• Internet Literacy, Chapters 1, 2, 3, 4
  
  
• Yoder, Maureen Brown. (2001). Is Online Professional Development for You? Learning and Leading with Technology, 29(4), 6-9 and 557-59. Available on electronic reserve.
  
  
• Global School Net Foundation. (1999). Harnessing the Web. [Online]. Available http://gsh.lightspan.com/web/
  
  
• Moersch , Christopher. (1999). Levels of Technology Implementation: A Framework for Measuring Classroom Technology Use. Learning and Leading with Technology, 26(8), 59-63. Available on electronic reserve.

• (1999) LoTI Framework. Learning Quest, Inc.. Available on electronic reserve.

If you haven't done so yet, make sure you go to the WebCT Discussion Forum and introduce yourself. This will be good practice in using WebCT since this is the way you'll be submitting each week's assignments.

Also, take time to read and reflect on Is Online Professional Development for You It's good to know from the outset what's expected of you in an online, asynchronous course. This would be a good time to plan when you'll be doing each week's work. You should allow anywhere from 5 to 8 hours a week for the course work. This is roughly equivalent to a face to face (f2f) course, where you'd have 3 hours of class, 2 hours of commuting, and 3 to 5 hours of outside work each week.

Each week you'll also be recording an observation on the weekly module to the class listserv (educ632sp01@yahoogroups.com). This can be a point you found confusing, a comment on something that was particularly salient in the readings or your explorations, a response to another student's remarks or a pointer to something else you've found that extends what we've been exploring. The listserv will arrive in your e-mail so you'll receive messages relating to the class throughout the week. That's one of the biggest differences I've found in the online class -- since it's not time-bound, you can digest it in smaller chunks and give more thought to the issues throughout any week. I'm looking forward to this dialogue. This is the first time I'll be trying this and it's an adaptation of an idea from David G. Brown.

One of the prerequisites for this course was to be familiar with browsing the Web.  To brush up on the skills you need or check up on the vocabulary, review the page Five Steps to Being a Web-Literate Educator.  Pay particular attention to the sections on "Talking the Talk" and "Navigating the Wild, Wild Web", we'll be using these throughout the course.

Chapters 1-4 of the text cover the same materials in a different fashion. Make sure to follow the links from the Interlit web site as you review.

The Global School Net Foundation has created a hypertext essay called Harnessing the Web. As you read the essay, try to be aware both of the content and the "feeling" of following the thoughts presented in this non-linear fashion.

The articles by Moersch also provide a useful framework for measuring how well technology is integrated with the rest of the curriculum. This is our goal for the semester: to explore and develop ways that the Internet can be well-integrated with the rest of our curricular goals.

This will also give you a good starting point for thinking about the curriculum project you'll be planning as the final project of this course and the essay you'll be writing to sum up your experiences.

1. Essay on Using the Web in the Classroom
   
   For now, this is just a heads-up that one of the final projects for this course is an essay on how the Internet would best be used in your own classroom situation. Starting with this module, you should be collecting information and organizing your ideas to contribute to that final project. The essay will enable you to bring together all of the diverse areas you'll look at all semester long.

Copyright © 2002 by Pat Sine.
Send comments to sine@udel.edu