam your business card, an address, an appointment, a memo, etc. You can beam individual applications. You can beam entire categories, i.e., Games, Utilities. To Beam:

1. Both the sender and receiver turn on their handheld computers.

2. The Sender activates the Menu by either tapping on the Menu Hard Button or by tapping the Menu Bar at the top of the screen.

3. In the next step the Sender selects Beam Address, Beam Event, Beam Application, etc.

4. The units should be on the same plane and within the necessary distance. The Receiver will have the option to accept or reject the item. Answer Yes or No.


Participant Manual

The HotSync Operation While Beaming lets us transfer information from one handheld computer to another, the HotSync operation moves data back and forth between a handheld and a desktop/notebook computer. This provides a safety net as your information is stored in two separate locations. Three things are required for the HotSync operation:

1. A HotSync cradle or cable

HotSync Button

2. A PC or Macintosh

computer

3. Palm OS Software

4. After installing the software on your computer, you have the option of Synchronizing files, letting the handheld overwrite whats stored on the computer, or letting whats on the computer overwrite the data on the handheld.

5. Press the HotSync button on your cradle or cable and the data is transferred.

6. If you locate an application on the Internet you want to install on your handheld, download and install it on your desktop/notebook computer. It will then be installed during your next HotSync operation.


Participant Manual

Nor

Yahoo! Groups

th Carolina Teacher Academy - Technology Connections: Instruction and Productivity 25

Participant Manual

Module: Yahoo! Groups Activity: User Guide for Week Introduction: Groups.com provides a gathering place on the Internet for groups to send and receive emails, schedule meetings, share files and photos, or have private group chats. It is an excellent vehicle for internal communication and collaboration. Accessing http://groups.yahoo.com/ allows users to create free Yahoo! Groups.

Components of Yahoo! Groups: Group Email Fast and easy email lists:

Send one email to the whole group by typing just one message

Manage the group with complete control and flexibility

Receive email or view a complete history of group messages on a Web bulletin board.

Group Calendar Access the group calendar from anywhere:

Schedule meetings and events Send automatic email reminders Overlay personal and group calendars to

see everything at once Use the Calendar or Polling functions to

set up an online meeting

Group Document Files Store/share up to 20 megs of files securely:

Share photos, MP3s, team rosters, class assignments or any other group document

Add documents with one click Get anytime, anywhere access to

files

Group Chat Chat to group members for free:

Schedule a group chat in a private chat room

Bookmarks Link to Internet resources (URLs) with

descriptions of sites Group Information

Update to current group description, upcoming events

View member information which includes email addresses and contact information

Database Create multiple databases Contains up to 10 fields that can be

sorted in ascending/descending order

Polls Create polls for feedback from

members for team consensus

Access Control: Moderator controls who has access. Anytime/anywhere access 24-hour access from any Internet

browser anywhere in the world via a password-protected Web-site


http://groups.yahoo.com/

Participant Manual

Starting a Yahoo! Groups Go to the Yahoo Group Home Page http://groups.yahoo.com/ Click on Start a new group! Enter your email address Type in your group name, groups e-mail address, a brief description, and answer

some additional specifics about the group Enter the email addresses of the people you'd like to include in your group Enter a welcome message and invite members and you will receive a message that

the group has been created and the next steps you may wish to take. Adding a database to a Yahoo! Groups database

From the Yahoo Group Home Page, click My Space Select the group to which you will upload the file Click Database Under name, click on the selected database Choose a blank or prepared template Edit/Add database information and fields Click on Create Table

Adding a record to a Yahoo! Groups database

From Yahoo Group Home Page, click My Space Select the group to which you will upload the file Click Database Under name, click on the selected database Click Add Record Enter information into the fields and then click Add Record To print, click on Printable Report Click on File on the Menu Bar and select Print

Editing a record in a Yahoo! Groups database

From Yahoo Group Home Page, click My Space Select the group that contains the database Click Database Under name, click on the selected database Click Edit beside the record that is to be modified Enter information into the fields and then click Save Record To print, click on Printable Report Click on File on the Menu Bar and select Print

Uploading files

From the Yahoo Group Home Page, click My Space Select the group to which you will upload the file Click Files If you wish to create a folder in which to place the file, click Create Folder. Then

click on the folder to enter the file. Click Add File


http://groups.yahoo.com/

Participant Manual

Click Browse... to select the file from your computer Click Upload File, and you're done!

Chatting on Yahoo! Groups (PCs only at time of printing)

From the Yahoo Group Home Page, click My Space Select the group to which you will upload the file Click Chat Note the Chatters in the room Type chat in window beside Send, press Send to send Note preferences and emotions above Send use them to customize your chat If a private messages needs to be sent, right click on the members name and

another window of selections appears. If Private Message is selected, an additional window will pop up for the chat

Adding a Bookmark

From the Yahoo Group Home Page, click My Space Select the group to which you want to add a bookmark Click Bookmark

Add Bookmark Title URL Description

Click Add Bookmark Folders for bookmarks can also be created

Click Add Folder Title Description

Creating a Poll

From the Yahoo Group Home Page, click My Space Select the group to which you will answer a poll Click Create a Poll Enter Questions and Choices Select additional options Click on Create Poll

Participating in a Poll

From the Yahoo Group Home Page, click My Space Select the group to which you will answer a poll Click Poll Answer Poll and click Submit


Participant Manual

Module: Discussion Forum Activity: Participants will read the article Using Handhelds in Schools Questions for reflection:

Do you work in a school that has handheld computers?

What is the potential for the use of handheld computers in your school?

Where could handheld computers be used most effectively?

How would you personally use handheld computers in your classroom?

What do you see as some of the pros and cons for using handheld computers in your school?

