Seattle Pacific University

EDTE 5174

Making the Best Use of Internet Resources for K-12 Instruction

Course Content Guide

I. Course Description

This online course surveys the best K-12 Internet resources available for individualized and small-group student learning. The course looks at issues associated with using the Internet in the classroom, exploring databases, project-based learning directories, school-to-work and student entrepreneurship resources. Participants will learn how to teach students to use effective Internet search strategies, how to build web-based and structured group activities using Webquest and other templates,  how to stay  up to date with the latest technology grant opportunities, and how to begin to evaluate, and create, online courses. Participants will also gain practical experience using listservs to build peer learning communities throughout the state and nation.

II. Course Design

  1. Designed for K-12 instructors seeking ways to use the Internet to improve classroom teaching and learning. Models and uses online instructional strategies throughout the course.
  2. 5 quarter credits, graded A-E (not available for pass/fail).
  3. Course is entirely Web-based, featuring a self-study design with constant interaction (on the Web) with the instructor and other participants. 50 hours or more of work are required to meet minimum course requirements.
  4. Although this course is not part of any specific degree program at SPU, it may be considered for acceptance as an elective in many of SPU’s Graduate programs. See your SPU advisor for more details.

III. Course Instructional Goals and Defined Outcomes

Upon completion of the course, participants will:

IV. Course Activities

This is a self-directed, hands-on course featuring eight five-hour modules and a major project requiring a minimum of ten hours of work. Each participant will work closely with the instructor and/or an instructor-assigned mentor, communicating via email and listservs. Participants will interact electronically to build a learning community of educators and will be encouraged to moderate listserv discussions of their own. Participants will also use search engines and lesson plan databases, create instructional web pages and create Webquest-structured Internet activities.

V. Course Prerequisites/Corequisites

Participants must have Internet access, basic computer, Web browsing, and email skills. Participants must be able to create electronic folders and know how to save and move files. Otherwise, there are no course prerequisites or corequisites for this course.

VI. Course Evaluation

This course will be graded  A-E

Participation on the Listservs - 10%

Specific lessons will require posting submissions to the listserv. Resource sharing messages not required in the lessons will be worth 5 points each, including requests for resource assistance, up to the limit of 10 points per lesson or 10% of the final grade.

Lessons - 90%

Grading for this course will be A-E. Each of the eight lessons will be worth 100 points total.  8 lessons times 100 points equals 800 points, plus 200 points for the special project brings the total to 1000 points, of which 700 points are required to pass this course.. 10% of the available points for this course, averaging 10 points per lesson totalling 100 points, will be given for participation in the class listserv as recorded by the instructor as follows:

           - Five points will be given for each resource help request listserv posting.

           - Five points will be given for each general resource sharing listserv posting.

           - Ten points will be given for each resource sharing listserv posting responding
             by name to a specific resource help request.

Points for listserv interaction need not be directly associated with each specific lesson. The maximum possible points for listserv interaction is 100, or 10% of your grade.. (While not absolutely required to pass this course, it is strongly recommended you make a genuine effort to expand your online collaborative confidence, and skills, by interacting with the other participants through the listserv and web conferencing system!) 800 points for the lessons and 200 points for your special project,  brings the grand total to 200 points, of which a minimum of 700 points will be required to pass this course. It is expected all required submissions will be sent for each lesson, from which a minimum of 70% of the total points available will be needed to pass the course.  Lessons or web pages determined to be sub-standard will be returned for revision.

Grading Summary:

8 lessons times 100 points each = 800 points

Special Project = 200 points


1000 points TOTAL

(You must earn at least 700 points to pass the course.)

VII. Course Outline

  1. Browsing and Searching Basics
    1. Strategies for finding the best Internet resources
      1. Using K12 resource sites
      2. Using search engines
    2. Searchable lesson plan databases
    3. Searchable student homework resource sites
    4. Using cut and paste to collect information
  2. Listserv Basics
    1. Joining a new listserv
    2. Netiquette
    3. Finding great educational listservs
    4. Identify free web services for creating your own discussions
    5. Introduction to the 10 top Internet collaborative tools
    6. Introduction to mentorship issues and models
  3. Creating Instructional Web Pages
    1. Finding the best tutorials for web authoring
    2. WYSIWG web editors
    3. HTML web authoring
    4. Web authoring resources, image galleries, etc.
    5. The eight levels of multimedia web pages
  4. Key Issues on K12 Internet Use
    1. Copyrights, educational fairness guidelines
    2. Authenticity issues
    3. Privacy and child safety
    4. Authorized usage policies
    5. Blocking programs
    6. Offline readers and cache monitoring
    7. Citing Internet resources in ALA and MLA formats
  5. Project-Based Learning
    1. Alaskan web tour on project-based learning
    2. Introduction to Webquest
    3. Introduction to Cyberfair
    4. Introduction to Thinkquest
    5. Project-based learning directories and tutorials
  6. School and Community Networking Synergies
    1. Lifelong, home-based Internet learning
    2. Changing roles of teachers and schools
    3. School-to-work and K12 student entrepreneurship
      1. Building social skills in an Internet environment
      2. Building student portfolios
      3. Visiting Mt. Edgecombe’s tutorial on student portfolios
      4. Exploring the Student Entrepreneurship Hotlist
  7. Online Instruction Basics and Issues
    1. Introduction to the key issues surrounding online instruction
      1. Asking the hard questions on the quality of traditional and online education
      2. A tour of cyberschools and online courses
      3. Free courses on creating online courses
      4. Convenient online professional development courses for busy teachers
    2. Key considerations in planning an online class
  8. School Technology Planning and Grant Writing
    1. National Center for School Technology Planning
    2. Key Internet resources for educational technology grant writers
    3. Key tips for winning grants

VIII. Bibliography and References

Required Reading Materials:

The instructor will provide students with a 140 page course manual A Cross-Cultural Self-Directed Learner's Internet Guide which is also available online at .

See also the additional resources at the Lone Eagle Consulting web site:

IX. Technical Support/Instructor Contact Information

Contact Information: Frank Odasz
                                        2200 Rebich Lane
                                        Dillon, MT 59725
                                        PH/Fax: 406-683-6270

X. Academic Integrity

The structure and format of most distance learning courses presume a high level of personal and academic integrity in completing and submitting coursework. Individuals enrolled in an SPU distance learning course are expected to adhere to the following standards of academic conduct.

Academic Work: Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed in part or in whole to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

Aiding Honesty in Others: The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

Violation of these academic standards may result in the assignment of a failing grade and subsequent loss of credit for the course.