Acceptable Use Policies
Instructions:
Your principal has recently discovered that you are completing a program in educational technology, and has decided that you would be a perfect choice for becoming the school’s Internet Safety expert. The principal has asked that you complete several specific projects:
Review current information about what types of information should be on a school’s Acceptable Use Policy by searching Internet resources and reputable educational technology journals (she wants at least five resources and two from reputable journals). Then, evaluate your school’s Acceptable Use Policy. The principal wants you to provide a summary of the strengths and weaknesses of the Acceptable Use Policy. Additionally, she wants you to make specific recommendations about what should be included in the “new” Acceptable Use Policy.
The information should be provided to the principal in a formal report. Your audience is the principal, so you should write the report as if you were providing it to her with the understanding that it would also go to other administration, school board members, and perhaps some parents. This document will represent you, so it should be written as such.
Submit this response using this forum.
Assignment files: None

Submissions:
You can only submit your assignment once. No re-submission is permitted.

Notification:
The instructor will not be notified via email when you submit this assignment.

Acceptable Use Policies
JG work-in-progress
Acceptable Use Policy pape

Assignment: 3

Internet Lesson Consumer

1. The specific resources you used to search for the information
2. The URLs for the five lesson plans
Using the following questions, evaluate 2 of the lessons:1. Would you use this lesson? Why or why not?
2. What are the strengths of the lesson?
3. What are the weaknesses of the lesson?
4. What would you change in the lesson?
5. Did the plan address the multiple intelligences of the learners? If so, how? If not, what could be added or changed?
6. Was enough information provided so that you could teach this lesson? If not, what additional information would you need?
Some resources might include (you can use ANY others that you like):
* The Blue Web’n Library
* High Plains Regional Technology Consortium
* The Apple Learning Exchange
* The ThinkQuest Internet Challenge
* The WebQuest Page
* Virtual Field Trips Site
* Discovery.com
* Microsoft Lesson Connection
* The New York Times
* Smithsonian Institute
* United Nations
* U.S. DOE
Submit your assignment to this forum. It should be titled YourFirstInitialYourLastName_EvaluatingLessonPlans (e.g., MDornisch_EvaluatingLessonPlans)

Assignment: Nonlinear Reading Environments
Instructions: There is much debate the the "research" literature about the positive value of the nonlinear hyperlink capabilities that the web provides. When using the web in your classroom, do you think hyperlinks will add to or detract from your instruction (and the students' learning)? Use at least five resources from the C. W. Post library databases to

Earl Hood, student at UC Irvine, references hypertextnavigation.com
email address is amptone.com

Great resource of resources
http://www.hypertextnavigation.com/htgoals.htm

Very practical assignment.
Benefits outway liabilities:
Beneftits:i
> Multi-curtural, prejudice reduction, exotic experiences with places, with people (telementoring)
Liabilities:
Reading Videoconfeencing for K-12 Classrooms, Camille Cole, Kecia Ray, Jan Zanetis, ISTE publication: AProgram Development Guide, Copyright 2004. Very Practical Book, from page 1.
Are there substantial differences in a) hardware b) application c) conclusions, between video conferencing in K-12 classroom vs telementoring between Irv and the Montana college classroom.

Technical issues raised for video conferencing related to the CODEC.  Must each side of the conference agree to common CODEC and /or use common O/S and/or O/S Version and/or O/S Version Build, etc.

For Irv/Montana project, should we (do we) have a document camera. 
Can Irv get to know a little about the students in advance (JG will help prepare getting "familiar.")

* Electronic penpals or "keypals"
* Individual or cooperative group research projets
* Electronic mentoring (telementoring)
* One to one guidance
* Discussion forums
* Peer lounges

* Electronic (or virtual) field trips
* Group development of products
* Collaborative problem solving
* Parallel problem solving
* Real-time data analysis
* Social action projects

Be sure that your lessons are age approriate. Use the lesson plan format provided.

Web Quest Pop Quiz:

Name that Fact in the fastest time, in the least amount of steps.
How quickly, and how few steps can students answer the following questions:
Find anyone who was alive in Benjamin Franklin's life time, before 1790, and was still alive in 1868 when Molly Garfunkel was born.
Find weekly budget/shopping list for family living in Colonial Philadelphia (1750 - 1800)

The subjects of the webquests can of course be from the course subject context:
Identify modern decendents of John Adams,

Identify remnants of Civil War black/white separations

1) Lesson Plan PBL:  Create a 1905 Top Ten Music List
(Requires researching who and what was popular at turn of century)

2) Classroom-to-classroom portal between two high school - international project - 2 hour weekly interactive sessions, with pre and post preparation work at each end of the portal.

There are 10 assignments each worth a different number of points.

Additionally, there are 7 discussion forums. The "main" discussion forum is
there for you to post questions about the course to each other or to me.
Hopefully, as a group, you will get used to going in and trying to clarify
anything you don't understand. However, it is my intention to check that
discussion forum daily just so that I can answer questions for you.

