Substantive Searching: A Classroom Approach
Class Article In the initial process of implementing the Internet as a learning tool, a teacher must instruct students how to use the Internet effectively. The article, "Substantive Searching" by Valenza, presents a variety of Internet issues that must be addressed. Problem 1: Due to the abundance of web information, students find it difficult to find and discern the best sources to support their research. Therefore, settling for what they can find easily. Hence, students often have little idea of what is out there to find or how to find information. Problem 2: Students do not have the knowledge, skills and abilities to evaluate online information for credibility, nor do they know how to identify information that meets their researching needs. The article presents a list of attitudes and behaviors demonstrated by effective Info-fluent students. The list can be used to guide teachers as they work to improve Internet literacy. As the article describes, it is import for students to understand the process of searching the Internet for information and how it relates to the life long process of learning. The author states, "Good researchers not only have specific skills, but also a set of attitudes and behaviors" including the following: As a classroom teacher, the author makes several recommendations on how we can help students achieve the knowledge, skills and abilities to be Info-fluent students that display the attitudes and behaviors listed above. Tools and Classroom Applications: Tool: Research Challenges Application: As a classroom teacher, I use the following resources to teach students about how to use information effectively to complete a final project. The project addresses a variety of the attitudes and behaviors defined as essential in the article. I enjoy using the following activity with my 7th graders. It is very interactive and presents Internet research through the use of Primary Sources in a manner that engages students and introduces primary resources, which are often hard to use and navigate, in a user-friendly environment. This is a true searching challenge. http://www.ncwiseowl.org/kscope/techknowpark/TimeTravel/index.html# My class really enjoys mission 7. I begin class with the question, "Do you know what the first sporting event was? If you were alive 3,500 years ago, would you be a willing participate of the Ball Game? After this research challenge the class will have a change of heart! Tools: Video Streaming Application: The article "Substantive Searching" provides insight into the importance of being Info-fluent and how it relates to the life long process of learning. Students stream videos into their computers. Video streaming has become a valuable tool in the classroom and can be used to teach a variety of objectives. For example, in the article, "Video Analysis," from our unit on software, the author describes the availability of video analysis programs currently available. Although the author?s primary focus is on the field of science and mathematics there are videos available online to teach students how to be effective Internet users. Video Streaming: http://www.kidzonline.org/TechTraining/video.asp?UnitQry=search%20engines The following videos are great tools for instruction. The videos introduce students to the following concepts: Utilizing the Internet: Internet Basics [5:52 ] Utilizing the Internet: Browser Basics [4:02 ] Utilizing the Internet: search engines [6:01 ] Utilizing the Internet: Search Power [5:31 ] Utilizing the Internet: Online Credibility [5:12 ] Tool: Searching Processes Application: Students review the following terms http://www.rrcc.edu/teachered/sharon/internet.html Students perform the following activity? http://www.rrcc.edu/teachered/sharon/internet7.html Needed Worksheet: http://edweb.sdsu.edu/webquest/searching/sevensteps-worksheet.html Students complete the following activity: http://www.ncwiseowl.org/kscope/techknowpark/Suitcase/index.html Tool: Evaluating the information you find on-line. Application: The following activity teaches students to be prepared to evaluate the information they encounter on the Web, as well as, the importance of being prepared to look at all resources with critical and creative thinking skills. This application will teach students to be savvy information gatherers! The following activity is a true classroom hit. The students enjoy using the Web Site Evaluation Form, to evaluate sites they find to be really good, to determine content accuracy, content appropriateness, content scope, technical navigation, technical presentation and the bottom line. The activity then engages students in the process of using the "Evaluation Form" to evaluate the website: The Haggis Hunt is on?" The site is very creative, however, students must use their critical thinking skills and not be fooled. Students then review advertising tricks used to attract consumers. Once students have a basic understanding of the tricks deployed, they create a cereal box demonstrating their knowledge of advertising tricks. http://www.ncwiseowl.org/kscope/Hovercraft/InfoSkills/KnowFlow/Caution1/KFSM1.htm Tool: Guideline for Research Products. Implications for the Future: I found the first sentence of the article to be true, "I watch students search. Over the past several years, I have