Participants should be ready to share with other participants in a chat room. How to Participate in a Chat Room Discussion

Have you ever sent a letter to someone and waited days or even weeks for a reply? Would you like something faster? You could try email. With email you generally only have to wait minutes or maybe hours. Not fast enough? Maybe you want a reply NOW. Thats exactly what you get with chat room discussions. Chat room discussions happen in real time. This means that participants are online at the same time interacting with each other. Just what are chat room discussions? They are real time sessions in which people communicate. Chat room discussion topics can focus on most anything. Generally, they have moderators facilitating the sessions. Participants share their ideas by entering them on their keyboards and sending them to a central server that all participants access and see at the same time. Before you can enter a chat room discussion, you may need to download and/or install chat software. There are a number of common chat formats such as mIRC, Ircle, ICQ, AOL Instant Messenger, Yahoo Chat, and Microsoft Chat. Particular chat host sites will let you know what software you need to use and how to set up your system to chat. In the mean time, there are some basics of chatting that you should know:

Use proper netiquette. Make sure your keyboarding is pretty good. Learn some common shorthand and smileys. Find chat rooms to participate in.


Participant Manual

Monitor a group for a while before jumping in. Dont give out personal information. Allow others to have their say. Let others know youre going to exit.

A closer look

Use Proper Netiquette The term netiquette comes from putting together Net (short for Internet) and etiquette (a code of proper behavior). So, netiquette refers to proper etiquette on the Internet. Basically, it means being polite to others as well as following generally accepted rules related to composing and responding to correspondence on the Web. Make Sure Your Keyboarding Skills Are Pretty Good Chat discussion participation involves keyboarding in real time, so brush up on your keyboard skills. People shouldnt have to wait for you to hunt and peck. You dont have to be super fast, just moderate. Learn Some Common Shorthand and Smileys

Since chat discussion participation requires text entry on keyboards, people have developed shorter ways of saying many things. A word like "see" could be entered simply as "c," or "you" as "u." This is called shorthand. Shorthand can come in handy to speed you up. Make sure, however, that your shorthand is easy to understand.

Its not possible to hear the tone of someones voice by reading his or her words. But there are ways to let your tone come across. One way is to use all caps, which is interpreted as shouting and is not polite. If you want to show emotions, try using smileys (also called emoticons). These are little, sideways faces constructed with keyboard characters. They allow you to express your emotions:

happy :-), winking ;-), playful surprised :-O, sad :-(, or even angry :-

Participant Manual

Monitor a Group for a While before Jumping In Its a good idea to monitor a chat discussion before jumping in with your thoughts. Often there are accepted conventions to learn that are specific to a particular discussion or group. Also, you need to take some time to find out whats going on, whats being said, and whos who. Dont Give Out Personal Information All you know about other participants of chat room discussions is what they choose to present to you. You dont necessarily know who they really are or why they are participating. So, its best not to give out personal information about yourself, your address, phone number, or your finances especially your credit card number. An exception could be a particular group that has a membership fee. In any case, always use caution on the Internet. Allow Others to Have Their Say You may have important points to share during a chat discussion. Other participants probably also feel that way about themselves. Share the time. Allow others to have their say too. Let Others Know Youre Going to Exit It is polite to let other participants know that you are going to exit a chat room before the end of the session. This gives others the opportunity to respond to any points youve made. Dont blast in, flame someone (a vicious, sarcastic, or mean-spirited comment or reply), and disappear. Remember to conduct yourself following proper netiquette.

Explore! More Information on Participating in Chat Room Discussions For more about chat rooms or participating in chat discussions, you can check out the Web sites listed below. iCQ: Buddy List Software http://www.icq.com/ iCQ makes it easy for students and teachers to build buddy lists of only those online users with whom they wish to communicate.


http://www.icq.com/

Participant Manual

Inter-Links: Discussion Resources http://alabanza.com/kabacoff/Inter-Links/talk.html The Internet provides a wide range of resources for interacting with others. The most popular are listed at this site.

AOL Instant Messenger Web Chat Rules & Etiquette http://www.aol.com/community/rules.html Read up on the complete list of Web chat rules and etiquette at this site. Internet Relay Chat - IRC http://www.mirc.co.uk/irc.html Internet Relay Chat (IRC) is one of the most popular and most interactive services on the Internet. Read further to find out how you can get connected. Basic Email/Chat Netiquette http://web3.foxinternet.net/mwilder/basics/netiq.html Did you know that it is considered rude if you type in all capital letters in an email or a chat room? Uncover several netiquette rules at this site. AOL.com: All Chats http://www.aol.com/community/chat/allchats.html Here you'll find over a hundred chat rooms on a huge variety of topics - come on in! You'll need the newest version of AOL Instant Messenger to be able to join Web Chat Rooms. Talk City http://www.talkcity.com/ Talk City aims to bring people together in a culture of etiquette and respect to have vibrant and fair discussions about the issues of our time in a way that celebrates intelligence, friendship, difference, sameness, the past and the future. Yahoo! Chat! http://chat.yahoo.com/ Join thousands of people chatting live right now! Choose any of the categories that interest you to link to a chat room.


http://alabanza.com/kabacoff/Inter-Links/talk.htmlhttp://www.aol.com/community/rules.htmlhttp://www.mirc.co.uk/irc.htmlhttp://web3.foxinternet.net/mwilder/basics/netiq.htmlhttp://www.aol.com/community/chat/allchats.htmlhttp://www.talkcity.com/http://chat.yahoo.com/

Participant Manual

Webpage Design


Participant Manual

Module: Webpage Design

In the past, it would have taken someone with a lot of time and a lot of knowledge to create a web page. However, in the past the past several years a lot of progress has been made with software that makes it easy to create a web page. Today, if you can use a word processor, you can create a web page.

