Reflection1
Final Reflection
Gregory Porter
WaldenUniversity
Professor Judith Byers
Integrating Technology in the Curriculum, Part 1: EDUC-6663-T1001
August 10, 2007
Final Reflection
This course has provided many opportunities to examine Dr. Leu’s Internet instructional models (Leu, D. J., Leu, D. D., & Coiro, J., 2004) and how they support Dr. Thornburg’s four learning spaces (Thornburg, 1996).It also explains why educators are taking more active roles in research and development in education. Dr. Leu’s interpretation and analysis of the Internet Workshop, Internet Project, WebQuest, and Internet Inquirysustains Thornburg’s Informational/Campfire, Conversational/Watering Hole, Conceptual/Cave, and Contextual/Life Learning Spaces by involving students in all levels of Bloom’s Taxonomy (Clark, 2007) while providing opportunities to engage in the third level of answering questions to challenge students’ intellect (Costa & Kallick, 2000).
Creating and implementing an Internet workshop where students use higher-order thinking skills through a medium of well developed questions(Canter & Winberry, 2003) creates a platform where students navigate information interdependently while the instructor acts as a mentor and guide. It supports Thornburg’s Conversational Learning Space as questions spark discussion among peers. Additionally, it embraces the Conceptual Learning Space by providing an environment where information is turned into knowledge then makes its transition into the Contextual Learning Space where students can apply that knowledge to the real world.
Internet Projects are effective in making worldwide connections among students. Connecting with learners around the world opens opportunities to examine international stories from different perspectives. Opportunities include the study of ethnic stories creating a perfect “campfire” atmosphere for Thornburg’s Informational Learning Space. Likewise, a collaborative Internet project with classrooms in other parts of the world sets the stage for the Conversational Learning Space. Information is shared via email and discussion boards. Finally, application of international communication for public relations and career fields support the Contextual Learning Space.
The WebQuest, a model developed by Bernie Dodge, is effective for integrating the Internet in the classroom (Leu, D. J., Leu, D.D., & Coiro, J., 2004). The WebQuest is a highly structured lesson that students can navigate independently or interdependently to learn new information, comprehend methods, and receive training. It supports the Informational Learning Space by providing online sources for narratives. Furthermore, World Wide Web enquiries promote discussion among students who are interdependently navigating WebQuests providing material for the Conversational Learning Space. Learners participate in the Conceptual Learning Space as they produce evaluations for the WebQuest, and the application of learned skills embracesthe Contextual Learning Space.
The Internet Inquiry promotes student questioning, research, interpretation, application, and presentation. Additionally, the process incorporates habits of the mind, development of three-story questioning (Costa & Kallick, 2000), and immersion in Bloom’s Taxonomy (Clark, 2007). Learners inherit invaluable skills during the Internet Inquiry process as they become more self-governing and proactive in their own learning development. Internet Inquiries easily navigate all four of Thornburg’s Learning Spaces. Online investigations can uncover accounts that hook the interest of students through the Informational Learning Space. This trickles into Conversational Learning Spaces where numerous discussions can be inspired on any given subject. Composing answers to inquiries engages students in publication via the Conceptual Learning Space. The Internet Inquiry is a vehicle for students to independently pursue credible sources when they have questions. Publications can be applied to further study, comprehensive lessons, and career fields in the Contextual Learning Space.
Through these and other methods, educators are taking an active role in developing the modern classroom. According to Dr, Leu (2002), teachers are not waiting for universities to spend time conducting research through classroom visitation then waiting several years for the research to be published. Rather, teachers are conducting their own research, discovering new insights, and quickly sharing discoveries among colleagues. During an interview with John and Maria Neag, Dr. Leu points out that “action research”is becoming more and more important, because the way of ‘knowing’ literacy is changing.According to Leu, the complexity and rapidly changing Internet forces teachers to take these actions. This sharing of ideas, insights, and resources has been exemplified throughout this course. Through various discussions, teachers from all over the country posted insightful, informative websites that would have taken weeks to discover individually. Colleagues made effortsto insure equal Internet access for students with individual challenges and provide exemplary WebQuests to support student learning. In summary, we as teachers conducted our own research, discovered new insights, and shared discoveries among colleagues throughout this course.
Methods I find most useful are the Internet Workshop, WebQuest, and the Internet Inquiry. The Internet Workshop will prove very effective as my broadcasting students access a link on the Video 101 course at a resource I have chosen due to its qualitative and comprehensive training in video production. The site was developed by Michael Trinklein, professor of mass communication at IdahoStateUniversity, and has been honored by the Broadcast Education Association. The goal of this introductory Internet workshop is for students to interdependently examine and comprehend video production techniques that make up the evaluation rubric for my class. Students in my journalism class will participate in a WebQuest journey to learn the art of authoring a website. Currently, my broadcasting students use Internet Inquiry to locate local, county, state, national, and international news to include on our morning show. Students engage in language arts as they rewrite the articles and provide credit for the source. Students embrace this method, and it has proved effective in independent research.
I have created a web site link page for my class at (Porter, 2007) that serves as a venue for students torevisit information from the Internet Workshop, WebQuest, and the Internet Inquiry. It is designed as a common page for all students with links for skill review and advanced research where learners can independently pursue credible sources when they have questions. This site promotes student questioning, research, interpretation, application, and presentation. It will impact student learning by providing a one-size-fits-all resource where students on various learning levels can access needed information. Provided are opportunities for learners to become more self-governing and proactive in their own learning development. Finally, it serves as a great resource for me as the instructor as I can continually modify it and refer students to it to encourage independent thinking among students while providing them with a resource that is available 24 hours a day, seven days a week.
This course has proved effective in examining Dr. Leu’s Internet instructional models, how they support the four learning spaces of Dr. Thornburg, and how educators validate these notions through independent research. The fusion of these concepts provides a platform for student exploration, interpretation, and application. Students become more independent as they develop research and conflict-resolution strategies. In conclusion, learners inherit an invaluable appreciation for developing new interests, engaging in meaningful conversation, transforming information into knowledge, and applying that knowledge to the real world.
References
Canter, L., & Winberry, K. (Directors). (2003). Program two: Internet workshop [Motion picture]. In C. Arnold (Producer), Integrating technology in the curriculum, part one. Los Angeles: Laureate Education, Inc.
Clark, Donald. (2007). Learning Domains or Bloom's Taxonomy. Retrieved July 4, 2007 from
Costa, A. L., & Kallick, B. (Eds.). (2000). Activating & engaging habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Coalition Foundation. (2002). Peer assessment and peer evaluation. Retrieved August 6, 2007, from
Leu, D. (2002, January 18). New literacies. Baltimore: Laureate Education, Inc.
Leu, D. J., Leu, D.D., & Coiro, J. (2004). Teaching with the Internet K–12: New literacies for new times (4th ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.
Porter, Gregory. (2007). Media Links. Retrieved August 1, 2007, from
Thornburg, D.D. (1996). Campfires in cyberspace.San Carlos, CA: Starsong Publications.
Trinklein, Michael. (2005). Video 101.Retrieved August 1, 2007, from