Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f4ALbWf09350; Thu, 10 May 2001 17:37:32 -0400 (EDT) Date: Thu, 10 May 2001 17:37:32 -0400 (EDT) Message-Id: <E809F4A8C0B98B4C9F24041B8B7F4E2E2BE340@CRECMAIL.learningcorridor.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: Ajit Gopalakrishnan <AGopalak@crec.org> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:1781] RE: Web Publishing Mini-grant Projects X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 5293 Lines: 114 Hello Jeff and others, Here are some of my thoughts regarding your question: Is helping individual students/teachers/programs build their own Web presence a useful and valued activity -- as compared to the other kinds of ways in which Internet technology might be used by programs and teachers? I am not sure what exactly you mean by "Web presence" in the above question. I will take it to mean all of the following: - Setting up an administrative/program web site - Creating a web site as part of a class project (like the Queens Bees web site) which encourages student writing, reading, learning about technology, etc. - Teachers creating curriculum web sites for other teachers Also, I will try to answer your question within the context of professional development. I tend to gravitate toward professional development activities/processes that are directly connected to student learning and probably involve the student in the process as well (like practitioner research, or project-based learning approaches). Given that, in one sense the issue to me is not whether "building a web presence" is inherently a useful or valued activity but how that activity/process is linked to teaching and learning. Each of the three approaches I listed above could be structured and accomplished in a way that results in students enhancing their basic skills, teachers learning more about their practice, and programs increasing their efficiency/image. Conversely, they could be structured wherein such breadth of learning does not occur. Having said that however, I also wonder if there is something "inherently" useful about building a web presence. I think about it through the lenses of practitioner research wherein part of the process of inquiry involves "sharing the findings" i.e. moving from a "consumer" of knowledge to one of a "producer"/"creator". This step I believe is extremely important because it "gives voice" and "validates". I am currently involved in two projects where the idea of creating a class web site, or simply seeing your personal writing typed, is motivating to students. So to answer your question, I do think that building a web presence can be a really worthwhile activity for students/teachers when compared to "consuming" what's already out there. In any of these approaches, I am not sure how important it is for teachers/learners to actually master the technical-nuts-and-bolts of web page design (unless they are really interested and want to learn it)..... I think they should know how it works. Also, I do think it is absolutely essential that teachers/learners be involved in every other step of the creation of the web presence (visioning, storyboarding, content creation, etc) What do you think about my opinions? Thanks for raising the question. Ajit Ajit Gopalakrishnan Capitol Region Education Council 111 Charter Oak Avenue Hartford, CT 06106 Phone: (860) 524-4036 Fax: (860) 246-3304 Email: agopalak@crec.org Web Site: http://www.crec.org/atdn/ > -----Original Message----- > From: Jeff Carter [SMTP:jeff_carter@jsi.com] > Sent: Wednesday, May 09, 2001 5:42 PM > To: Multiple recipients of list > Subject: [NIFL-TECHNOLOGY:1776] Web Publishing Mini-grant Projects > > > Previously on this list I had mentioned the Web publishing mini-grant > program that we have leading here in the northeastern part of the U.S. > this year. > > <http://www.nifl.gov/nifl-technology/2001/0140.html> > > Many of these projects are complete or are nearing completion. You'll > find a link to each of the 2000-2001 mini-grant sites (organized by > state) on our Web site. As noted before, we'll be posting summary > reports from each participant at some point down the road; these > reports, we hope, might serve as a guide for other teachers and > programs. > > <http://hub1.worlded.org/nelrctech/minigrants> > > Bear in mind that some of these sites are still works in progress. > And also bear in mind that we -- and our participants -- were on a > shoestring budget. > > I would more than welcome your thoughts on this work, and/or on the > individual sites thmselves. The sites vary somewhat in terms of > purpose and audience. Some are set up, it seems to me, as > multi-purpose hubs for their respective programs, while others are > more of a specific on-line curriculum or class project. > > If you do take a look, I'd be interested in discussing your reaction > and questions here on this list. Which of these sites particularly > appeal to you and why? Which ones have content that you might tap in > the course of your own practice, and which ones are useful as models > for a site you might build yourself? Can you think of ways to improve > or add on to any of these projects? > > A more provocative question: when you consider the limited choices we > have in terms of using technology and professional development, is > helping individual students/teachers/programs build their own Web > presence a useful and valued activity -- as compared to the other > kinds of ways in which Internet technology might be used by programs > and teachers? What do you think really makes the most sense for > individual teachers and programs to publish online? > > Jeff > > Jeff Carter > NELRC/World Education > (617) 482-9485 > jcarter@worlded.org
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