Web pages are written in a language known as HTML. Your browser (Internet Explorer, Netscape Communicator) reads this language and displays it on your computer. Learning HTML was tedious and time consuming. An easy way to see what HTML looks like is to open Netscape Communicator, click on View and select Page Source.

Today it is possible to use Netscape Communicator, or other WYSIWYG (what you see is what you get) programs to create a web page without a knowledge of HTML. This software appears to function much like a word processor. You type in what you want your web page to say, and the program takes care of adding the HTML components. These editors have taken easy web page creation to a level where anyone can create incredible looking web pages in a short amount of time. There are many commercial WYSIWYG programs available. These include, but, are not limited to Adobe PageMill, Front Page, and Claris Home Page. All of these programs are available in Mac and Windows platforms. We will be using Netscape Communicator because it comes with a free WYSIWYG editor for web pages. If you want a few more features and little more power, you may want to consider using one of the commercial products available. All have their own look and feel, however they all work basically alike. If youre interested in them, several of them have demo versions you can download and try from the Internet.

We will now use Netscape to create a web page about chocolate.


Participant Manual

Chocolate Indulgence Home Page Hi, you have located the most tastiest web site on the net. As a chocoholic I have devoted numerous hours to finding the best chocolate information and sharing it with you. Bookmark my web page and then you can easily return anytime the sudden need for chocolate overwhelms you. You can visit these pages and enjoy chocolate in many forms virtually. The best part of all! - is that you consume NO calories.

My Favorite Chocolate: Hershey Kisses with Almonds Milky Way Almond Joy

Some of my Friends enjoying chocolate:

My favorite web sites: 1. Theme Park 2. Favorite Vacation Destination 3. Self Help Site 4. Culture Awareness 5. Movie Not To Be Missed

Ill be chatting about chocolate indulgences:

Time Date 6-8 pm December 1 10-12 pm December 3 5:30-7 pm December 5


http://www.hersheys.com/chocworld/index.htmlhttp://www.ghirardellisq.com/index2.htmlhttp://www.chocoholic.com/http://www.godiva.com/http://www.miramax2000.com/chocolat/index.html

Participant Manual

Create a Web Folder

Create a folder to keep everything associated with your web page. You will keep the page and any pictures you are using there.

Open a New Page

First, launch Netscape. You do not need to be hooked up to the Internet. Once the program starts go to the File menu and click on New. Then move over to the right and choose Blank Page.

You should now have a blank gray screen. It will look similar to a word processing page. This is the blank page we will be typing on.

The buttons

Let's start with the top row of buttons:

1 Opens a new page. 2 Opens a previously created page. 3 Saves a page. 4 Publishes your pages. 5 Allows you to view the page in Netscape. 6 Cuts a picture or text item. 7 Copies a picture or text item. 8 Pastes a picture or text item. 9 Prints the current page. 10 Finds a text item in a page. 11 Inserts a link on a page. 12 Inserts a target on a page. 13 Inserts a picture on a page. 14 Inserts a horizontal line. 15 Inserts a table. 16 Checks your document spelling.

Look at the bottom or second row of menu buttons.

1 Paragraph Style 2 Font Size 3 Font Color 4 Bold Type 5 Italic Type


Participant Manual

6 Underline Text 7 Remove all Styles 8 Bulleted List Button 9 Create Numbered List Button 10 Indent Left 11 Indent Right 12 Text Alignment (Left, Right, Center)

Type All Text

Type in all the text for the page. Formatting can be done at anytime. Just as in word processing the text will wrap at the end of a line. Press enter only when you want your text to begin a new paragraph.

Edit the Text

Check spelling, change text styles, and setting text colors.

Choose the Spell Checker from the tools menu. This works like other spell checkers.

Highlight the first two rows of the page. Click on the alignment tab and drag down to select center. While these rows are still highlighted, click on the Bold button to make the text bold and click on the size button and drag down to change the font size to 18.

Click off the text to un-highlight.

Highlight the words, My Favorite Chocolate. Make the words bold. Change the font size to 14. Change the color of the font to brown. Click on the font color button from the second row of menu buttons. From the boxes that appear choose brown as our color.

Highlight the words, Some of my Friends enjoying chocolate. Make the words bold. Change the font size to 14. Change the color of the font to brown. Click on the font color button from the second row of menu buttons. From the boxes that appear choose brown as our color.

Now, highlight the words, My favorite web sites: Make the words bold. Change the font size to 14. Change the color of the font to brown. Click on the font color button from the second row of menu buttons. From the boxes that appear choose brown as our color.

Highlight the three items in My Favorite Chocolate section. Click on the Bulleted List Button one time to bullet this list. While the list is highlighted, click on the Indent Right button.


Participant Manual

Horizontal Lines

Highlight the three links in my favorite web site section. Click on the Create Numbered List Button, one time to add numbers to your list. While the list is highlighted, click on the Indent Right button.

Click after the line, Chocolate Indulgence Home Page. Press enter or return. Click once on the horizontal line button.

Graphics

Click after the line, Some of my Friends enjoying chocolate. Press enter or return. Click one on the insert image button. In the box that appears, click on the Choose File button. When the open file box appears, choose my documents then my pictures. When you see the friends.gif file, double click to choose it. Click OK in the box.

You should now see a picture of Friends on your web page.