There is one "semester long" discussion forum, "Tracking a Listserv." You
will need to subscribe to the listserv of your choice. Typically this is
done by writing in the text of the message to the listserv "Subscribe
Michele Dornisch" (although you'd put your own name, not mine. You should
all be tracking a listserv immediately (joining and then reviewing and
responding). Each week during the course, you should provide one or two
summaries of what is going on in that listserv. I would prefer for you to
track an educational technology listserv, and as a result, I have decided to
provide a list for you to choose from. Note, though, that I've also
provided several places where you can find listservs (preferably regarding
educational technology) on your own, if you don't have much interest in
these.

Therefore, here goes:

* EDTECH Topics in Educational Technology listserv@msu.edu

*subscribed INCLASS Internet in the Classroom
listproc@schoolnet.carleton.edu

* ITS Integrating Technology in Schools
listserve@unm.edu

*subscribed SIGTEL-L Telecommunications in Education
listserv@unmvma.unm.edu

* WWWEDU Educational Web Discussion
listproc@kudzu.cnidr.org

Each of the remaining 5 discussion forums have a specific date attached
(I've changed that to make it obvious). Please don't reply to the
discussions unless they are open. Sorry for not making that clear.

I also wanted to touch base with you all about how to post to discussion
forums. It seems clear to me that by just saying "I agree with you" or
something of that nature, you really aren't posting something meaningful.
Please think carefully about the issues, as they are important issues as we
move into the information age. You need to explain what you mean and
support your ideas. Just posting, for example, that "site design" is
important when examining whether to use a website in the classroom is not
enough. What is important about site design and why is it important for
LEARNING from the site? That is the kind of information you want to get at
when posting to the discussion forums.

Please also note that you should be constantly returning to these discussion
forums (the ones that are active) during the discussion sessions. For each
discussion forum that is NOT the listserv discussion, you should post at
least three responses, but they should be thoughtful responses.

If you have any questions regarding the WebCT environment, you can look the
answers up here e-learning guide http://e-learning.liu.edu/student.htm.
Or, you can just email me.

Finally, all assignments should be posted within WebCT, so that I can find
them there. Once the due date is passed for each, I will grade that
assignment and post the pointes you've received. Do understand, though,
that simply by completing an assignment, you do not receive full points.
You should take care to put effort, thought, critical thinking, and
reflection into your projects.

Email me If you have any questions, but please do get started with the
course.

===========================================
Michele M. Dornisch, PhD
Assistant Professor, Educational Technology
15 B. Davis Schwartz Library
Long Island University, C. W. Post Campus
720 Northern Boulevard
Brookville, NY 11548
516-299-4115
516 299-4167 (fax)
mdorn@liu.edu

Why do you think students should be using the Internet, rather than the library? What
does it afford us? What can we do with the Internet that we wouldn't otherwise be able
to do? For example, it seems clear to me that we can do research using the Internet.
So what? We can do research in the library. What about the credibility of the
information on the Internet? Is it as credible as information in the library? What about
the information on the Internet makes it so useful?

What about the Internet in general, as a tool, not just to "acquire" information, makes it
so useful???

The computer is like a "swiss army" educational tool.  It is more of a facilitator of problem solving than it is the solution to any specific problem.  The internet, (broadband in particular) is one of the handy tools built into our "swiss army" educational tool.  It is arguably the most useful and versatile of all of the tools packed into our digital arsenal. There are a number of reasons I believe, why the internet plays (or can/should play) such an important role in the classroom.  In no particular order, first there is the immediacy of information.  The timliness of the information is often up-to-the-minute (up-to-the-second?) and the response time, from inquirery to desired-knowledge is measured in seconds, not minutes, hours or days. Second is the vast array of resource material that is accessable from the internet.  I don't know of a library that boasts of such a robust on-shelf inventory of materials as is available digitally on the internet.  Third is the delivery system.  Often the searching for information is but a step to solving a bigger problem.  There are times when information is provided and can be fleeting - we can throw it away after using it.  There are other times when we may want to "keep a copy handy" for later referencing.  The internet accomadates both. The discarding of information after it has been used, is possible only because of the ease to access the information in the first place.  When one knows that one will likely to return to an online reference for later evaluation, one often downloads a copy of that material to one's local computer.  But with the ease of knowledge access, retrieving information from one's local computer often is no easier (and at times more difficult) than retrieving information from the internet.  This same achitectural design of accessing information, is employed in some computer hardware "client-server" systems.  "Thin" clients and "fat" clients are variations of a system configuration where computer processing is done more locally (fat client) or more remotely from the server (thin client).

Even if one knows that a chart or some other information will be required for later reference,

n general, and the internet specifally

Great Resource - Columbia Univ Center for Tech & School Change

http://www.tc.columbia.edu/ctsc/CTSCfinal/