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.

Planning

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 accomplishing tasks.
• 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.

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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.

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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

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Short-term Assignments vs. Long-term Projects

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 longer projects.

While each activity included here is complete in itself, you can also develop supplementary projects around the sites used.

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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 order?
• Accuracy: Is the information from a reputable, objective, updated source?
• Purpose or Goal: Does it meet your students' needs?
• Technical Aspects: Does it download quickly? Are its links functional, clearly defined, and relevant?

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