Welcome to Camp Internet
2001-2002
Outpost Leader’s Name: ______________________________
School: ____________________________________________
Your Camp Directory (same as your log in ):
www.campinternet.net/~________________
Camp Email for Leader: ______________@
campinternet.net
Camp Email for Class:
________________@ campinternet.net
Camp Contacts : www.campinternet.net
General listserv camp01-teachers-l@campinternet.net
Channel Islands
listserv camp01-isl-l@campinternet.net
Backcountry listserv camp01-bc-l@campinternet.net
Southwest listserv camp01-sw-l@campinternet.net
Global Garden listserv camp01-gg-l@campinternet.net
(please note that it is a
lower case “L” – not #1 - before the @)
Camp program support: camp@campinternet.net
Camp headquarters: 1-800-889-2823
Mailing: 1129 State Street
A7, Santa Barbara CA 93101
Let’s
Turn Technology into Learning !
Teacher’s
Workbook
Table
of Contents
Table of Contents 2
1. Setting Up Your Own Outpost 3
Components of an Outpost Base Camp 4
Student
Projects 5
Computers 5
Literacy
and Art 6
Family
Involvement 7
Field
Trips 8
Your base camp to online explorations
DISPLAY
Teachers select an area of their
classroom to set up a Camp Internet display that draws student attention and interest
to their regular Camp activities and special events. You can hang a Camp
poster, backpack, Passport cover, color web page print outs, student projects
or artifacts, depending on the contents of your Camp Supply Kit. Add
photographs, calendars of events – use your imagination! Your Camp Internet
Outpost is a great tool to help parents understand the breadth of activities
involved in Camp Internet learning expeditions.
Lake Arrowhead School Outpost
Outpost Leader: Laurey Meier
The components of a Camp Internet Outpost Base Camp
are:
Teacher’s Work Book –
this is a handy binder designed to allow you to refer to program guidelines,
collect resources, include web page print outs, store the student achievement
stickers, organize CD ROMs, and will help you manage classroom activities
through out the year.
Computers – minimum requirement at
least one online computer (and if only one online computer then also a TV
monitor that can project the computer screen for group viewing), and preferably
4-6 computers. Some Outposts are hosted right in the computer lab providing
even better student-to-computer ratios. Other Outposts have had to rely on a
central library computer.
GPS Unit – a fun hands-on technology
learning tool made available to your school or classroom to encourage field
observations and online reporting, map building and information sharing. A
great way to build knowledge at school or in the community.
Camp Internet Passports
for each student – these folders provide the students with a durable storage
system for keeping their printed passport and their own projects secure and
safe all year long. You have a master available online to generate a custom
designed – or full standard - passport selecting features you wish to study,
and to generate any replacement pages.
Camp Internet Expedition Learning Materials Kit –
this is the collection of science, reading, art, video and history projects and
hands-on materials that will have specific times during the year that they tie
right into the online curriculum projects.
Teacher’s Base Camp – this is the very
helpful teachers-only online learning center. Here you will find tips and
projects to help make your delivery of Camp enjoyable and rewarding. Keys to
the Passports, masters of the passports for replacements, and other tools will
be available. Keep that ID and password private, and if you ever suspect a
student has gained access, notify us so we can change your password.
Weather kit – this is a fun weather
kit and teachers have installed them in several ways. One of the most
innovative is connecting the weather station to a wooden dowel, 36-48”, and
securing it in a large coffee can filled with rocks. The pole can be painted
with acrylic paints to give it a tribal weatherman’s appearance. This system is
then portable and can go out each day to measure the weather – or be left out
safely during a rainy day, and come back in at close of day.
GIS database – this is housed online at
the Camp and each Outpost is invited to submit data to this collection –
weather, types of trees, etc. - that
then will be complied and made visibly accessible on the main Internet map server.
Watch the maps grow!
Student Projects – hands-on learning
compliments online knowledge building – students create wooly mammoths, paint a
Rainbow Bridge, shape a clay pot, conduct a water quality test, work in their
garden, pan for ‘gold’, and enjoy rolling up their sleeves to explore the
world.
Student Projects Walls and
Counter tops can serve as display areas for student projects as the year
unfolds. Hands-on learning – science, art, technology tools like your GPS –
these all provide ample opportunities to bring their online learning to life in
unforgettable learning activities.
