Module 4 Post: Web Based Resources

1. URLs: What do URLs tell you/students about web sites?

The Uniform Resource Locator (URL) provides the “address” of the website.  The domain designator, the last three letters of the URL, assists in determining the type of website it is.  Most school teachers usually only allow websites that end in .gov, .org., or .edu. 

2. Search Engines: How can learning to use search engines help you/students find better information?

Knowing how to properly and efficiently use a search engines saves time and enables the researcher the ability to weed through useless information.  Specifically narrowing a topic or subject to a few key words limits the massive amounts of web information displayed.

3. Internet Tool: Choose one Internet Tool and discuss how you might use it in a classroom.

According to Roblyer and Doering (2013), “social networking tools are steadily becoming the most-used authoring technologies in the classroom” (p. 225).  Blogs, wikis, podcasts, and social networking sites (SNS) address an array of skills from critical thinking, to collaboration, to reflection.  It is a strong medium in which to cover classroom content while integrating authentic 21^st century technological skills.

4. Web-Based Lesson: Discuss and link to a web site where students could access or you could create a web-based lesson.

According to Casia and Zubiaga (2010), problem based learning is “an authentic way of learning that provides students with real-life experiences that ‘make use of real-life scenarios to stimulate students’ prior knowledge and to provide meaningful context’ ” (as cited by Roblyer & Doering, 2013, p. 240).  WebQuests are a form of collaborative problem solving model that provides students with a scenario and task to solve a problem or complete a project (p. 241).  An example is www.webQuest.org where a person can find, create, or share webQuests.    

5. Favorite Web Sites:

“Web-based projects are…rich in resources and learning…” (Roblyer & Doering, 2013, p. 241).  “Powerful” and interactive web-based lessons and projects, such as the National Library of Virtual Mathematics (http://nlvm.usu.edu/en/nav/vlibrary.html) provide a K-12 emphasis and allows visual learners “equitable access” to learning as discussed by Dave Edyburn in “Adapting for Special Needs” (Roblyer & Doering, 2013, p. 251).  

According to Roblyer and Doering (2013), “…communication is freedom for people to reach information they need in order to acquire knowledge that can empower them” (p. 205).  The website, www.appsineducation.com, has been an exceptional resource, especially as I search for math and science apps for a future assignment.  Roblyer and Doering continue to posit that “educational apps for mobile devices [are] largely untapped…[and] build the skills, knowledge, and expertise needed for work and life in the 21^st century” (p. 229).  

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

ed.).  Upper Saddle River, NJ:  Pearson Education Inc.