Chapter 8- Integrating the Internet into the Curriculum

I like that this chapter gives types and examples of web-based lessons and projects. Using the Internet, students are able to engage in interpersonal exchanges, information collection and analysis, and problem solving. The book suggests setting students up with an electronic pen pal and getting students involved in electronic mentoring. It also suggests having students take electronic field trips, use electronic publishing, develop group products, engage in problem-based learning, and produce social action projects.

Problem-based learning is an activity structure that I believe is important for students to experience. Students are able to solve problems in many forms. Four forms of problem solving that are described in the book are collaborative problem solving, parallel problem solving, data analysis, and simulated activities. All of these forms will give the students an opportunity to learn by investigating and resolving authentic problems. This type of learning engages students because the focus is on meaningful problems, which gives the students an apparent purpose for learning the content being taught.

I believe that allowing students to complete social action projects is another important experience for students. According to Roblyer and Doering (2010), “In social action projects, students are responsible for learning about and addressing important global, social, economic, political, or environmental conditions… The emphasis in this kind of project is collaboration to offer solutions to an issue of practical community (global or local) concern,” (p. 243). This kind of project gives meaning to learning because the students are researching and addressing important issues that affect their lives. This book gave some excellent lesson ideas that incorporate the Internet. Whether we choose to use these ideas or not, it is up to us, as the educators, to engage our students in meaningful experiences.