grown less satisfied with the results and products of student research." I must agree. Students have extreme difficulty in the process of completing a research bases project. Once students have complete the assignments above, they are aware of search engines and how to use search engines. They understand that the Internet is a resource for gathering and collecting information, as well as, a resource that must be evaluated for credibility. However, students still cannot achieve the HOTS needed to complete a research project. Hence, I am planning to incorporate the following activities to encourage students to take the next step and develop the skills, attitudes and behaviors needed to succeed in all content areas in the information age. The author presented several approaches teachers can deploy to promote better searching skills. Currently I address most of the recommendations in my teaching practices. However, the article presented several recommendations I believe will greatly contribute to the overall process of Info-fluency. To be Info-fluent a student must have the knowledge, skills and abilities to be the controlling and guiding factor in the process of Internet Research. The Internet and the availability of information can not be the controlling and guiding factor. This leads to the disappointment described by the author, students settle for what they can find. Therefore, the Internet, rather than the subject area content or the student?s interest, becomes the controlling and guiding factor. Hence, Internet Research becomes a game of luck, not skill! From the article, I compiled a list of factors that contribute to creating an environment in which Internet research is student centered and content centered. For example, these classroom implications would support an environment in which student do not adopt, modify or change their research content/subject area to correlate with the information readily available on the Internet. Instead students will modifying, changing or altering their Internet searching tools and strategies. Classroom Application: I will not begin the unit on "Effective searching" by engaging students in activities that develops their searching skills. Instead, I will introduce the concept of "Effective Searching" by first, providing students the opportunity to devise a need and purpose for conducting research on the Internet. Then, I will introduce online searching strategies and tools, not as an application that exist in isolation on content, but as a tool or application to assist in their quest for knowledge and information. First, student will create an overall plan for their research project. This will require students to do background reading before settling on a topic and conducting searches. During this Research Phase, Data Collect Phase and Project Creation Phase, students will use the following resources: http://www.ncwiseowl.org/kscope/Hovercraft/InfoSkills/KnowFlow/index.htm Through the implementation of this activity, the Learner will: Great resource for the stumped student: http://www.learnnc.org/students/7/ Activities to assist students in this process of creating essentials questions. (The Starting Block) Lesson plan: http://learnweb.harvard.edu/alps/thinking/design_resources_start1.cfm Activity: http://learnweb.harvard.edu/alps/thinking/startingblock_play.cfm?mode=begin&block_id=2 Activity: http://learnweb.harvard.edu/alps/thinking/startingblock_play.cfm?mode=begin&block_id=4 (See activity above) http://kathyschrock.net/rbs3k/boolean/ http://webquest.sdsu.edu/searching/fournets.htm http://www.rrcc.edu/teachered/sharon/internet7.html http://www.ncwiseowl.org/kscope/techknowpark/WoodCoaster/Planner.html http://www.noodletools.com/noodlequest/ http://www.ncwiseowl.org/kscope/Hovercraft/InfoSkills/KnowFlow/Become/index.htm# http://webquest.sdsu.edu/searching/specialized.html http://www.cyberbee.com/cb_copyright.swf http://citationmachine.net/ (Best site ever created!) http://www.landmark-project.com/permission_student.php http://www.ncwiseowl.org/kscope/techknowpark/WaterSlide/Questions.html http://www.ncwiseowl.org/kscope/Hovercraft/Transformer/index.htm# http://www.everythingesl.net/inservices/graphic_organizers.php http://www.somers.k12.ny.us/intranet/skills/thinkmaps.html http://www.ncwiseowl.org/kscope/Hovercraft/InfoSkills/KnowFlow/Share/No.htm# http://www.ncwiseowl.org/kscope/Hovercraft/InfoSkills/KnowFlow/Share/Yes.htm http://www.ncwiseowl.org/kscope/Hovercraft/OnlineTools/index.htm http://www.lego.com/eng/create/activities/ http://www.sanford-artedventures.com/play/crimedetection/index.html Thinking Guideness: http://learnweb.harvard.edu/alps/thinking/docs/Magnificent7.htm
What is the Internet? What is the World Wide Web? Are they the same thing? A lot of people use these terms interchangeably, but the web is really just one part of the larger entity called the Internet.
What is the Internet? What is the World Wide Web? Are they the same thing? A lot of people use these terms interchangeably, but the web is really just one part of the larger entity called the Internet.
Browsers are specifically designed for looking at webpages, so they have a number of unique tools for doing so. In this video, we?ll take a quick look through the interface of Microsoft Internet Explorer, one of the leading options for? exploring the internet.