Madison School Outpost
Outpost Leader: Janice Gallatin
COMPUTERS The computers in the classroom – whether one or six – serve as the student’s gateway to their Camp Internet learning experiences. Teachers can put their Camp Mascot on a central computer or TV monitor screen, bookmark Camp Internet as a featured learning activity, and keep their Camp CD ROM collection handy for times when school bandwidth might not be available due to internal technical fluctuations.
Lake Arrowhead School Outpost
Outpost Leader: Janice Ross
Art and Science Builds
Literacy Camp Internet combines a wealth of reading, history, science and art
project challenges that help students visualize and experience great literature
and fascinating science activities and knowledge. From John Muir’s wild ride in
the tree tops, to Zorro walking the plank, from the real story of the Lone
Woman of San Nicolas to the mysteries of Ancient Cliff Dwellers, Camp has an
abundance of e-books and science online to spur literacy and artistic
expression. Fill your walls with art and mail us your best works for the online
gallery.
Tulsa School Outpost Art Contest Winners
Outpost Leader: JoAnne Perine
GIS/GPS Fieldwork The first
step in completing a successful GIS/GPS project is to be ALERT OBSERVERS able
to GATHER DATA. This develops skills that will see students able to make astute
observations, gather accurate data, and them develop an understanding of the
data in its scientific and/or historical context. Students will then learn to
use the data to communicate their
findings to their peers and adults.
Kermit McKenzie Middle School GPS field work
Outpost Leader: Jeff Foote
Family
Involvement Camp
invites the families of your students to also learn about positive uses of
technology as a learning tool and we offer four direct methods of parent
involvement:
Family Night Open Houses
are held at affiliated schools to open the classrooms and computer labs for
parent hands-on involvement. Students are proud to show off their skills and
serve as Camp Internet guides for their parents, grandparents, brothers and
sisters. Each teacher arranges one of these open house events a year – a
special night as its own event, or in conjunction with another school wide open
house. On our side, Camp Internet opens the FAMILY ROOM and hosts a live
Internet Dig so families can see Camp in ACTION.
Coachella
Valley Family Night in a Mobile Learning Lab
Valley
View Outpost Leader: Jim Jones
Online Family Nights On an average of once a month, Camp Internet
will host an online FAMILY NIGHT where families can join in current Camp
learning activities first hand from a home, public library, school lab or
friend’s computer. Grandparents around the country can join in too. They may
meet an expert Volcano Scientist, explore our Great Kiva Internet Dig, or learn
about the Rainbow Bridge Chumash legend. These sessions are announced in
advance and teachers print out the master flyer to send home to parents. The
flyer includes the web address where parents can go to find out what days these
events are happening, and Camp also provides individual event flyer masters to
go home each time there is a session you want to personally invite parents to
attend. Teachers bring their own families online for these too!
Computer Mentoring Some of our schools
invite parents into the classroom to guide the students through their online
learning activities. These parents set aside a few hours a month each and will
work with a small group of students to help them conduct Level One and Level
Two learning activities. Students enjoy these additional adults helping in
their classroom, and the parents then learn more about Camp and help other parents
understand what the kids are accomplishing. If you have parents who would like
to join our Camp Internet Family Club, please invite them to write us at
camp@campinternet.net.
Local Family Field Trips Every family is encouraged, in their
introductory letter from Camp, to find a weekend day to go on a local family
field trip to a park or museum, and to reserve an evening time to come online
and add their field report to the Family Field Reports. Each family can decide
where they want to go, will write their own field reports, can send us digital
pictures of the location to add online, and then can reserve an appointed time
one evening to have private access to the Family Field Report center.
Field
Trips Camp Internet encourages teachers and parents to work
on organizing a year-end field trip that brings the student’s online learning
experiences to life in the field. We select recommended sites that feature
historical and scientific learning opportunities, and we coordinate trips that
range from bus costs only, to bus plus a $15 entry fee, to over night trips
that are bus and $100-$150 in costs. You select what works for your needs and
we help coordinate these great learning adventures. Or, if your school already
does an annual Science Camp, we can combine those activities with the Camp
program and field reports.
