Putting It Together: Integrating the Web into the Classroom

• Why Bother?
• Ways to Do it.... The Web as a Vehicle or the Web as Content?
• Things You May Want to Consider

Last updated: April 17, 2002

Comments to: Karen I. Adsit, EdD

Why Bother?

• Publisher's lag time--it takes a long time to get something out from concept to conventional publishing. WWW information can be made available as soon as the concept is developed.
• Resource allocation--There may not be enough money or other resources to provide for the diversity of information or opinions that the internet can provide.
• Convenient access--Anybody that can access the web can access the information (if they know where to look).
• Can provide improved access to professor--You could post your syllabus and class notes on the web with e-mail links back to you. You might get a better idea of the information that is confusing to students that way.
• Increased participation in a course--Students may be more willing to participate if they can do so via electronics.
• Improved ability to apply the course material--Students may be able to view case studies and make better connections to real world and real work issues.
• Improved ability to express independent ideas relating to the material--The technology may provide a better forum for students to integrate material and information.
• Increased level of interest and involvement in the subject matter, which may carry beyond the end of the course--Students, especially if they like to surf the web, may be more interested in the content of the course if they can use the technology to access information.
• Improved ability to synthesize or "see connection among diverse ideas and information"--Since students may see some of the issues in a topic on the internet, they may be able to see some of those connections and the diversity of the content area.
• Improved ability of students to synthesize diverse information and ideas and deal with complex issues--Given the chance, students should be able to evaluate information better and synthesize the information for themselves better.

Ways to Do It. The Web as a Vehicle or the Web as Content?

• Electronic Mailing Lists
• Interactive Projects
• Web References/Resources
• Demonstrations from Web Sites

Things You May Want to Consider

• Search for sites relevant to the content and level you are teaching
• Assign interactive multimedia projects demonstrating use and understanding of the content material vs. reports
• Use the Web in classroom presentations and as references to content
• Include Web sites (and addresses) in references and reading resources
• Provide your e-mail address to students along with office hours
• Accept papers and reports on disc
• Accept Web resources and e-mail as references

References

• Giagnocavo, G., McLain, T., DiStefano, V., & Strum, C.N. (1996). Educator's Internet Companion. Wentworth Worldwide Media, Inc.: Lancaster, PA.
• Harasim, L., Hiltz, S.R., Teles, L., & Turoff, M. (1995). Learning Networks: A Field Guide to Teaching and Learning Online. MIT Press: Cambridge, MA.
• Hiltz, S.R. (March 1995). Teaching in the Virtual Classroom. 1995 International Conference on Computer Assisted Instruction
• NETPressence, Inc. (1996). Create Your Own Newspaper [Online] (1996)
• New Jersey Institute of Technology. (No date). Virtual Classroom [Online] (1996)
• Thrash, B. (No date). Technology Leadership For Educators [Online] (1996)

Last updated: April 17, 2002
Comments to: Karen I. Adsit, EdD