A search engine is a tool used to locate web sites or files on a specific topic, such as magnetic toys, marine biology, or your favorite movie star.
In this video we will discuss how you can maximize your searches by utlizing the features of several types of search engines.
How do you know which information you read on a website is actually true? There are a lot of websites out there, and you?ll soon find that they don?t all line up when it comes to the facts.
Posted at 09:20AM Dec 11, 2006 by SIMMONS, AMBER in Internet | Comments[0]
Wow: Wikis
Wikis: Wow! What a great tool for supporting the writing process.
Wikis are new in the field of education and most teachers are not familiar with the concept of wikis. Therefore, I would like to show an activity we did in our discussion group to demonstrate wiki technology.
Class Articles
I enjoyed the article: Collaborative Learning the Wiki Way. The article defines wikis as a collaborative environment by design, which can serve as a base for online collaborative projects. The article also examines the wiki in comparison to a blog. "Wikis are similar to a blog in structure," however, wikis allow anyone to edit, delete or modify. The reading summarizes the value of using wikis: (1) wikis are organized by content, rather than chronology (2) wikis promote collaborative content creation and editing (3) wikis provide an edit trail as part of its structure (4) wikis can allow for limited access by the creators, and editors of the wiki. To demonstrate the uses, functions and benefits of using wikis in the classroom. I invite you to participate in our groups? role-play.
Overview:
We used www.writeboard.com to role-play a group of students creating a story beginning using an on-line wiki.
The activity demonstrated the function and purpose of wikis and how wikis support the writing process.
After Read the blog, I invite you to contribute to our wiki. This is truly a great example of how to implement wikis into the classroom, and will answer a lot of questions regarding the overall process.
Visit our writeboard at http://123.writeboard.com/705327009c43a41a3
Password: ncsu
Generalizations: Using Wikis:
The process of actively engaging in the writing process via a wiki provided a real world introduction to wikis. As we used the wiki for a mock writing project, we reflected on the following features:
1) Wikis are free, online writing spaces. For example, www.writeboard.com is a great wiki site. Teachers can create writeboards, assign passwords and allow students to work, collectively on writing projects.
2) Wikis use simple formatting rules, so you don't need to understand HTML or an HTML authoring tools, such as Microsoft FrontPage or Dreamweaver to contribute.
3) Wikis convey a highly collaborative view of composing and creativity. People who contribute to a wiki need to understand that their words may be deleted and changed by others.
4) Wikis give focus to the last draft, yet wikis provide a history. Each time the text is changed, a new version is saved. Anyone can go back later and see previous versions. This greatly impacts how a teacher can grade group project by holding each student accountable for his/her writing contributions to the overall project.
5) Teachers and students can see the writing process in action. For example, in our writeboard we can track how the beginning of our story was formed. This same concept can be applied to more extensive writing collaborations.
6) Each new reader can suddenly become a writer. www.writeboard.com provides private wikis. However, all group members are able to write to the wiki.
7) The draft that matters is the last draft.
8) Wikis are designed specifically as a writing space. They are neither a presentation space nor a course management system.
9) Wikis make it possible - and necessary - for writers to continually build upon, revise, and edit an emerging text.
Group Reactions to Wikis:
Barbie, a French teacher explained, "I could use the story writing concept with French 2 and higher levels so that we could create and publish a class story (in French of course) over the course of the semester. Students would then each have their own copy of our class book?I could even see collaborating with French teachers at other schools to either add to the same story or possibly to create their own story with questions. By doing this, we could exchange stories online and test our comprehension of both stories by adding to our own story (you have to read all the previous entries so that it makes sense) and by answering questions about the other school's story. Since students know another school will be reading their story, this factor will provide motivation to do a good job. "
Christine explained, "I agree! I found the site to be really fun. I am also excited because I can definitely apply wikis in my classroom. This lends itself perfectly to an ELA classroom. The fact that students can add on to each other?s stories really increases engagement. We currently do a similar assignment in my classroom, but the stories created are generated on poster board. This system would allow for easy edit and students access to the stories! I think I may attempt this before Christmas!"
One classroom application I found on the Internet recommended wikis as a team based management tool. For example, teachers can create a wiki to document a student?s behavior, progress and goals. The wiki can be accessible by all of the student's teachers, as well as, the student?s parents. The wiki will also provide an ongoing log of behavior documentation, modifications and interventions made on the behalf of the teachers, as well as, providing a log that demonstrates on going parent ? teacher contacts.