Exploring Yosemite
Our Outposts Explore:
Yosemite, Indian Canyons, Catalina Island, Joshua Trees National Park, Anacapa
Island in California; Walnut Canyon, Petrified Forest, Sunset Crater and
Wupatki, Saquaro National Forest, or the Grand Canyon in Arizona; Bandelier
National Monument, Petroglyph Monument, Rio Grande or Taos Pueblos in New
Mexico; Dinosaur Journey, Crow Canyon, Colorado National Monument in Colorado;
Arches, Natural Bridges, Bryce, or Zion Parks and monuments in Utah.
Local Field Trips to local resources
also are very valuable and encouraged in the fall, or in the spring if long distance
bus costs are not available. Community gardens, local museums, even your own
school garden all count as excellent hands-on learning places directly related
to Camp Internet learning activities. Explore – Observe- Learn!
Year End Field Reports
are one of the most important learning activities Camp hosts and a chance to
turn online knowledge into hands-on knowledge and then SHARE that new knowledge
with fellow students, parents and friends.
Floating Oceanography Lab
2. Putting Camp Internet to Work in the
Classroom
Camp Internet is
providing you with four levels of technology-facilitated learning activities in
nearly every study unit. Students can work at any level you designate, at their
own pace, or as a group.
·
LEVEL ONE – Learn to Access Multi-Media INFORMATION and Data
using the basic introductory Camp Internet online overview materials, printed
and CD-ROM resources.
·
LEVEL TWO - Interact with the Data to
Turn Information into KNOWLEDGE by launching projects that use the
Camp’s in-depth source materials for small group or independent reading and
answer assignments, and by participating in live Debates, Internet Digs, and
Trail Guide Chat activities that put their new knowledge to a test.
·
LEVEL THREE – Use New Knowledge as Basis to SHARE Original Works
as
challenges to develop student data sharing projects that will be published
online – in a Field Report, as a Web Site, or in the GIS Mapping Center.
It is your choice how to
apply the Camp resources.
Based on best practices shared by Camp alumni, we offer the following
implementation suggestions.
A
LEVEL ONE – Explore
the Online Resources and Learn to Use the Web as an INFORMATION-rich Learning
Environment
Set aside one hour, once a week to go over the
new-this-week materials as announced on the Camp Calendar for your track. The
best way to integrate technology into the classroom is to combine it with
content you are committed to delivering. You can thereby cover two subject
areas simultaneously – technology literacy and your content selection
(science, history, reading, etc. ). If you are unable to stay on track with the
calendar every week due to scheduling/vacations, etc., select any unit to cover
that you would like to catch up on – or work on in advance. During this hour,
announce what the subject is for the week and then show the students where to
go on the Camp web to access that week’s new materials. If you are in a one-
computer classroom, you can facilitate this as a group via a TV monitor. If you
have 4-6 computers, divide the students into groups (some teachers have the
small groups all at the computers at the same time, 4-6 clustered around each
screen; other teachers rotate students or groups at the computers through out
the day or week). In computer labs where access is one computer to one student,
then each student has a full hour with the material solo. Whatever computer
access you have, the goal is to have them read and understand the basic overview
for up to an hour each week and then prepare for their LEVEL TWO assignments.
A
LEVEL TWO – Launch Learning Activities that Turn
Information into KNOWLEDGE
PROJECTS
Many of the over views require less than an hour to read and
comprehend. The mate activity to reading the overview is to select one of the
research areas in the accompanying online library to work on for the next 3-7
days. Example, after reading the Rancho Era overview in the Backcountry
section, students should then be assigned to select one of the historical
documents written by people living at the time, and then work to answer the
questions posed at the beginning of that source document. In this way, students
come into contact with higher-level source materials, learn to read and comprehend
actual historical or scientific materials, and develop conclusions based on
what they have read.
INDIVDIUAL or
GROUP You have the option to let each student
select a topic to work on, assign each individual student a topic to research,
or create small groups that as a team read and answer the questions. This
reading, research, and answer assignment can be facilitated during additional
class time, afterschool at a school computer or library computer, or, teachers
often print out the document they are assigning to the student and send it home
with them. When the work goes home, the students prepare written answers and
can return to the classroom to either turn in the written work, or, use the
written answers to then transcribe their responses online when there are online
forms provided for posting their findings. Likewise, students who tackle these
assignments from the school or library computers can also use the online forms
to type in and the print out their findings.
There may be a TRAIL
GUIDE scheduled to work online with the students in the subject track. If
this is true, then your students should prepare up to twelve questions as a
class to present to the TRAIL GUIDE during their live online time together.
