By: Jamie Bunting and
Michelle O’Callaghan
 The “Ten C’s” provide criteria to consider in evaluating
Internet resources.
- Content
- Credibility
- Critical Thinking
- Copyright
- Citation
- Continuity
- Censorship
- Connectivity
- Comparability
- Context
 Documentation and Credibility
 Content
 Audience Appeal and Suitability
 Ease of Use, Navigation, and Accessibility
 User Interface and Design
 Portal Sites
 Content Resources
 Language Arts
 Mathematics
 Science
 Social Studies
 Arts
 Experience Simulations
 Research Tools
 Provide links to a great variety of educational
resources, from very general to topics specific
 Portal sites that contain teacher tools contain lesson
plans, teacher discussion boards, and links to other
support materials
 Examples:
Discoveryschool.com
http://school.discovery.com
Education World
www.education-world.com
Edupuppy
www.edupuppy.com
 Sites that provide some type of content information
 National organizations, research institutes, or even
individual Internet users maintain these sites
 Can be used as a supplemental or enrichment resource
or can supply the backbone of a series of lessons
Language Arts
 ReadWriteThink
www.readwritethink.org
 Inspirational Poetry Online: A Guide to Internet
Resources
www.poetry-portal.com
 Vocabulary puzzles to enhance vocabulary
mastery
http://www.vacabulary.com
Mathematics
 Illuminations
http://illuminations.nctm.org
 Cool Math
www.coolmath.com
 CuriousMath.com
www.curiousmath.com
Science
 EarthSLOT
www.earthslot.org
 Franklin Institute Online
http://sln.fi.edu/tfi/welcome.html
 Volcanoworld
http://volcano.und.nodak.edu
Social Studies
 American Civil War Homepage
http://sunsite.utk.edu/civil-war/warweb.html
 Digital History
www.digitalhistory.uh.edu
 Geography Zone
http://www.geographyzone.com/new/index.ph
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Arts
 Metropolitan Museum of Art
www.metmuseum.org
 Play Music
www.playmusic.org
 Through online communication, students can
experience what they cannot see in person
 Pictures and stories bring remote events and foreign
parts of the world to vivid life through the computer
screen
 Examples:
Global Online Adventure Learning Site
(Goals)
www.goals.com
The Jason Project
www.jasonproject.org
 Answers
www.answers.com
 Educator’s Reference Desk
www.eduref.org
 Google Scholar
http://scholar.google.com
 Complete works of art are not just for the eyes of
parents and peers anymore
 There are online sites for students to post their papers
and other work
 The Virtual Refrigerator Door: ages 2-18 displays
artwork by artist name
 www.educationindex.com/weaselworld/fridge.html
 Cyberkids: ages 7-12 publishes written works
 www.cyberkids.com
 Collaborative work opportunities
 Sites available to work with other classes world wide
 Education World’s Collaborative Projects
 www.education-world.com/projects/index.shtml
 Global SchoolNet Internet Projects Directory
 www.gsn.org/pr/_cfm/index.cfm
Sites can create puzzles for the content area or just
generate puzzles
 Astronomy for Kids Puzzles
 www.dustbunny.com/afk/puzzles
 Fact Monster: The History of the Crossword
Puzzle
 www.factmonster.com/spot/crossword1.html
 As a supplement, requiring students to log on at home
for homework, keeping information for a lesson on a
class website or using the internet to find conduct
research for class
WebQuest: http://webquest.org
 Online district information, informational websites
from school districts for parents
“the delivery of the educational process to receivers who
are not in proximity to the person or persons
managing or conducting the process” (Lewis, Whitaker,
& Julian 1995)
 Feeling of being part of a class from anywhere
 Option of flexibility and courses not provided by
school
 Teachers feel relationships are stronger
 Teachers feel they lose face time
 Teachers feel working with other teachers is harder
 Teachers find it hard to take their ways of teaching and
duplicating them online
 Mental Plan
Audience- Who do I want the attention of?
Types of Information- Is it information that my audience will
enjoy?
Presentation Strategies- How should my information be
presented?
 Design Process
Study- Look at other sites
Sketch- Imagine your page
Plan the Navigation- Create a simple user-friendly path
Plan the Organization- Keep records of page titles,
sources and reasons, source for graphics, size and type of
graphics, width of horizontal lines
 Plan for Accessibility- For students with disabilities,
students with slower connection, type of hardware
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 Accessible Quick Tips:
www.w3.org/WAI/References/QuickTips
 Accessible Compliance:
http://bobby.watchfire.com/bobby/html/en/index.jsp
 Involve Students
 Teaching through using the internet
 Students might be able to create one
better than adults
 Complete process can be a valuable
cross-curricular project
 The Development Process
Web Editing Software- allows construction of
attractive and effective web pages complete with
multimedia elements
Productivity Software- new productivity tools
provide option to save documents as a webpage
 The Development Process
Online Web Editors- wizards are provided for step
by step creation
Course Management Software- used to either
create professional-quality course supplements or
convert entire courses to online format to be offered at
a distance
 Server Storage
 Local Server Space- procedures f or hosting
individual classroom web material
 Hosted Server Space- public and educational
websites offer free web pages and subscriptionbased hosting
 Check your site
 Have someone else “proofread” your site
 Update your site
 Checks your web links
 Improve your site
 Accommodate new ideas
 The World Wide Web is a source of unlimited
resources
 Teachers can try exploring how to design web based
instruction
 Software advances make creating a web page easier
 Keep up on your new web page.
 Bitter, Gary G., Legacy, Jane M. Using Technology In
The Classroom. Seventh Edition.