Hypertext

Highlight the name of the first web site entitled "Theme Park". Go to the Menu Bar and click on Insert. Select Link. The Link Tab should be in front. Type Chocolate Worlds url address in the box. The Yahooligans address is http://www.hersheys.com/chocworld/index.html

Highlight the name of the second web site entitled Favorite Vacation Destination. Click on the link button at the top of the page. The Link Tab should be in front Type Ghirardelli Squares address in the box. The Ghirardelli Squares URL address is http://www.ghirardellisq.com/index2.html

Highlight the name of the third web site entitled Self Help Site. Click on the link button at the top of the page. The Link Tab should be in front. Type Chocoholics address in the box. The Chocoholic URL address is http://www.chocoholic.com Highlight the name of the fourth web site entitled Culture Awareness. Click on the link button at the top of the page. The Link Tab should be in front. Type Godiva Chocolates address in the box. The Godiva Chocolates URL address is http://www.godiva.com Highlight the name of the fifth web site entitled Movie Not To Be Missed. Click on the link button at the top of the page. The Link Tab should be in front. Type Chocolats address in the box. The Chocolats URL address is http://www.miramax2000.com/chocolat/index.html

Background Color

To select a background color, click on the Format menu. Select Page Properties. Click once on the radio button beside Use Custom Colors. Click on the gray box beside Background color. Choose a pale color (yellow works well) for your background. Click on OK


http://www.hersheys.com/chocworld/index.htmlhttp://www.ghirardellisq.com/index2.htmlhttp://www.chocoholic.com/http://www.godiva.com/http://www.miramax2000.com/chocolat/index.html

Participant Manual

Tables

Tables are an easy way to line up information. Lets add a table to our page. Click after Movie Not To Be Missed. Press Enter 2 times. Type, Ill be Chatting about chocolate indulgences. Press Enter 2 more times. Go to the top of the page and press the Create Table Button once. Notice that you can choose the look of your table. Choose 4 rows and 2 columns. Click in the first table. Type Time. Press Tab. Type Date. Press Tab. Type 6-8 pm. Press Tab. Type August 15. Press Tab. Type 10-12 pm. Press Tab. Type August 20. Press Tab. Type 5:30-7:00 pm. Select Ill be chatting about chocolate indulgences, Change the font color to 14, Bold and brown. Select the words Time and Date. Click to change the font to Bold. Center the Text. Targets Targets are links within a page. Click after the paragraph. Type Chocolate (Tab, Tab), Friends (Tab, Tab), Web Sites (Tab, Tab), Chat Times. Highlight and center this row. Click in front of My Favorite Chocolate. Go to Insert in the Menu bar and select Target. Name this target Chocolate. Click OK. Click in front of each of the other brown headings. Name each target as above. Highlight the word Chocolate (under the paragraph). Click on the Link button. Type the target name, Chocolate. Do each of the other targets the same way.

Text and Page Tips

Tip 1 - Remember your goal. You want to create pages that are eye catching and provide good concise information.

Tip 2 - Keep the same theme. If your web site has many pages, then having the same borders, headers, and footers will make for ease of Navigation. Use the same buttons for moving forward or back, and for returning to a home page. Keep hypertext the same color all the way throughout.

Tip 3 - Get to the point. Make the most important parts of your pages the most obvious. People want to find information and go. So give it to them!

Tip 4 - Keep it small . People don't like waiting an hour while your fancy picture at the top of every page comes in. Keep text to no more than one page, and keep the pictures down to 2 small pictures per page, or one large picture per page


Participant Manual

Graphics Tips

Tip 1 - Know your Format. Save your pictures as a GIF or JPEG. If your paint program cannot save pictures in this format, you can download one of these shareware programs: Graphic Convertor = Mac (http://download.cnet.com/downloads/0-10220-108-16392.html?tag=st.dl.10220.upd.10220-108-16392) , and Paint Shop Pro = Windows. (http://download.cnet.com/downloads/0-10077-108-17446.html?tag=st.dl.10077.upd.10077-108-17446 )

Tip 2 Animated GIFs. Little moving cartoons for your web page.

Some web sites for animated GIF's are:

Yahoo's directory of Animated GIF's (http://dir.yahoo.com/Arts/Visual_Arts/Animation/Computer_Animation/Animated_GIFs )

Nova Soft's CD of Animated GIF's. (http://www.novadevcorp.com/index.html )

A Home for your Site...

Ive made this fantastic web page, where do I put it on the Internet.

1. Check with your ISP. Most Internet service providers now give free web space with every account.

2. Many companies sell web space on their servers.

3. Many companies give space away for free. (More information is in Web Site Maintenance.)

Once you set up an account with any of the above providers they will give you an address of a web server, a username, and a password.

The web page construction resource page Below are some sites with great web building tutorials. Netscape Composer for People who Love the Beach for Macs (http://www.esd.k12.ca.us/LeyVa/ComposerTutorial/beach.html) WebDiner - (http://www.webdiner.com/webadv/index.htm) Builder.Com (http://home.cnet.com/webbuilding/0-3880.html ) Developer.Com (http://www.developer.com/)


http://www.download.com/Mac/Result/TitleDetail/0%2C4%2C0-47597%2C501000.htmlhttp://download.cnet.com/downloads/0-10220-108-16392.html?tag=st.dl.10220.upd.10220-108-16392http://download.cnet.com/downloads/0-10220-108-16392.html?tag=st.dl.10220.upd.10220-108-16392http://www.download.com/PC/Result/TitleDetail/0%2C4%2C0-47769%2C501000.htmlhttp://download.cnet.com/downloads/0-10077-108-17446.html?tag=st.dl.10077.upd.10077-108-17446http://download.cnet.com/downloads/0-10077-108-17446.html?tag=st.dl.10077.upd.10077-108-17446http://dir.yahoo.com/Arts/Visual_Arts/Animation/Computer_Animation/Animated_GIFs/http://dir.yahoo.com/Arts/Visual_Arts/Animation/Computer_Animation/Animated_GIFshttp://www.novadevcorp.com/index.htmlhttp://www.novadevcorp.com/index.htmlhttp://www.esd.k12.ca.us/LeyVa/ComposerTutorial/beach.htmlhttp://www.webdiner.com/http://www.webdiner.com/webadv/index.htmhttp://www.builder.com/http://home.cnet.com/webbuilding/0-3880.htmlhttp://www.developer.com/http://www.developer.com/