These questions should be the result of what they have explored at LEVEL ONE
and LEVEL TWO. If they are unable to attend the scheduled live chat with the
TRAIL GUIDE, they can send us their questions in advance, we will post them to
the GUIDE, and then they can come back and see any answers later.
There will be an INTERNET
DIG scheduled every week that will challenge the students to put their
learning to work.
There may be an online QUIZ,
CHALLENGE or DEBATE available to test their knowledge.
The advantage to the live
interactive online exercises is that all students are then exposed to one
another’s research findings, they can consider new perspectives on what they
researched, they can learn from experts in the field, or, with your direction,
they can use the chat room to question one another’s findings. Classrooms can
also schedule to meet for interactive debates.
A
LEVEL THREE – Become ‘Information
Providers’ by learning to design, write, illustrate, and SHARE learning
projects that will be published online.
At this higher level, students
will learn to use online resources to develop a special project that will be
published online in the Field Report Center combining text, images and source
material links, or in the GIS Center where simple data collections will be
joined together to form fascinating maps as data visualization tools.
FIELD REPORTS are online postings that require advance
preparation. Students will be given an assigned theme or topic by their
teacher, will write a minimum of 150 words in a word document, will select an
image from online sources that each have their own individual URL / web
address, and will select at least 3 Camp or other URLs to record as their
source material locations. When this document is completed, it will include the
body of their field report, at least one photo no larger than 3x4” when viewed
online, and will include the 3 link references in a foot note. This entire
document will then be cut and pasted into the Field Report Center online and
will become a shared document featured in the classroom’s themed Field Report
available online during the live posting session, and afterwards in the Camp
archives.
GIS MAPPING PROJECTS are the learning activities that employ the
class GPS unit as a data gathering tool, combined with an excel template for
recording the data, and will include observations, photographs, or possibly
video in conjunction with the GPS readings. Directions are provided online.
OUTPOST WEB SITES Teachers and students who develop web
publishing skills are encouraged to create their own Camp Internet Outpost web
site on the Camp server to share your discoveries.
3. CAMP
INTERNET Glossary of Terms
Weekly Briefings
Every week Camp will send out a camp-wide briefing to help
teachers orient themselves and their students on the current activities and one
time only live online events. Look for these each Monday pertaining to
activities Tues-Fri. In addition to the general overview briefing, most weeks
also see a track-specific briefing go out with more detailed information on activities
pertaining to your track. Be sure you are signed up to receive the list serve
camp01-teachers-l general mail and camp01-isl-l, camp01-bc-l, camp01-sw-l or
camp01-gg-l listserv from the email account/s you find most easy to manage when
back in the classroom and/or at home.
Internet Digs
This unique feature
of the Camp program invites students into the chat room at pre assigned and
reserved times for an interactive online learning activity. At the top of the
room, a series of questions are presented to the students. Inside each question
is imbedded a BUTTON that is a link to the source materials where the answer to
the question resides. Students click on the BUTTON with their mouse and the
link goes automatically to a pre-assigned location on the Internet. This is
guided research. The students then read or can the document hunting for the
answer to the question. When they have found the answer, they then click on the
BACK button on their browser and drop back into the chat room to post their
answers. When they post these answers, they need to identify the number of the
question they are answering, and provide the answer as a full sentence.
Ideally, they will be taught to include the question in the answer so they are
making a complete, self-contained statement. i.e. “#1 The Channel Islands chain has eight islands off the Southern
California coast “ vs. posting “eight” as their answer.
Trail Guide
Chats
Trail Guides are
respected authorities that offer a few hours of their time to your classroom to
serve as expert mentors. They may be paleontologists, archeologists, writers,
artists, or directors of National Park education programs. This is a rare
opportunity to get your students in touch with these excellent resource people
– and – it is a great opportunity for the experts to share their knowledge and
wisdom with today’s youth. Before any Trail Guide Chat, have the students read
the Trail guide’s bio, visit their agency web site, and learn about what this
expert does in their career activities. Then, have the class as a whole select
twelve questions in advance that they would like to ask the Trail Guide.
Encourage them to develop intelligent, articulate questions that are directly
related to the expert’s specialty. Let the students know that the Trail Guides
will be busy at their computer, reading and answering their questions as fast s
they possibly can. This means students will not see an answer he instant they
post a question. The answers will show up as best as the Trail Guide can get to
them. In the interim, while waiting, students should read the questions posted
by other classrooms or other students, and read the answers to those questions.
