students to find alternative words to vocabulary by using an online thesaurus. Compare the finding.
a vocabulary list of foreign words and phrases by accessing international
sites. At the week’s end, write a
story or essay containing some of the words or phrases.
students to create crossword puzzles using PUZZLE MAKER (a free
online service) related to the current lesson in any subject.
stories individually or in a group on the computer. Have different students add paragraphs
to the existing story. Use e-pals
to complete parts of the round-robin story.
e-pals to edit stories written in your classroom. Have them suggest extensions or
elaborations to your student’s stories.
stories interactively with a remote partner. As the partner pairs to develop guidelines for editing the
stories. Create multimedia effects for the stories
and place them in PowerPoint,
HyperStudio, or on the Web.
part of a story to the class and assign an individual or a student group
to use word processing software to finish writing the story, while other
students work on an alternative assignment (poster, brochure, art project,
etc.) Rotate the “computer writer”
during subsequent assignments.
students two topics for a brief essay.
Write one version using paper & pencil and a second version
using a word processor. Compare
the ease of creating and revising the work.
the computer to develop collaborative writing. Working in a student group, encourage groups to organize so
that one student types while other group members act out the collaborative
roles assigned to them.
student e-mail accounts and use them to practice composition skills while
communicating with classmates, friends, family members, or business
- Set up
a key pay program with a class from another school. Encourage students to exchange messages
about their schools, their town’s history, or other events related to
current units of study. Assign key
pal mentors or tutors and let them share homework assignments or do
a key pal program with students in another country to encourage clarity in
writing while communicating and increasing knowledge about other places
and cultures. Assign reports for
students to make about their key pal and the country. Give students guidelines for collecting
important and valuable information to share with the class.
a classroom newsletter or newspaper to encourage wiring, peer review,
editing, layout, and publishing skills. Then share the publication with
other classes and parents.
students with a brief story or essay that needs proofreading. Compare the results of correcting or
proofreading errors from all class members by having some students work
with an electronic spelling & grammar checker and some do the
assignment with pencil & paper.
individuals or groups to use word processing software to edit stories
written by other students. Add
graphics from clip art collections or have students create, scan, and
place their own art.
READING / LITERATURE
a list of authors, and assign student groups to search the Internet for
sites relating to the author chosen or assigned. Compile a compendium of Web sites about the author. Site listings could include brief
descriptions and critiques.
the current reading or literature theme and assign students to search the
Internet and print sources to find poems related to the theme. Use a graphics program to create a
display or a bulletin board of the images and information found.
the Internet to create a reading list on a particular topic or in a
your students work in teams to develop rubrics for evaluating the quality
of the communication in a Web document.
Each team is to find examples of very good communication and of
relatively poor communication.
Each team is to do a presentation to the whole class, illustrating
their rubrics with examples of good and poor communication.
Geography and Social
Much criticism of social studies stems from textbook
treatments of issues that typically tend to be brief at best, and often
superficial. The Internet provides ways
to access documents that permit students to become actively engaged learners. Sites proved both historical materials, such
as the minutes and other legal records of assemblies and conferences, as well
as current data such as the census.
and print a “today in history” Internet site each day. Post it on a bulletin board or read it
during the daily announcements.
- Pick a
city or country that interests students and search the Internet for useful
information about that city – subway routes, museums, sports teams,
cultural events, famous residents, or highlights in the city’s history.
an Internet tour of great estates, such as the White House, Monticello,
the Kremlin, and Buckingham Palace to show the students a piece of history
that many may never visit.
the Internet to research a controversial issue; such as managed health
care. Compare Internet information
with traditional print sources.
- Take a
virtual tour of a governmental unit.
Analyze its organization, budget, and functions.
a collaborative unit relating to a current school or community issue, such
as teens and smoking. Assign
student groups to various tasks; use the Internet to research information
about the issue, use a word processor to produce questionnaires about
student attitudes and practices, use a spreadsheet program to compile
questionnaire results, and use a graphics program to publicize conclusions
drawn by the class.
students to determine where the independent states of the former Union of
Soviet Socialist Republics are located.
Compare Internet sites that are current with printed maps that
feature the USSR.
research using the Internet about what issues now face the new independent
states of the former USSR since its break up. Look at the internal structures such as education,
technologies, industries, economics, politics, etc.
students to search the Internet for eyewitness accounts of important
events, while others use traditional resources that could include written
or oral accounts of events.
Example: Have students
research eyewitness accounts about WWII on the Internet, via e-mail to survivors,
collecting interviews in their own community. Have students compile the information and publish on the Web
as an addendum to the global “database”.
the data and features that are found at a site operated by a government
with data and features that are found in other sources. Look for information that might be
critical or biased, and consider the different perspectives.
students to find how different groups view controversial issues by
visiting newspapers, journals, and other periodicals published in
different parts of the world.
Electronic libraries permit students to access these and other
online newspapers from around the world so students study different
editorial views and compare treatment of domestic papers with
international publishers. The
majority of online newspapers are free.
students track stocks and investments online. Give each student $10,000
in "credits" and let them simulate buying and trading stocks over a
semester. Students should investigate companies, stocks, and
Resource: “Learning & Leading with Technology” volume
27, number 6, pp29-30.