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Link your students to the four corners of the world   A social studies teacher shares her experiences learning to use technology and how it has enhanced her teaching in many ways.   By Donna K. Brock

uring an awards ceremony my principal introduced me by explaining how my knowledge of technology had increased by saying that a few years ago I "didn't even know where to put the gas in a computer," but that I was now on the team that posted our school's Web site. Little did he know how right he was!        Just a few school years back I was scared to turn on a computer, afraid of showing my dyslexic keyboarding, and sure that the poor computer would have the shortest technological life on record. Miraculously the clicking on of that machine clicked on something in me as an educator and as a person that I didn't even know was there. My confidence grew. Nights came when I awoke with an idea and I couldn't wait to get to school to try it. My curriculum came alive as I linked my southern students to the four corners of the world.

Students work on archeology project.

his transformation didn't blossom overnight. It came in sometimes struggling, stumbling, jolting, and tear-filled ways. I began to surf the Web for resources to use with my sixth grade social studies students. I found that the Internet is a treasure trove for a social studies teacher on any grade level. As I became more familiar with the huge quantity of material, I began to search for quality sites that would best meet my needs. The four sites I found to be most helpful to my subject area were National Geographic, Mr. Dowling, Mr. and Mrs. Donn's Lesson Plans, and Geography World.        I began to see how the material I was shifting through and using haphazardly with my students could be designed in a very organized and productive manner. Since I had been helping to post our school Web page and our technology coordinator, with whom I worked, was beginning to host a subject-themed Web site of her own, I was a little familiar with the process of designing and posting pages. I secured some free space on the Web and started a rudimentary Web site. I included some personal biographical information that I thought my students might find interesting and then I hyperlinked some of the sites I had found most useful. I then linked that page back to our school's homepage faculty section.

nbelievably, I began to receive e-mails from students almost immediately stating interest in the site and listing sites they had found and wanted me to include on my page. Encouraged, over one summer vacation I posted my class syllabus and hot-linked it. I was so excited about using it in class! Then tragedy struck when I mistakenly deleted my whole Web page with no back up. I was crushed but not defeated. My technology coordinator urged me to count it as a learning experience. That deletion turned out to be the best thing that could have ever happened to me.        As I began to rebuild my Web page I started letting my creative juices flow. Any one who has spent hours surfing the Web for just the right graphic knows of which I speak! I added favorite links and cool social studies sites to the mix. The result of all of this was the skeleton of the Web site I now use with my classes http://volweb.utk.edu/Schools/bedford/harrisms/BACKYARD.htm.

Student reads e-mail from mentor.

t about this same time our school received a grant for a computer lab. I tried to schedule my students to use the facility each week. Since I only had one computer in my room, I purchased an Averkey to connect my PC to a larger screen in-room television. We did guided Internet searches, explored virtual museums, completed scavenger hunts, researched term papers, saved images for multimedia presentations, made spread sheets from online almanac information, followed archaeologists on digs, listened to presidential speeches, heard voices from the past, charted hurricanes, traced the routes of explorers, graphed climate changes, and watched streams of refugees leave war-torn countries. I tried to provide safe links that could be used in class and lab settings, but that would also peak individual discovery learning on home and public library computers.

s parents and students used the Web page more in class and at home, I began to see the need to add more dimension to the site. I added an extra-credit section of social studies related projects linked to sites that provided hints, materials, directions, and information that students might need to complete the activities on their own. Since our school adopted the Accelerated Reader (Reading Renaissance) Program which allows students to read and test on books at their reading level I included a list of social studies related books available for my students in our library. I worked with our school's media specialist to develop this listing of non-fiction and fictional books showing topical information, points per book (used in the Reading Renaissance program), and reading level. We now have a selection of over 300 testable titles geared to social studies in our library. Currently I am updating sections of my Web page that include social studies skills and Terra Nova Test preparation. I have also started a page that will serve as a student work portfolio. Recently, teachers in my school began posting homework assignments on a site provided in part by the National Education Association called Schoolnotes.com. I have made that a part of my daily regimen also, with much positive feedback from parents and students.

Students check the social studies accelerated reader list.

one of those positive experiences mentioned would have been possible without the patience and guidance of my school's technology coordinator who wasn't scared to share with me what she learned as she pioneered the way to our school winning a national technology award. She trusted me with projects, assured me that we could fix anything I "broke," and guided me through the indecipherable aspects of technology until I had a basic understanding.        My fellow teachers, with open hearts and minds, also encouraged and teamed with me to give our students the edge that we now know is so essential for students in this place and time. Our school now boasts teacher Web sites in the subject areas of language arts, reading, art, music, math, and science in addition to several Web quests. And back to my principal and his tongue-in-cheek introduction, he was instrumental in my evolution, too. He firmly stated that our school would go forward into the 21st century and that if we wanted to remain a part of his staff then we would have to commit to providing our students with the best technology-enhanced education possible. Through the years he has backed that statement and his aspiring teachers by providing money for equipment, support of innovation, vision for programs, and time for staff development.

o here I am. From where is the start button to interactive syllabus and from "hunt and peck" to addicted Internet surfer! Computers have changed my life; and there is still so much to learn. I still consider myself a novice but if technology can make this much improvement in my confidence as a professional, in classroom management, curriculum planning, and in my ability to share knowledge with my students, parents, and peers, then it can work for anyone.        Here are my suggestions for teachers interested in using Web pages and other technology in their classrooms: If you don't have the resources or support system to post a Web site of your own then find and use one of the many sites available on the Web suitable to your discipline or grade level. For example, I could teach all 180 days of our school term and never use all the marvelous lesson plans from the Florida Geographic Alliance http://fga.freac.fsu.edu/.

"Adapt your individual teaching style to utilize the technology to enhance your lessons. As my tech coordinator says, "Work smarter, not harder."

Use user-friendly Web design software or templates from companies that offer free Web space unless you are familiar with HTML or other code languages. Use tutorials about Web design offered over the Internet, browse your favorite bookstore's computer section, or take a class at a local university or technology center. Because of the changing nature of the Internet, post a disclaimer on your page for students and parents that states that you have previewed linked sites, but you caution safe surfing. An example of such a disclaimer can be seen at http://volweb.utk.edu/Schools/bedford/harrisms/BACKYARD.htm. Don't try to teach in a traditional style and then try to find time to add in technology. There won't be enough time for both! Adapt your individual teaching style to utilize the technology to enhance your lessons. As my tech coordinator says, "Work smarter, not harder." Here's a great site for integrating technology into your teaching: http://volweb.utk.edu/Schools/bedford/harrisms/AZ.htm, Share your knowledge with others. Build a network with other educators in your building or district or around the globe. Use the vast resources of universities, government agencies, and companies that host Web sites. If possible, start a partnership with a facility of higher learning or with a reputable corporation. Take technical mistakes and setbacks in stride (easier said than done!) and use them as learning experiences. Listen to your students. You will pick up on their interest, the type of sites they think are cool, and the ones they use the most. Keep it FUN!

Donna K. Brock is a teacher from Shelbyville, Tennessee.   Teacher Testimony authors are nominated by people like you. Send nominations to the editor. © 1997, 1998, 1999, 2000 SCR*TEC.   This page is Bobby Approved.