This feature will be great in meeting the demands of No Child Left Behind.
"I had never heard of wikis before this week's readings so it has been very interesting to me to discuss this new concept. I can definitely see possible applications in my own classroom."
Conclusions
Overall, wiki technology was new to our group. Our team members all expressed "excitement" regarding the implementation of wikis to support the writing process. The role-play integration helped member achieve a clear understanding regarding the classroom uses for integrating wikis. Our group agrees that wikis are usful in the classroom and can be used in the writing process.
Posted at 10:20AM Dec 07, 2006 by SIMMONS, AMBER in Internet | Comments[0]
Telecollaboration, Activity Structures and Lesson Sequences
In creating this blog I used the following web link http://virtual-architecture.wm.edu/Foundation/index.html I was able to access numerous articles on virtual architecture. All articles referenced in this blog can be downloaded from the weblink.
Taking Advantage of Online Tools:
After reviewing the article, "Curriculum-Based Telecollaboration," I ventured on-line to gain a better understanding of the thinking tools, "activity structures" and "action sequences" when integrating telecollaborative activities in the classroom.
First, I wanted a clear definition to describe "What is a telecollaborative activity?" The article, "First Steps in Telecollaboration" defines a telecollaborative activity as "an educational endeavor that involves people in different locations using Internet tools and resources to work together."
Telecollaborative activities use Internet tools, the tools used are directly related to the actions in which students must perform to reach the desired learning outcome. The learning outcomes are achieved by engaging students in learning processes that promotes content understanding.
Each activity structure is reflective of a learning process. Below is a summary of each activity structure and the learning process used to reach content understanding, I found the summary useful when matching learning outcomes to Internet tools. The information was provided in the article, "Structuring Internet Enriched Spaces."
INTERPERSONAL EXCHANGE
Keypals: Longer-term, interest-driven, one-to-one communication-by writing is based upon emergent topics of conversation. Can be used to motivate students to communicate in writing.
Global Classrooms: Longer-term, group-to-group discussion-by-writing of structured or semi-structured topics. Can be used to help students? research and hone their assertions and arguments.
Electronic Appearances: Short-term communication "event" with someone special by virtue of reputation and/or expertise. Good way to pique interest in a particular topic or event.
Telementoring: Longer-term communication-by-writing in a mentor-protégé format. Rich possibilities for long-term professional/personal relationships/modeling.
Question & Answer: Very short-term communication-by writing to clarify or complete understanding of a complex topic.
Impersonations: Variable-term communication-by-writing necessitating deep level, actively applied understanding of an historical period or literary work. Impersonation format is usually quite motivating.
INFORMATION COLLECTION AND ANALYSIS
Information Exchanges: Variable-term communication in which similar information is compared and contrasted. Especially effective when students are comparing locally generated information that differs across collection sites.
Database Creation: Previously accumulated information is analyzed deeply enough so that it can be classified and organized for others to use to form higher-level understanding.
Electronic Publishing: Fruits of learning efforts are formatted so that others can benefit from perusing them. Good for both learning closure and public relations.
Telefieldtrips: People (and less frequently, animals) are shadowed while they are active so that their experiences can be vicariously received.
Pooled Data Analysis: Similar information is pooled from multiple sites so that overarching patterns can be discerned. Higher-level than information exchanges.
PROBLEM SOLVING
Information Searches Information-searching skills are honed.
Peer Feedback Activities Multiple sources of feedback are provided and received so that successive drafts of students' works can be prepared.
Parallel Problem Solving Different problem-solving strategies applied to the same challenge are compared, contrasted, and appreciated. Good for helping students realize that there are "many right answers" to a problem.
Sequential Creations: Collaboration on a common product that occurs sequentially, rather than simultaneously. Deeper-level understanding of what has been created before is necessary if the work is to continue in a consistent manner.
Telepresent Problem Solving: Real-time brainstorming and problem-solving skills are exercised via text chat and/or videoconferencing. Good vehicle for use of previously researched information and/or -prepared questions.
Simulations: Immersion in a content-rich, individualized or collaborative context for learning produces in-depth, experiential understanding of the problem situation being explored.
Social Action Projects: Authentic commitment to assisting others is coupled with authentic learning about a current, often global problem.