Participant Manual

Inserting a Video in Front Page Add a video

1. In Page view, position the insertion point where you want to insert a video.

2. On the Insert menu, point to Picture, and then click Video.

3. Browse to the video file and select it.

4. Set the properties for the video.

How to do it

Right-click the video, click Picture Properties on the shortcut menu (shortcut menu: A menu that shows a list of commands relevant to a particular item. To display a shortcut menu, right-click an item or press SHIFT+F10.), and then click the Video tab. Do one or more of the following:

o To play the video whenever the page is loaded in a site visitor's Web browser, select the On file open check box.

o To play the video whenever a site visitor moves the mouse over the video, select the On mouse over check box.

o In the Loop box, enter the number of times you want to play the video, or select Forever for continuous play.

o To set a delay between playbacks, enter the delay time in milliseconds in the Loop delay box.

Note Some Web browsers do not support video.


Participant Manual

s

North

Graphic Editor

Carolina Teacher Academy - Technology Connections: Instruction and Productivity 42

Participant Manual

Free Graphic Editor - IrfanView Introduction: IrfanView is a freeware program available from the Internet. IrfanView is a compact, easy to use image viewer for the Windows Platform. More than that, you can also edit images directly in IrfanView, to produce a variety of effects and create slideshows. IrfanView is on the resource CD for you to install on your computer at school and home.

Activity:

Open IrfanView Click on File, Open to open picture To crop picture, Right click on picture and drag to select, click on Edit, Crop,

Click on Image, Brightness, drag bar to change Brightness To Resize picture, click on Image, Resize and make selection Click on Image, Information to view Name, Compression, Size, Colors, Current

Memory Size To Convert many graphics/pictures at one time, click on File, Batch Conversion,

then Add to Files. Under Output format, select extension and click on Start. To create slideshow, click on File, Slideshow. Click on Look In to locate

pictures. To add pictures to the slideshow, click on Add All, and then click on Play. You can also change Slide Advancement.

Assignment:

Open a picture or graphic (JPEG) Write down Current Memory Size Resize to 200%, write down Current Memory Size Resize to 300%, write down Current Memory Size Convert from JPEG to GIF, write down Current Memory Size (Industry Standard-

pictures are saved as JPEG and graphics as GIF) Using IrfanView as a graphic editor:


Participant Manual

Resizing: Click on the Image menu, then Resize. A dialog allows you to choose the new size

for the image. If you are resizing for a webpage, you will want to keep the size to 300 or less.

There are several built in choices, or you can type over the old numbers. The first number is width, the second height, both in pixels. Leave the Preserve aspect ratio box checked; type in one number and the other will be calculated for you.

Click OK to resize the image. This action can be reversed by the Edit menu's Undo command.

Rotating:

Click on the Image menu, then Rotate Left or Right. The image will turn 90 degrees; the top of the image will move towards the left or right.

Click on the Image menu, then Horizontal Flip. The image will turn side-to-side, as in a mirror.

Click on the Image menu, then Vertical Flip. The image will turn upside-down. The left/right orientation will stay the same.

Fine Rotation Click on the Image Menu, point the mouse at Effects. Click Fine Rotation. Turns the image to the left or right. The degree of rotation

can be changed using Effects setup. This action can be reversed with Edit, Undo command.

Cropping Pictures:

Use the left mouse button to outline the area (selection), click on the Edit, Crop. The area outside the outline will be thrown away, only the inside will be left. Use this to eliminate unwanted space (usually blank space) from an image. It can also

center a badly composed photo. Use with Resample (Image menu,) to eliminate background "noise", and often have

the same sized image when you finish. This action may be reversed with Edit, Undo command.

Saving:

Click on the File, Save As (or use the Save As tool on the toolbar.) saves your file to disk. Use Save in and File name to find the directory where you want the file saved.

To save as a different type, use Save as type. Click the arrow and a list of file types drops down. Move the cursor to the one you want and click again. When you save, the file will be converted to this new type.

Clicking the Options button brings up special options for some file types. There are three tabs: JPEG/GIF, LWF, and TIFF. Industry standard for webpages, JPEG and GIF.

Click Save to send the file to your disk drive. To exit without saving, click Cancel. Note that Save As comes up in the last directory in which you saved a file. Save comes up in the last directory from which you loaded an image.


Participant Manual

Module: Graphic Editors - Graphic Converter

Graphic Converter Tutorial Graphic Converter is a shareware program. If you to choose to continue to use it, you are asked to register it. Graphic Converter is a program which allows you to take most image files and convert them to almost any other type of graphic File. The two most common graphic files for the web are GIF and JPG files. GIF files are the most common type of image file which web browsers can read. Before you start this tutorial you will need to have some sort of image file. A photo taken with a digital camera, a scanned picture, or a piece of clip art will do just fine. In this tutorial an image will be opened, resized, and saved as a GIF or JPG image.

Double-click on the Graphic Converter program icon. If the program is downloaded and cannot be found, use the Find command under the file menu. When Graphic Converter is opened it will always ask the user to register. Wait a few seconds and the option to click OK will become highlighted. Click on OK and the program opens.

Choose Open from the File menu. Find the file to be opened. When Graphic Converter opens it will display the standard painting tools, and the standard open window.

To resize the picture, go to the Picture menu, pull down and select Size, then move over and to the right and select Scale. Make sure the Size button is chosen and not the format button.

