Websites as Instructional Tools

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Dec 8, 2013 (3 years and 11 months ago)

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Websites as Instructional Tools

A Website Is A Terrible Thing To Waste

Carolynn Mortensen


Problem or Need Background




As educators, we strive to provide students with a wide
-
range of
knowledge so that they will become productive members of
society. We must use best practices supported by research to
optimize the opportunity to achieve this goal.


The
research is clear that parents’ involvement in
their child’s education improves outcomes in areas
such as learning, attendance,
behavior
, and
graduation
rate. Increased
and meaningful
communication between home and school enhances
parent involvement
.
(
Center

for the Study of
Education Policy, 2004, p. 100)


Center

for the Study of Education
Policy, (2004).
School/home communication
:
using technology to
enhance
p
arental
Iinvolvement
.
Retrieved
from http://www.eric.ed.gov/PDFS/ED514357.pdf

The need is to ensure teachers are employing

classroom websites to enhance communication between

Home and school. The problem is to provide the tools
and training to educators in such a way that they are
most likely to incorporate the classroom website as a
standard in their teaching practices.


Process of Development (Barriers)






LCMS System


Individual District
Provides Hosting and
Management


Training Hours


Home Internet Access
For Parents and
Teachers


Proper use of
websites as
educational tools


Maintaining current
information


Parent Support


Teacher Support


Administrative
Support


Parents


Teachers


Schools


Districts

Hardware

Training

Funding

Implementation

Findings For Innovation:
-

Fidonet
: S Curve

The first use of websites as

instructional tools was in the form

of the CBBS or computerized bulletin

board system. Through this

innovation, schools around the

world were able to communicate

on academic topics and schools

were also able to communicate

with their students often

providing a “homework hotline”

Type of program or a social

network for students to meet

online (monitored by teachers

At the school).


The S
-
curve ends sharply when the



Internet with graphics



became popular and



school began to provide teachers a classroom website like we think of today.

0
5000
10000
15000
20000
25000
1995
1985
1986
1987
1988
1989
1990
1991
1992
1992
Number of Nodes (BBS sites)

Year

Bush, R. (1993).
FidonNet
:


Technology, Use, Tools, and History. Retrieved July 21, 2011, from
http://www.fidonet.org/inet92_Randy_Bush.txt

The growth of the Internet swept the

world as depicted in this S
-
Curve

chart, opening the doors for the

classroom website as a viable tool to

further educational goals.








Internet
Growth Statistics
-

Global

Village
Online. (
n.d.
). . Retrieved

July
21, 2011, from http://www
.

internetworldstats.com/
emarketing

.
htm


Findings For Innovation:
-

Internet

Use: S Curve

Findings For Innovation:
-

Modern Classroom Website: S Curve

Gathering statistics now on
this hard
-
to
-
find data!

Bush, R. (1993).
FidonNet
:


Technology, Use, Tools, and History. Retrieved July 21, 2011, from
http://www.fidonet.org/inet92_Randy_Bush.txt

Commercialization: Behind The Current Leaning Community Management

Systems (LCMS)



The Learning Community Management System (LCMS) is a
relatively new term in education technology. The concept
involves combining the idea of a content management system
for providing district, campus, and classroom websites with other
critical education tools such as
gradebooks

and lesson planning
applications. Along with these resources, today’s LCMS may
provide teachers the ability to create quizzes and tests and
additional communication avenues.

The popularity of the classroom website in education has created a
demand for a tool that supports teachers at all levels of skill and
technology integration abilities and provides a consistent and


professional look for the hosting district.








Current LCMS providers include:


edline
:
www.edline.com


Schoolwires
:
www.schoolwires.com


Moodle:
www.moodle.org

(open source)





Websites as Instructional Tools: Innovators and Early Adopters



o
Innovators


New teachers


Campus Technology Leaders


District Educational Technology Trainers/Department


o
Early Adopters


Learner
-
centered

classroom teacher who acts as
facilitator


Dias, L. B. (1999). Integrating technology.
Learning and
Leading with Technology
,
27
, 10

13.

Websites as Instructional Tools: Laggards



o
Laggards


Teachers unwilling to change the way they teach their
students


Teachers unwilling to change their role in the classroom

or their classroom physical arrangement


Teachers unwilling to use new tools to teach


Often teachers near the end of the teaching career



Dias, L. B. (1999). Integrating technology.
Learning and
Leading with Technology
,
27
, 10

13.

Websites as Instructional Tools: Strategies to Facilitate Adoption




Create a common vision: Determine the goal of the
innovation and ensure that this goal is reinforced with
adopters.


Plan carefully: Prepare a roll
-
out plan and introduce the
new innovation thoughtfully.


Plan for the Barriers: Be prepared to address barriers
before

they happen
.


Model expectations: Model the expected
behavior

as
much as possible.


Ongoing

Support: Provide
ongoing

support through


online web pages, tutorials, and easily accessible


resources.


Help educators recognize their progress and
understand it is a process that takes time.



Dias, L. B. (1999). Integrating technology.
Learning and
Leading with Technology
,
27
, 10

13.

TRANSITIONAL With Section
Titles

References


Koeber
, C. (2005). Introducing Multimedia Presentations and a Course Website to an Introductory Sociology
Course: How Technology Affects Student Perceptions of Teaching Effectiveness.
Teaching Sociology
,
33
(3), 285
-
300. doi:10.1177/0092055X0503300309


McMillen
, P. S., &
Pehrsson
, D.
-
E. (
n.d.
).
EBSCOhost
: Improving a
Counselor

Education Web Site through Usability
Testing: The Bib... Retrieved June 19, 2011, from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=10&hid=107&sid=38ad2503
-
14de
-
4c66
-
a849
-
1d6d0525169a%40sessionmgr111


National Standards for Parent/Family Involvement Programs. (
n.d.
). . Retrieved from
http://www.ptasonline.org/kspta/national_standards.pdf


Risinger
, C. F. (
n.d.
). Promising Practices in Using the Internet to Teach Social Studies. Retrieved from
http://linksource.ebsco.com.ezp.waldenulibrary.org/FullText.aspx?linkout=http%3a%2f%2fezp.waldenulibrary.org
%2flogin%3furl%3dhttp%3a%2f%2ffind.galegroup.com%2fopenurl%2fopenurl%3furl_ver%3dZ39.88
-
2004%26url_ctx_fmt%3dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx%26req_dat%3dinfo%253Asid%
252Fgale%253Augnid%253Aminn4020%26res_id%3dinfo%253Asid%252Fgale%253AEAIM%26ctx_enc%3dinfo
%253Aofi%253Aenc%253AUTF
-
8%26rft_val_fmt%3dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26rft.issn%3d0037
-
7724%26rft.volume%3d70%26rft.issue%3d7
-
%26rft.spage%3d409


School/Home Communication:


Using Technology to Enhance Parent Involvement. (
n.d.
). . Retrieved from
http://www.eric.ed.gov/PDFS/ED514357.pdf