Using the Internet
Implementing Internet Projects
Once you have a framework of guidelines
and policies to protect your students and encourage their
progress, you are ready to incorporate the Internet in your
lessons. Implement the Internet effectively by considering
the following steps.
To get a feel of how much time a project
will take, you can practice elements of it with your class.
To help your students stay focused on the project, make a
poster that clearly defines your ideas:
- Topic: Give a title.
- Overview: State the activity's objectives.
- Subject: List class subjects that will be
covered in the activity.
- Outcomes: Define assignments and goals.
- Timeline: Provide an actual dateline for
- Connections: Identify specific geographical
regions to which students will connect.
- Procedure: List specific tasks necessary
to accomplishing the outcomes.
For projects paralleling in-class or homework
assignments, it may be a good idea to post general concepts,
formulae, definitions, or sample problems near the computer.
You may also want to prepare a responsibility chart indicating
your delegation of tasks. Clearly assign tasks to certain
individuals or groups.
Checking the Sites
Before assigning any Internet activities,
visit all the involved Web sites. Make sure you are comfortable
with the material on the sites and that the information coincides
with your classroom objectives. You may want to download the
sites or save them as bookmarks on your computer. This will
save time during the project and bring students directly to
the Web site and the activity.
Classroom Management: Teamwork and Collaboration
Most schools do not have the resources
to provide one computer per student. Most likely, you'll need
to group students into small teams. When forming these groups,
keep an eye out for natural leaders that understand Internet
basics and the importance of involving all team members. Think
about rotating roles during the project, or during different
projects, so that all students will get a chance to use the
computer, write, read, analyze, and report.
Your classroom management decisions should
take into account:
- student technical ability levels
- a realistic timeline for project completion
- the best time of day to access the Internet
- the designation of a responsible E-mail communicator
- a schedule for computer use
- methods to manage your computer's files
Short-term Assignments vs. Long-term
Some Internet tasks, such as conducting
a query on a search engine or visiting one or two Web sites,
may simply take a class period or less. A more in-depth project
may take a week or longer to provide enough time to conduct
various searches, analyze information, compose a report, and
share the information with the class. Each activity in this
guide includes an extension activity. You can use the extension
activities to create more in-depth projects. Start out with
small assignments, get a feel for your classroom's ability
and interests, and gradually develop your assignments into
While each activity included here is complete
in itself, you can also develop supplementary projects around
the sites used.
Evaluating Web Sites
If you find a Web site that you want to
share with your students, evaluate it first. A Web Site Evaluation
Sheet is included with this guide to help your research remain
focused on a site's core structure and meaning. This same
form can be passed out to students to give them a guide to
check up on a site's information accuracy and technical performance.
Whether you use the form or not, remember "ADAPT":
- Appropriateness: Is the site suitable
for your students?
- Design: Is it easy to look at and
fun to use? Are pages and particulars set up in a useful
- Accuracy: Is the information from
a reputable, objective, updated source?
- Purpose or Goal: Does it meet your
- Technical Aspects: Does it download
quickly? Are its links functional, clearly defined, and