Type into the new width and height the size for the picture. Try to simply shrink the picture in half by cutting both the width and height numbers in half. Returning to the size menu will allow the numbers to be adjusted to make the image smaller.

Save the image for the web. Save as a JPG or GIF image. GIF images can only have 256 colors. Save images as GIFS that are clip art,

logos, word art, etc. JPGs save in millions of colors. Save as a JPG if it the picture is a scanned photo,

digital camera photo, or artwork with thousands of colors. Under the File menu choose Save. Type the picture name in the box. From the pull down menu at the right click and

choose GIF or JPG as the file type. Notice the large number of file types. Notice that the program has automatically added the .GIF or .JPG to the end of the

file name. Click on save.


Participant Manual

North Carolina Tea

WebQuests

cher Academy - Technology Connections: Instruction and Productivity 46

Participant Manual

Module: WebQuest Introduction: Activity Structures empower teachers to create effective educational Internet-based experiences for students that are seamlessly tied to the curriculum. Judi Harris, Department of Curriculum and Instruction, University of Texas at Austin has defined, collected, and categorized them into three major types:

Collaborative Problem-Solving Projects - ThinkQuest/WebQuest Information Collections - Global Grocery List/Positively Trashy Interpersonal Exchanges - KeyPals/Town Meetings

Judi Harris' Network-Based Educational Activity Structures http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/Foundation/index.html In this module we will be learning about the components and educational value of WebQuests.

"A WebQuest is an inquiry-oriented activity in which some or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation." Bernie Dodge, San Diego State University

Check out some WebQuests at http://edweb.sdsu.edu/webquest/webquest.html . An evaluation rubric can be found at: http://edweb.sdsu.edu/webquest/webquestrubric.html . Elements of a WebQuest: The Introduction section of a WebQuest should orient the learner as to what is coming and raise some interest in the learner through a variety of means. It can do this by making the topic seem...

relevant to the learner's past experience relevant to the learner's future goals attractive visually interesting important because of its global implications urgent because of the need for a timely solution fun because the learner will be playing a role or making something

The Task block in a WebQuest is a description of what the learner will have done at the end of the exercise. It could be a product, like a HyperStudio stack or PowerPoint presentation, or it might be a verbal act, such as being able to explain a specific topic. The Process block in a WebQuest is where the teacher suggests the steps that learners should go through in completing the task. It may include strategies for dividing the task into subtasks, descriptions of roles to be played or perspectives to be taken by each learner. The instructor can also use this place to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session.


http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/Foundation/index.htmlhttp://edweb.sdsu.edu/webquest/webquest.htmlhttp://edweb.sdsu.edu/webquest/webquestrubric.html

Participant Manual

The Resources block in a WebQuest is a list of web pages which the instructor has located that will help the learner accomplish the task. The Resources are pre-selected so that learners can focus their attention on the topic rather than surfing aimlessly. The Evaluation block is a new addition to the WebQuest model. Clearly, if we are going to justify the expense of using the web for learning, we need to be able to measure results. Since the learning we are looking for is at the loftier reaches of Bloom's Taxonomy, we can not gauge it with (readily) with a multiple-choice test. An evaluation rubric is called for. There are many rubrics available for evaluating webpages. The Conclusion section of a WebQuest provides an opportunity to summarize the experience, to encourage reflection about the process, to extend and generalize what was learned, or some combination of these. It is not a critically important piece, but it rounds out the document and provides that reader with a sense of closure. One good use for the conclusion section is to suggest questions that a teacher might use in whole class discussion to debrief a lesson. The Task is the single most important part of a WebQuest It provides a goal and focus for students Bernie Dodge suggests there must be fifty ways to task your learner.

Look at the Taxonomy of Tasks located at http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

Note the 12 Task Types in this chart and the characteristics of each. Retelling Compilation Mystery Journalistic Design Creative Product Consensus Building Persuasion Self-Knowledge Analytical Judgment Scientific

Examine the WebQuest created during the 2000 summer session at NCTA,

http://www.ga.unc.edu/NCTA/NCTA/TATech2res.htm or the WebQuest examples found at http://edweb.sdsu.edu/webquest/matrix.html

Categorize the WebQuest using the Taxonomy of Tasks at http://edweb.sdsu.edu/webquest/taskonomy.html and http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

Discuss findings. Note that WebQuests can be a combination of types.


http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/http://www.ga.unc.edu/NCTA/NCTA/TATech2res.htmhttp://edweb.sdsu.edu/webquest/matrix.htmlhttp://edweb.sdsu.edu/webquest/taskonomy.htmlhttp://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

Participant Manual

Scaffolding:

WebQuests are a strategy for scaffolding higher level learning. What is Scaffolding

Scaffolding is an interactive process by which a learner is assisted by others to acquire knowledge and skill that cannot be acquired without assistance at that point in time and skill.

Why do we use scaffolding

Facilitates learning by: helping learners make connections between what they know and the new

information assisting in organization of new information in ways that are meaningful assisting in the development of evolving knowledge bases restructured

information reducing learning ambiguity

Note: The learner is eventually in control of the task (information is internalized) and the scaffolding is no longer needed.

Examples of Scaffolding

Formal or informal needs assessment Modeling Tutorials Coaching Supervised practice Simulations Templates

Examples of Internet Scaffolding

Coaching through email Chat room Threaded discussions Bulletin boards FAQs Video conferencing Hypertext

Additional Information on Scaffolding found at http://home.okstate.edu/homepages.nsf/toc/EPSY5213Reading4a Research has shown that the most important factor related to student learning and technology use is how teachers relate the technology-based activity to other learning activities.


http://home.okstate.edu/homepages.nsf/toc/EPSY5213Reading4a

Participant Manual

Therefore, it's important to clearly link your WebQuest to previous and subsequent activities, so that the WebQuest is not an isolated experience disconnected from the rest of your curriculum. WebQuests aren't the endpoint, but the beginning of student use of the Web for learning. Ideally, in the not so distant future, students will have internalized many of the cognitive strategies built into WebQuests, so that students direct and guide their own studies and findings. You might call this idea "WebQuests as training wheels."