In the article "Wetware?Why Use Activity Structures?" The author present the following question, "Is a particular use of an Internet-based tool or resource, in a particular situation, for a particular group of students, worth the time and effort it will take to use the tool or resource?" The author presents a simple and usable approach for answering "IS IT WORTH IT?"
"I suggest that, keeping in mind a specific, feasible educational use of the Internet, and in terms of both content and processes that students need/want to learn, we consider the honest answers to two questions:
- Will this use of the Internet enable students to do something that they COULDN'T do before?
- Will this use of the Internet enable students to do something that they COULD do before, but better?
If the answer to these questions is yes, then the use of Internet tools will be worth it. However, "If the honest answer to both of these questions is "no," there is no reason to use Internet tools or resources in the way that we are considering. Our time, effort, and resources would be better used in another way. In any particular instance, if using traditional tools and approaches can allow students to learn just as well or better than using new tools and approaches, it does not make sense to use new tools in traditional ways. It isn't "worth it" to do so, for students or for teachers."
Classroom Application:
My content area is 7th Grade Business Computer Technology. In the standard course of study Objective 2.04 requires students to demonstrate telecommunication services and functions. Objective 5.00 requires students to explain, create, manipulate and utilize spreadsheet software. For these objectives I would like to incorporate an Internet enriched learning environment. I have identified the following lesson plan beneficial in reaching content-based goals: http://illuminations.nctm.org/LessonDetail.aspx?id=U111
Lesson Plan Descriptions:
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This unit plan uses multiple materials including electronic Internet resources. Students collect data using the United States Census Bureau. They organize data in a spreadsheet and interpret the data collected by ordering, comparing, and writing the numbers in multiple ways. These lessons incorporate problem solving, reasoning and proving, communicating, connecting, and representing ideas about data. |
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This unit plan uses multiple materials including electronic Internet resources. Students collect data using the United States Census Bureau. They organize data in a spreadsheet and interpret the data collected by ordering, comparing, and writing the numbers in multiple ways. These lessons incorporate problem solving, reasoning and proving, communicating, connecting, and representing ideas about data. |
Will this use of the Internet enable students to do something that they COULDN'T do before? Yes, students will be able to collect, compile and compare information from a resource that is unavailable without Internet access.
Yes, students will be able to collect, compile and compare information from a resource that is unavailable without Internet access.Will this use of the Internet enable students to do something that they COULD do before, but better? Yes, the Internet will provide students the tools to collect, compile and compare data with speed, ease and accuracy.
Yes, the Internet will provide students the tools to collect, compile and compare data with speed, ease and accuracy.The Importance of Lesson Sequence:
These lessons are designed to connect mathematical ideas, develop understand and to demonstrate application. The sequence of the lessons will build skills required for collecting, organizing and displaying data.
Lesson 1: http://illuminations.nctm.org/LessonDetail.aspx?ID=L331
http://illuminations.nctm.org/LessonDetail.aspx?ID=L331Students will be able to:
- collect data from a survey
Lesson 2: http://illuminations.nctm.org/LessonDetail.aspx?ID=L332
http://illuminations.nctm.org/LessonDetail.aspx?ID=L332Students will be able to:
- gather data from a survey
- represent numbers in written form, expanded form, and standard form
- compare numbers by ordering them from greatest to least
Lesson 3: http://illuminations.nctm.org/LessonDetail.aspx?ID=L333
http://illuminations.nctm.org/LessonDetail.aspx?ID=L333Students will be able to:
- represent data using tables and graphs
Lesson 4: http://illuminations.nctm.org/LessonDetail.aspx?ID=L334
http://illuminations.nctm.org/LessonDetail.aspx?ID=L334Students will be able to:
- compare numbers by ordering from greatest to least
- find the range, median, and mode
Lesson 5: http://illuminations.nctm.org/LessonDetail.aspx?ID=L335
http://illuminations.nctm.org/LessonDetail.aspx?ID=L335Students will be able to:
- organize and display data from surveys
- represent data using tables and graphs
- analyze data
- describe important features of the set of data
Web Resource:
Web Resource:
In the category of Information Collection and Analysis, I found the following website to be useful in the process of creating an Internet Enriched Learning Environment.
http://illuminations.nctm.org/Lessons.aspx
Posted at 06:27PM Nov 14, 2006 by SIMMONS, AMBER in Internet | Comments[0]
Podcasting: Getting Setup and Sample Activity
Podcasting: Just when I think I know everything!
