These learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day.

The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives.

This process involves the following five phases: Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. I

three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology.

a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

The development of TPACK by teachers is critical to effective teaching with technology.

Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology.

The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.

three-stage design process (Desired Results, Evidence, and Learning Plan)

think purposefully about curricular plan-ning.

Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.

Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence. This last one is important and takes time to build

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

Rather, it is more helpful to think in terms of a healthy media diet that incorporates similar properties to a healthy food diet: moderation in amount, consuming more of the helpful and less of the harmful content, and having regard for the age of the consumer.

The vast majority of laboratory-based experimental studies have revealed that violent media exposure causes increased aggressive thoughts, angry feelings, physiologic arousal, hostile appraisals, aggressive behavior, and desensitization to violence and decreases prosocial behavior (eg, helping others) and empathy.

Violence in screen entertainment media (ie, television, film, video games, and the Internet), defined as depictions of characters (or players) trying to physically harm other characters (or players), is ubiquitous.

Active mediation refers to parent-child conversations about media, including parental attempts to provide children with critical viewing skills regarding media. For example, a parent might discuss themes of bullying after the child views a television program containing aggressive behavior.9 Finally, co-viewing is when parents view, use, or consume media with their children but do not necessarily discuss the content with them

Children today average more hours engaged with media each week than they do engaged with almost any other activity (between 6 and 9 hours/day).

We find that child characteristics, the parent-child relationship, parental mediation practices, and parents’ own use of media all can influence children’s media use, their attitudes regarding media, and the effects of media on children.

At the simplest level, a Domain of One’s Own helps students build their own digital portfolio. They can be used in a classroom setting in order for students to demonstrate their learning.