Participant Manual

Put the Title of the Lesson Here A WebQuest for xth Grade (Put Subject Here)

Designed by Put Your Name Here

Put Your E-mail Address Here Put some interesting graphic representing the content here

Introduction | Task | Resources | Process | Evaluation | Conclusion | Credits | Teacher Page

Introduction This document should be written with the student as the intended audience. Write a short paragraph here to introduce the activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. If there's no motivational introduction like that, use this section to provide a short advance organizer or overview. Remember that the purpose of this section is to both prepare and hook the reader. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around. The Task Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:

problem or mystery to be solved; position to be formulated and defended; product to be designed; complexity to be analyzed; personal insight to be articulated; summary to be created; persuasive message or journalistic account to be crafted; a creative work, or anything that requires the learners to process and transform the information they've

gathered. If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here. Don't list the steps that students will go through to get to the end point. That belongs in the Process section. Resources List print and digital resources that students will use during this WebQuest. The Process To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.


Participant Manual

First you'll be assigned to a team of 3 students... Once you've picked a role to play.... ... and so on.

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.) In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section. Evaluation Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Score

Stated Objective or Performance

Description of identifiable performance

characteristics reflecting a beginning level of

performance.


characteristics reflecting

development and movement

toward mastery of

performance.


characteristics reflecting mastery of performance.


characteristics reflecting the

highest level of performance.

Conclusion Put a couple of sentences here that summarizes what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. Credits & References List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well.


Participant Manual

Put the Title of the Lesson Here Teacher Page

A WebQuest for xth Grade (Put Subject Here) Designed by

Put Your Name Here Put Your E-mail Address Here

Put some interesting graphic representing the content here Introduction | Learners | Standards | Process | Resources

Evaluation | Conclusion | Credits | Student Page Introduction Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the NCTA Technology Connections at Western Carolina University during the summer of 1999. In this second paragraph of the introduction, describe briefly what the lesson is about. Share ways that teachers can introduce the WebQuest. Remember the audience for this document is other teachers, not students.

Learners Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

Curriculum Standards What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of the North Carolina Standard Course of Study Goals and Objectives. For example: Social Studies Standards Addressed

Dynamic and Changing Nature of Law The learner will analyze changes in the law and recognize the dynamic nature of law.

Civil and Criminal Law The learner will describe the civil and criminal justice systems, analyze their operations, and assess their effectiveness.

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

Process You can paste in the process description given to students on the student page and then interleave the additional details that a teacher might need.


Participant Manual

Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role-plays, for example? Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Resources Needed Describe what's needed to implement this lesson. Some of the possibilities:

Class sets of books E-mail accounts for all students Specific software (how many copies?) Specific hardware (what kind? How many?) Specific reference material in the classroom or school library Video or audio materials

If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. It would also be helpful to link the names of books suggested to Amazon or other online sources. Describe also the human resources needed. How many teachers are needed to implement the lesson? Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school or with a partner in industry, museum, or other entity? Is a field trip designed as part of the lesson? Evaluation How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson.

Conclusion Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach. Credits & References List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well.

Last updated on 8/15/99. Templates are based on a template from The WebQuest Page. Adapted with permission by Bernie Dodge - 01/18/00


Participant Manual

Videoconferences North Carolina Teacher Academy - Technology Connections: Instruction and Productivity 55

Participant Manual

Module: Desktop Videoconferences Introduction: Effective learning hinges on the active engagement of students in constructing their own knowledge and understanding. CU-SeeMe breaks down the classroom walls and enables students to be involved in meaningful, real-life learning through the collection and sharing of information and data during a videoconference.

Strengthens reading/writing connection, vocabulary skills, and comprehension. Increases civic participation and expands economic, geographic, political, and

historical knowledge Through personal contacts. Serves as the vehicle for updating information as it constantly evolves. Improves concept development through active participation and use of process skills. Strengthens graphing and data analysis abilities through exchange of information.

Improves critical Thinking and problem solving skills. Strengthens keyboarding skills as participants communicate by typing.

Tim Dorcey, a pioneer in desktop videoconferencing, developed both CU-SeeMe and iVisit. All three teleconferencing programs are free and use optional inexpensive desktop video cameras. CU-SeeMe requires a reflector or other central server to handle multiparty conferencing. Teachers Connect, http://www.teachers-connect.net/town/tcpres.htm , uses CU-SeeMe software for its Town Meetings. This program is intended to provide useful conferencing at minimal cost. CU-SeeMe is a free videoconferencing program and is available to anyone with a Macintosh or Windows connection to the Internet. With CU-SeeMe, students and teachers can videoconference with another site located anywhere in the world. By using a reflector (IP Number and sometimes a Conference ID), multiple parties at different locations can participate in a CU-SeeMe conference, each from their own desktop computer. With CU-SeeMe, each participant can decide to be a video sender or a receiver of video only, a lurker. There are several things required in order to participate in videoconferencing using CU-SeeMe:

CU-SeeMe software Reflector IP address and Conference ID Internet connection Video camera (optional)


http://www.teachers-connect.net/town/tcpres.htm

Participant Manual

Town Meetings, Videoconferencing for North Carolina Educators and Students The Teachers Connect website has an extensive section on educational use of desktop videoconferences. The URL is http://www.teachers-connect.net/town/tcpres.htm The section contains:

Town Meeting schedule Reflector IP address Archives of past Town Meetings Links to software Setup instructions Frequently asked questions PowerPoint: Why do videoconferencing? K-12 videoconferencing resources

To participate in a Town Meeting:

Go to the main Town Meeting page on Teachers Connect to get the IP number of the videoconference reflector.