It is always motivating to learn something new, or just a new twist on an older concept. Podcasting is an example of how, "An old dog can learn new tricks."
Podcasting is the distribution of audio or video files, such as radio programs or music videos, over the Internet. However, there is a new twist. WHAT IS RSS?
is the distribution of audio or video files, such as radio programs or music videos, over the Internet. However, there is a new twist. WHAT IS RSS?Motivation:
I found the following insight provided by Odvard Egil Dyrli, a professor at UC, quit informative and motivating. "Podcasting is so new that educators and students are essentially writing the book on bringing the technology to teaching and learning. Current applications range from placing audio updates from administrators on district Web sites, recording class presentations for later review, uploading interviews of community leaders and producing online school radio broadcasts. Duke University distributed iPods with school-related information and instructional content to all of its first-year students this year, and similar applications are being discussed at K-12 levels, too. Podcasts are popping up everywhere" I am inspired because we are essentially on the front lines of "Podcasting in Education."
How to get started with Podcasting: Using basic Podcastings
Podcastings are not limited to audio clips. Podcasting include an array of multimedia elements. With this in mind, I selected a (Combined) package that included iTune, which will serve as my aggregator, and Quicktime, which will support the array of multimedia elements used when accessing podcastings. I also selected Quicktime to be my default multimedia program. Furthermore, iTunes is a great program because when you start using RSS subscriptions, the process is simplified through iTunes.
LINK FOR THE DOWNLOAD:
Quicktime with iTune
http://www.apple.com/quicktime/download/win.html
- Once software is installed, and computer has been restarted, open the program iTunes.
- Visit your iTunes Library and click on the button "Podcasting" in the left margin.
- Minimize the iTunes Program
- Open Internet Explorer and visit some Podcasting resources. I really liked PBS resources at http://www.pbs.org/podcasts/ I will be using a podcast from this sight to explain how to assess a podcast?
- I selected the follow podcast because it appeared exciting and it also incorporated audio and video into the podcast.
Jean-Michel Cousteau's Ocean Adventures
Jean-Michel and his expedition team explore dangerous and spectacular locales.
Jean-Michel and his expedition team explore dangerous and spectacular locales. - Copy the provided URL
- Return to iTunes, on the menu bar select advanced, select Open Stream, and paste the copied URL, Clcik OK and allow time to download.
- Once downloaded, there will be an arrow pointing to the right, beside the Title of the Podcast, click the arrow to unthread the episodes.
- You have downloaded the episode on "Gray Whales," click on the view icon beside the title to view. OR Click GET to download additional episodes.
The New Trick: RSS Feeds/Subscriptions
The New TRICK is related to what is known as RSS.
What is RSS?
RSS is an acronym for Really Simple Syndication. RSS feeds are an easy and efficient way to receive notification when new information is available in a specific area of interest.
How can I benefit from RSS Feeds?
RSS feeds save time, allowing users to receive notification only when new content is available. Web site visitors choose the information they wish to subscribe to and can un-subscribe from any feed at any point.
How to begin receiving RSS Feeds:
- I searched the web for student news and podcastings.
- I found the resource CNN Student News very interesting.
Overview: CNN Student News utilizes CNN's worldwide resources to bring each day's top news stories to middle and high school classrooms. The 10-minute, commercial-free program encourages student participation and provides classes with context for understanding current events. Visit the Site: http://edition.cnn.com/services/podcasting/
- I click the link subscription POD.
- Copied the URL
- Open iTunes, Click Advanced, Subscribe to Podcast and pasted the URL.
- A direct link to this service has been created and you will receive the updated news casting daily!
Classroom Applications:
Using Podcasting technology has many classroom applications.
Activity:
Have students visit the following site: http://www.pbs.org/newshour/rss/media/index.html
Distribute the Worksheets:
Worksheet 1: http://blogs.lib.ncsu.edu/resources/TECHZONE/podcast_5wh[1].pdf
Worksheet 2: http://blogs.lib.ncsu.edu/resources/TECHZONE/podcast_findingfacts[1].pdf
Students will complete the Worksheets as they watch the Podcasting.
Posted at 04:59PM Nov 13, 2006 by SIMMONS, AMBER in Internet | Comments[0]
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