They are there not only to learn the answers to their own questions, but to
also learn from the questions other students ask. Please always have the
students post a thank you online to the Trail Guide for taking time out from
their busy schedule to spend with your class.
Field Reports
During the Fall and Winter, we will ask your class to do at
least one preliminary Field Report using readings or observations from their
immediate neighborhood. You will be provided with a master field report to
print and provide to each student. On this field report they will write down
their findings. Then, they will return to class and prepare their report with
text, an image and source links (3min). You will then schedule a day and time
to come into the Field Report Center to post their findings online for one
another to read and learn from during a live interactive Field Report. Whenever
possible, use a local digital camera to create a gallery of images in your Camp
Outpost web directory that the students can select from, that are sized
appropriately, and that serve as their image library. As the year-end project,
every class will prepare and post a final field report based on a Spring
learning activity – local school site projects or distant field trips are
featured here.
GIS
GIS stands for Geographic Information System. GIS is
a computer-based mapping system that uses geographic locations as a basis for
collecting and posting data about that location. Camp Internet is building
multi-campus maps to demonstrate data collection on a broad regional basis and
your school will be asked to submit data to this project. At the local level, a
GIS school map could track all of the trees in your neighborhood or on the
school grounds. It could map out the number of online computers in your school
district. It could map out how many students are in the camp program, at which
schools in your region, and what they are studying. As a map-user, you will be
able to see this data, not in text format alone, but as an image on a map. This
is called data visualization. Instead of reading spread sheet that shows which
school have how many online computers, you will be able to read a map that
shows you where the schools are in relation to one another that have online
computers, and you will be able to read how many computers each school has
online. You may be able to click on color icons at each school site and then
learn how many computers there are per student, whether they are PCs or Macs,
etc. This tool is revolutionizing how we gather and share information, and is a
very important feature of the 21st century learning environment.
Quizzes
The Camp is adding
new quizzes all the time. These quizzes test student comprehension of the
online reading materials. Most are multiple choice and they use the mouse to
click on the button next to the answer they believe to be correct. At the end
of the quiz, when they click on the SUBMIT button, it will then process the
quiz and come back to them with CORRECT or TRY AGAIN notations. They can print
out the results and turn it into you for grading or review.
Debates
Debates are a
feature of camp activities that require extensive advance preparation. The Camp
provides in-depth source materials for students to consider in advance of any
debate activity. After reading these materials online, students can work in
teams in their class to represent opposing viewpoints, using the source
materials to develop their positions. When the class arrives online for their
reserved debate session, they then ‘become’ the party whose position they
represent, they speak from that voice, and must stay in character until the
close of the debate. Example, John Muir vs. the Hetch Hetchy Dam Developers.
There are two sides to this historic battle, and your class can choose to be
the environmentalists and we will select Camp staff or another classroom to be
the Developers. If your class are the environmentalists, they need to read the
Senate hearing reports and Muir’s writings, they need to study the Bierstadt
paintings of Hetch Hetchy, and they need to develop a viewpoint that reflects
the concerns of those people in that time. We have learned that at the close of
the debates, students are FIRED UP, eager to make changes in their own
community, and we will provide you with suggested local actions that the
students can take to feel empowered as environmentalists. Or, actions they can
take to help developers become more environmentally responsible today.
Challenges
The Camp encourages
local hands-on learning activities that may or may not have a direct computer
relation. We call these Camp Challenges. A Challenge could be a treasure hunt
online that uses historical source materials, woven with fictional characters,
to send the student on an online map and location hunt to identify the site of
buried treasure on Catalina Island. Or it could be a Challenge that has them
study and identify a Dinosaur Bone provided in their Camp Expedition Crate. Or
it can be to go out and record the weather daily for three months and input
their findings into our GIS mapping system online. Whatever the nature of the
Challenge, it will correspond to the online activities and enrich the student’s
learning experience.
Teacher’s Base
Camp
Your Base camp is
your home base. As a Camp Outpost Leader, you will be provided with tools to
help you integrate technology into your classroom. These tools will live inside
the password-protected Teachers Base Camp that is not accessible to your
students. Your calendar, special activity suggestions, weekly briefings,
answers to the Camp Passport questions, and Camp support materials lives here.
Please visit it weekly to keep in touch. Many teachers visit the Base Camp
first thing Monday morning to get an overview of the week ahead, some check in
over the week end form their home computer, and others are planning out
activities weeks in advance via the calendar.
Listservs
The listservs are
designed to transmit up-to-date information to you and to provide a forum where
you can post queries to other teachers. Email on the other hand is for direct
one-to-one conversations between you and Camp staff, or between you and another
teacher or team of teachers. The listserv is for posting messages relevant to
the entire group. Has anyone tried … ? Can anyone suggest a good ...? You are
invited to attend …. are appropriate types of group postings. You will receive
your Camp briefings in your email box each week and these are sent via the
listserv to everyone in your track. If you want to respond to one of the
briefings – make a reservation, ask a question – be sure to send it to camp@campinternet.net
, NOT to the entire list (it clogs up other peoples email boxes if lots of
casual comments, or one-on-one questions, start filling up each teachers box.
To reach the archive of our listservs to catch anything you missed and need, go
to www.rain.org/campinternet/lists01 .
Email
Teachers - Each teacher usually
has a school-provided email account. Others have an email account with a
commercial Internet provider. This is the email account you want to receive the
briefings in MUST be identified and sent to us so we know where to point your
messages to. If you do not have email service at school or home, we can
facilitate providing you with your own email account on our system. Whichever
email service you use, this is how you can post messages to the listserv, and
how you can send private one-on-one messages to Camp staff. You can easily
reach us by ending email to camp@campinternet.net anytime. Nearly everyday, weekends included, we read the
camp@campinternet.net email several
times a day. You can also use your email to set up correspondences with other
teachers you will be teaming with for debates, online challenges or other
class-to-class interactive learning.
Students – Students often
have been provided with individual email accounts at school, or have a home
account. It has been Camp’s experience to date that there is not enough time in
a school week for students to manage individual email from or to the Camp
program, so we provide one classroom account for your use. This account can be
used to share campus-to-campus introductions for teaming, to send invitations
to one another, or to send questions to Camp staff. We welcome questions from
students and will answer promptly. It is critically important that students be
given guidance in how to use this email account responsibly, and the lesson
they learn about responsible use to day will shape their attitude about
Internet ethics and protocols in the future.
Logon/Password
The Camp program
will provide you with two log-on accounts for web access. One is strictly
confidential (never give to a student) and is for your use as a Teacher/Outpost
Leader. It will allow you to access the Base Camp, log into the chat room, and
enter other restricted areas as a Camp member. The second log on and password
will be for your student’s use. They will need it to enter the chatroom and to
enter any password-only areas of the Camp. The log on is a string of up to
eight characters that you type in the log on box. This then helps the server on
the Camp side to identify who you are. The password is also typed in the
password box and allows the Camp server to verify you are authorized for entry.
When you submit the typed-in log on and password to the server, it will search
to match who you are and your verification with the codes it stores. If you
mis-enter one or the other, it will give you another chance to re-type in the
log on and password. These allow the Camp to have secure areas for your
professional work and development, and help keep irresponsible users from
interfering with the important
Web Directory
Every Camp Internet teacher and their
classroom are each provided with their own web directory where they can store
and share digital images and text files with one another. When you do projects
with your students, they should be recorded with a digital camera wherever possible,
uploaded to your directory, and given a specific web URL per picture. These
images can then be incorporated into the class Field Reports and into the
Teacher’s Dig that will be created during professional development. Your
directories will be your logins attached to campinternet.net – i.e.
http://www.camointernet.net/~sarahj
Camp Internet
Passport
Every student (up
to 35) in each teacher’s classroom is provided with their own Camp Internet
Passport Folio. This Passport is a folio that will hold a set of question
sheets that you will print out from the Teacher’s Web and each page will
provide room for handwritten answers and sometimes drawings. You can select all
pages in your track’s Passport, or can modify it based on themes you elect to
cover. All of the answers to the Passport questions are available from the Camp
Teacher’s Web in your track study units. As students complete their Passport
sections, please reward them with the provided color stickers as Passport
Stamps – these signify that they have ‘crossed a border’ on their Camp
Expedition, and are ready to enter a new territory. If you are unable to cover
all of the topics in the Passport during the year, we provide a Passport Key in
the Base Camp that will enable you to verbally present the questions and
answers to the class so they can fill in the answers as a group. We encourage
full completion of the Passport, distribution of all of the color stickers, by
the end of May each year. Classes who go on field trips usually bring them
along, and add Field reports and museum/activity brochures to the Passport. The
Passports go home with them at the end of the year.
Remote Access
Astronomy Project
One of Camp’s most fascinating partners is the RAAP
program at UC Santa Barbara. On top of the physics building, professors have
mounted a telescope that can be remotely controlled via the Internet. You, from
your classroom, can send it coordinates for a star you want it to take a
picture of. On the next clear night, the telescope will scan the heavens, search
for your star, take a picture of it, and then, send a digital picture to you at
your email account that shows the star you chose. This is VERY exciting
technology to use in the classroom. During the mid-year in-service session, you
will be trained on how to use this amazing remote access telescope.
Family Nights
Promoting Family Involvement
Camp Internet hosts two types of Family Nights. One
is a session where the teacher opens the classroom for a live Camp Internet
multi-generational exploration where students showcase their work and introduce
their parents to innovative, and academically safe and sound, uses for the
Internet as a learning tool. The other is held selected Thursday evenings and
invites families to come online from a home or library computer and join in an
Internet Dig or live Trail Guide chat with guest experts. Families are given
full student level access for the evening to explore the Camp resources. Open
6-9pm.
Camp will provide you with Family Night
announcement masters – please print and send home with students to announce
upcoming events!
4. Camp Internet Teacher Training
The Camp Internet program
offers schools an innovative teacher training service presented in a twelve-
month package adaptable to all skill levels. The Camp professional development
program combines live and online training with direct applications for that
training immediately in the classroom. Each teacher training package includes
training, workbook, materials, technical support, and classroom application activities.
Teachers subscribed to the Camp
Internet Education Technology Staff Development Program enjoy becoming a part
of a supportive distance learning community. The Camp program links teachers
from multiple districts together in a stimulating training, learning, and
direct Internet classroom application program. Teachers of all skill levels
will find challenges to meet, and will experience increased confidence in their
ability to integrate technology into their classroom. Teachers who have
participated to date report that the program has given them a tool to put to
work right in the classroom for the entire school year. In contrast to an
occasionally used software program, or a short-lived virtual field trip
program, the Camp offers them a way to integrate standards-based subjects with
technology in their classroom on a year round basis, and in a multiple of
subjects.
The full Camp Internet teacher training
program sees 120 hours a year of learning for teachers.
This includes 40 hours of summer or out-of-classroom
activities in advance of delivering the learning modules in the classroom.
During the school year – traditional or year round – teachers spend 1-2 hours a
week demonstrating the program to their students, guiding their participation,
and directing hands-on learning projects that compliment the online learning.
This classroom delivery training amounts to an average of 60 hours of
activities. Teachers also participate in professional development activities
online or at live sessions, and will ideally host at least one peer demo of the
program to colleagues. Once a year teachers also often host an open Family
Night where parents and friends are invited into the classroom to experience
Camp Internet with their student’s as their guides. This professional
development activity module includes at least 20 hours of effort. Total effort
is 120 hours for the full program.
Teachers complete an online baseline assessment form
at the beginning of the program, and then complete a final evaluation form at the
end of the program. The following summer, after completing the program, the
teachers receive a Certificate of Achievement that may be applicable for
continuing education salary step documentation.
Over the year, teachers will master 22 of the
national technology proficiency skills, will understand new ways to integrate
technology into the classroom as an integral part of delivering their
curriculum, and will have increased community support for technology in the
schools.
Basics skills teachers will
master inorder to receive their Training Certificate :
Web-as-a-learning-and-research-tool
comprehension, Live online discussion group and web training participation,
Video and audio access, Use of and construction of classroom Internet Digs,
Email, Listserv posting methods, GIS and GPS data gathering and analysis,
Multi-subject integration, Virtual field trips, Online quizzes, Online essays,
Assessment and reporting, and Class instructional web site development.
Featured Distance Learning Training Units
In the Fall, teachers will
be guided through GIS studies in evening and after hours online learning
sessions. In the Spring, they will be guided to create their own Internet Dig.
Teachers will also have access to CTAP web development training to help them build
their own Camp Internet Outpost web site.
These skills will then be applied in the classroom
to assist students to create their own ‘Third Level’ data sharing projects.