Contact Teachers Connect once the software is installed to receive the Conference ID. Participate in videoconferences through one of the following methods:

Take part in videoconferences offered twice a month by Teachers Connect in their Town Meetings. A variety of North Carolina experts are featured to discuss an assortment of topics.

Experience NASA or Global School House videoconferences. Organize videoconferences to support projects and activities.

Teachers Connect, http://www.teachers-connect.net Global School House, http://www.gsn.org/cu/index.html NASA Online, http://quest.arc.nasa.gov/interactive CU-SeeMe Network, http://cu-seeme.net/

Reading transcripts of past sessions gives the reader an understanding of the educational value of Town Meetings. Select one of the following Town Meetings to read:

Apr. 8, 1999, Dr. Gloria Houston, Meet the Author, Mar. 11, 1999, Glenn Gurley, Positively Trashy: Getting Ready for Earth Day Feb. 25, 1999, David Moore, The Search for Blackbeards Queen Annes Revenge Feb. 11, 1999, Jerry Christy, The Journey South Oct 21, 1999, Nancy Cooper, Biltmore Estate Sep. 22, 1999, Jay Barnes, Hurricanes Nov 4, 1999, John Dysart, Reed Gold Mine


http://www.teachers-connect.net/town/tcpres.htmhttp://www.teachers-connect.net/http://www.gsn.org/cu/index.htmlhttp://quest.arc.nasa.gov/interactivehttp://cu-seeme.net/

Participant Manual

Videoconferencing Resources IVisit, http://www.ivisit.com/ , is another useful program. Tim Dorcey, a pioneer in desktop videoconferencing, developed both CU-SeeMe and iVisit. Both programs are free and use optional inexpensive desktop video cameras. CU-SeeMe requires a reflector or other central server to handle multiparty conferencing. Central to this new paradigm is iVisit's ability to link peers on the system without relying on a server to route data. iVisit is very flexible. The total number of users who can be involved at one time depends on the capacity of the network connection, the speed of the computer, the type of media exchanged (video, audio, text) and the number of windows that will fit on the screen. Otherwise, the number is unlimited. iVisit gives you the ability to choose whether you want to be connected to a smaller number of people at optimum video quality, or more people at diminished resolution. NetMeeting, http://www.microsoft.com/windows/netmeeting/ , is also a free program. However, it is only for the Windows platform. It is such a well-known product that its features have been included in this listing. NetMeeting allows:

Video and audio conferencing. Whiteboard. Chat. Internet directory. File transfer. Program sharing. Remote desktop sharing. Security.


http://www.ivisit.com/http://www.microsoft.com/windows/netmeeting/

Participant Manual

Video Production North Carolina Teacher Academy - Technology Connections: Instruction and Productivity 59

Participant Manual

Module: Video Production using iMovie DV is a digital format that allows video to be stored digitally on a CD, a tape, a hard drive or other digital storage device. The advantage of digital video is the high quality.

Application Use Input Output iMovie

Digital video editing application

Still: PICT, JPEG, GIF, BMP, PHOTOSHOP Audio: AIFF and CD audio tracks QT movies: DV stream format only

QT movies Still images: PICT & JPEG Video to DV tape

www.apple.com/imovie

Pre-work: Capture video with a digital video format camcorder (DV) Attach the DV camcorder to the computer using a FireWire connector.

The 6-pin connector plugs into the computer. The 4-pin connector plugs into the DV camcorder.

Capturing a DV Clip: Step I

Start up the iMovie software. Click the Camera Mode button.

Step II

Click the Play button to preview your tape. Identify the segment you want to capture. Rewind the tape to a few seconds before

the point where you want to start capturing. (This is called the pre-rolling.) Click the Pause or Stop button.

Step III Click the Play button. Click the Import button as soon as you see the scene you want to capture, (or press

the spacebar). To finish the capture, click the Import button, (or press the spacebar). Your clip will be stored on the shelf.

Note: When the shelf gets full, youll have to move clips to the movie track of the clip viewer. There is no limit on the number of clips in the clip viewer.


http://www.apple.com/imovie

Participant Manual

Step IV Continue to import and capture clips. Monitor the available disk space by watching the Free Space status bar.

Blue: More than 400 MB available. Yellow: Less than 400 MB available (Less than 2 minutes of video). Red: Less than 200 MB available (One minute warning).

Note: Capture stops automatically when 50 MB of free space remains. Deleting Clips

Click to select a clip. Drag to the trash can or press the delete key.

Renaming Clips

Click the name under the thumbnail. When the name is highlighted, type the new name.

Importing a Still Image

Select File/Import File from the Menu Bar. Browse until you locate the still image. Click Import. The image will be placed on the shelf.

Moving Clips From the shelf:

Click the clip viewer tab at the bottom-left of the screen.

Drag the clips from the shelf to the viewer. Note: To move multiple clips, hold down the Shift Key while clicking, (or go to the Menu Bar and use the Select All command).

North Carolina Teacher Academy - Technology Connections Instruction and Productivity 61

Participant Manual

On the viewer:

Click on the clip to be moved. Drag it to the new location on the viewer. Release the mouse button.

To Preview a Movie:

Press the Home key on the keyboard. Press the spacebar.

Splitting and Cropping Clips Excess or bad foota

Documents

Technology Connections: Instruction and Productivity · WebQuest Design ... A comprehensive report on handhelds can be accessed and downloaded at the SEIR*TEC ... Technology Connections: