In using the Internet to create a media-lab classroom, you need to consider the degree to which students are actively engaged in learning. Rather than simply using technology to present information, you are using it as a tool to foster interactive participation with media texts, as well as constructing their own texts. Technology can be a useful tool for:

• allowing learner control

• fostering collaboration

• promoting social construction of knowledge

• making thinking audible

• building understanding

• engaging learners in literacy practices

• enhancing critical viewing skills

As previously noted, it is important that you use technology to create "open learning environments" (OLEs). OLEs involve ". . . processes wherein the intents and purposes of the individual are uniquely established and pursued. . .  OLEs support the individuals efforts to understand that which he or she determines to be important." OLEs like the Internet, for example, require an instructional design that harnesses the resources, tools, scaffolds, and enabling contexts for active and meaningful learning (Hannafin, Land, Oliver, 1999).

Web-based tools can be used for providing students with support or evaluating their work. For example, teachers and/or trained peers are increasingly using on-line tutoring to provide students with feedback to their writing or training peers to assist other peers in giving feedback to their writing or in working on reading.

Students are also using e-portfolios to foster reflection on their work over time and for teacher use in evaluation of student growth.

People can also use e-portfolios to enhance their employability by sharing information about themselves on the web. In the state of Minnesota, all residents have access to free use of eFolio Minnesota, which provides an easy-to-use template for creating portfolios that can contain a vita and other information about a person.

To consider the different tools available for use in your classroom, take a look at the 4teachers site. Some of the useful tools on this site include:

• Think Tank

• Casa Notes

• Notable Pics

• Assign-A-Day

• Learning checklists

• QuizStar Quiz maker

• RubiStar Rubric maker

• Resources in Spanish

• TrackStar Track maker

• Web Worksheet Wizard

• Project Poster (Students)

• NoteStar note-taking tool

For example, the TrackStar Track maker allows you to organize your searches of URLs, something that will prove useful in creating webquests based on a set of related URLs.

Another useful site is the webteacher site which contains some useful training modules:

• Revised Module 1: Web Basics

• Revised Module 2: Communicating

• Revised Module 3: Multimedia

• Revised Module 4: Homepage Construction

• Revised Module 5: Peripherals and Utilities

• Revised Module 6: The Web in Your Classroom

One of the most useful on-line resources for helping you think about technology planning and integration is the GLEF site. On this site, there is a 2- to 3-hour technology-integration module that provides you with ideas for how to integrate technology into the classroom.

Another useful site is the ALPS site that provides resources, scaffolds, and contexts for building unit plans.

The Apple Learning Interchange site provides examples of various activities and tools.

And, for developing inquiry units and activities, check out the University of Illinois "Inquiry Page."

Other useful sites for English teachers is Allen Webb-Carey's site, which describes the uses of particular tools relevant for English teachers, and the Western Michigan University: Teaching English with Technology site.

Finally, another useful site for English teachers is Jamie Myers's description of how he uses different hypermedia tools such as Hyperstudio and QuickTime to have high school students create hypermedia productions in the classroom.

Uses of the Internet in Education

Internet 101

Eductional Uses of the Internet

Global School Network

Teaching and the Internet

Weaving the Web into Your K-12 Curriculum

The World Wide Web Consortium

Educause Review

Exploring Literacy in Cyberspace

Tech Talk [Digital Media Center, U of M] (click on "episodes")

Teacher Wisdom Stories: Cautions and Recommendations for Using Computer-related Technologies for Literacy Instruction

Organizations that Promote Technology Uses in Schools

Belvedere

The Global Schoolhouse

KidLink

The EduTech Institute

Computers, Teachers, Peers

EduTech

CaMILE

CoVis

ICLS

INSYS

Module 2: Word document

Five Principles of New Media Production

Acquiring Literacies through the Use of New Media

Literacies Associated with Digital Media

One Example: Video Games as a New Media

Studying and Using the Web

Using the Web as a “Media Lab”: Working with Media Using the Internet

Building Learner-Centered Environments through Technology Integration

Creating a Webquest

What is a Webquest?

What are the Different Parts of a Webquest?

The Webquest Design Process

A Sample Webquest using Filamentality

Final Task: Creating Your Own Webquest

Web-based Resources for Teaching Media Literacy

Using Tappedin.org and Nicenet.org

Tappedin.org

Nicenet.org

References