Note: The order of this scope and sequence may be modified by
Wit mentors to meet the needs of homeroom participants.
The aim for each module is given after its title.
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Introducing the structure of
WIT Basic and laying out the expectations for participants. |
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to help educators who need to
make the transition from Macintosh to Windows or from Windows
to Macintosh computers. |
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to help educators who are new to using computers learn enough
about computers to be able to use computers, create documents
and more. |
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to introduce the components Netscape Communicator, a free software
program that contains tools for various Internet use. |
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introduces e-mail (using Netscape Messenger) and promotes use
of e-mail as a means of communication for teachers. |
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to help WIT participants acquire skills in effective searching
techniques. |
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I want you to come out of the unit knowing more about Composer
and how to build a web page than you did when you started it.
I want you to be able to take the knowledge gleaned from this
unit and build a classroom web site of your own. |
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To acquaint all participants using this module with some fundamental
information about FTP. Also to enable WIT Basic participants
(who will be using the module on a required basis) to download,
install, and use a standalone GUI-based FTP client program.
Also, in practice, to at least accomplish the installation of
an FTP GUI standalone client on the participant's computer (whether
or not they retain the ability to do this sort of installation). |
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1. To suggest a plan for working with files and folders. Participants
create a desktop folder with subfolders. 2. Address concerns
and questions that basic participants may have about file management. |
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to provide participants with instruction for maintaining and
organizing Bookmarks in Netscape Navigator. |
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To provide participants with the opportunity to evaluate existing
WebQuests and learn how they can use WebQuests to reach their
students, as well as learn a method of integrating technology
into the curriculum. |
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To provide participants with a better understanding of the writing
and design process of a WebQuest by delving into the parts of
a WebQuest. |
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to teach WIT participants to create a web site with easy-to-use
navigation elements and a consistent overall site structure.
|
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to provide WIT participants with an understanding of what makes
a good web site and to later apply this knowledge when developing
their own site. |
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to provide WIT participants with guidelines and tools to assess
their own web based projects and evaluate other web-based lessons
to best determine those that fit their needs in the classroom.
|
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introduces WIT participants to the steps in curriculum development
and supports them as they examine preexisting curriculum webs.
|
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introduces WIT participants to the elements of the WIT Teaching
Guide, how to incorporate the CPS standards into curriculum
webs, and supports them as they develop an initial draft of
the teaching guide for their web-based curriculum. |
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to assist teachers to maximize the use of the Internet in their
teaching in a variety of real-world classroom situations.
|
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to familiarize participants with categories of educational sites
and provide evaluation tips for selecting appropriate links.
|
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to tell participants why they should consider saving bookmarks,
to provide a set of specific written instructions on how to
save bookmark files to desktop folders and/or to floppy disks,
and to list the basic bookmark editing commands and their functions.
|
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show educators who are fairly comfortable using computers and
the web, how they can support teaching and learning using the
web. |
