Respond with the appropriate answer for each of the following items.
1. On average, I use the Internet for educational/professional purposes during the week (check only one answer):
Less than 15 minutes per week 15-45 minutes per week 46-90 minutes per week More than 90 minutes per week
2. On average, each of my students engages in Internet-based reading and writing activities during the week (check only one answer) :
If your response to either of the above questions is “Less than 15 minutes per week,” please do not continue the survey.
Complete each of the following sentence starters by typing your response in the textbox provided.
3. I began using the Internet in my teaching practices because:
4. I have observed that the Internet affects students’ reading and writing skills in the following ways:
5. I learned to use the Internet effectively in my teaching practices by:
6. Rate the level of importance you think each of the following skills plays in students’ effective use of the Internet. Assign your rating on a scale from 1 to 5.
1 = not at all important 2 = slightly important 3 = somewhat important 4 = important 5 = very important
Rate the level of importance. 1 2 3 4 5 Using the search engines to identify sources relevant to a topic Using e-mail to correspond with experts about a topic Evaluating search engine responses Checking the date on Web pages Assessing the reputation of a Web site’s publisher Recognizing how pertinent information is to a topic Organizing large volumes of information about a topic Understanding the bias of any Web resource Organizing a research question before beginning to gather information Staying focused on topic Using Web conventions such as text links, site maps, or bookmarked Web addresses to navigate Engaging in simulations such as MOOS Accurate keyboarding Integrating images with appropriate text Categorizing information on a topic Presenting electronic information succinctly Revising written work for Web publishing Understanding the level of formality needed in different contexts Understanding how to convey emotions online
7. Specify other skills students need to use the Internet effectively in the textbox provided:
8. In my opinion, use of the Internet plays a significant role in helping my students achieve the following (check all that apply):
Vocabulary development Comprehension of narrative text Comprehension of expository text Written responses to literature Written responses to expository text Engagement in learning community discussions Process writing skills Information research skills Personal engagement in reading and writing activities Self-directed learning Publishing for real audiences
9. Specify other reading and/or writing goals in the textbox provided:
10. Based on your experience with Internet-based learning activities, rate each statement below according to how often you observe its benefit occurring for your students. Assign your rating on a scale from 1 to 5. If you have not engaged in the activity, check “n/a”.
1 = never observe benefit 2 = occasionally observe benefit 3 = sometimes observe benefit 4 = often observe benefit 5 = always observe benefit
Rate how often benefit is observed. 1 2 3 4 5 n/a Provides accurate information resources Expands the variety of resources available Promotes active student reading Promotes active student writing Enhances collaborative discussions Hones technology skills Enhances writing for different audiences Promotes student involvement in community issues Promotes community involvement in students’ literacy development Facilitates authentic, real-life literacy experiences Fosters use of critical reading skills Fosters use of creative writing skills Fosters use of technical writing skills Enhances understanding of contents Makes reading enjoyable Makes writing enjoyable Customizes reading experiences for students Customizes writing experiences for students Facilitates writing fluency Facilitates reading fluency Provides context cues for understanding new vocabulary
11. The criteria I use in deciding when the Internet is the appropriate tool for reading and/or writing activities are (check all that apply):
The scope of available resources The nature of available resources The reading level of available resources Efficiency of completing a learning activity Convenience for completing a learning activity
12. Specify other criteria in the textbox provided:
13. I plan for Internet-based writing and/or reading activities by (check all that apply):
Conducting a pre-search to help guide students in their inquiry Building a Web site that provides students with appropriate links Building an online model to help guide students through the assignment Designing assignments that allow students to pursue individual interests Doing the project myself to gauge how long it will take
14. Specify other planning activities in the textbox provided:
15. My teaching role during an Internet-based learning activity involves (check all that apply):
Walking around the room to offer assistance with student questions Asking individual students to reflect on their work-in-progress Leading individual students through activities step-by-step Assessing individual students’ skills Encouraging students to choose their role within a group project Modifying assignments to meet the needs of diverse learners Encouraging students to work at their own pace
16. Specify other roles in the textbox provided:
17. I assess students’ effective use of the Internet, based on their ability to do the following (check all that apply):
Spend time locating information on a topic Access depth of information on a topic Meet deadlines Provide accurate answers to literal questions Provide plausible answers to inferential questions Read text accurately Read text fluently Interpret motives of online correspondents Relate information on the Web to personal experiences Recognize text structures or patterns Use new vocabulary in context Compare and contrast information sources Synthesize multiple sources on a topic Organize information elements into a new and meaningful structure
18. Specify other indicators for assessing students in the textbox provided:
19. Rate your level of proficiency in applying each of the following technology skills to effectively use the Internet for learning activities with students. Assign a rating on a scale from 1 to 5.
1 = not at all proficient 2 = slightly proficient 3 = somewhat proficient 4 = proficient 5 = highly proficient
Rate your level of proficiency. 1 2 3 4 5 Using the basic functions of a word processor such as creating and saving documents, changing fonts and styles, and printing documents Using the basic features of e-mail such as creating, sending, and reading messages Using the advanced features of e-mail such as creating and managing an address book, creating rules for automatic filing, subscribing and unsubscribing to listservs, and attaching files Using basic features of an Internet browser (e.g. Netscape or Internet Explorer) to access Web sites, such as conducting searches, navigating site maps and hot links Using advanced features of a Web browser such as managing bookmark files, changing helper applications, installing plug-ins, or subscribing to services Locating resources on the Internet that are appropriate to lesson planning Using the Internet to engage in professional collaboration such as e-mail to follow up on meetings, conduct web searches for professional events, or correspond with students and parents Evaluating the quality and authority of Web sites Evaluating the quality and authority of online groups Using collaborative applications that allow users to file share on the Internet Creating multimedia products for Web publishing
20. Rate the level of importance you believe teacher proficiency plays in each of the following technology skills in order to effectively use the Internet for learning activities with students. Assign a rating scale from 1 to 5.
Rate the level of importance. 1 2 3 4 5 Using the basic functions of a word processor such as creating and saving documents, changing fonts and styles, and printing documents Using the basic features of e-mail such as creating, sending, and reading messages Using the advanced features of e-mail such as creating and managing an address book, creating rules for automatic filing, subscribing and unsubscribing to listservs, and attaching files Using basic features of an Internet browser (e.g. Netscape or Internet Explorer) to access Web sites such as conducting searches, navigating site maps and hot links Using advanced features of a Web browser such as managing bookmark files, changing helper applications, installing plug-ins, or subscribing to services Locating resources on the Internet that are appropriate to lesson planning Using the Internet to engage in professional collaboration such as e-mail to follow up on meetings, conduct web searches for professional events, or correspond with students and parents Evaluating the quality and authority of Web sites Evaluating the quality and authority of online groups Using collaborative applications that allow users to file share on the Internet Creating multimedia products for Web publishing
21. Specify additional proficiencies in the textbox provided:
Providing the following demographic information will help with data analysis. Your name and e-mail address is requested for feedback purposes only and will be kept strictly confidential.
22. Name (optional):
23. School zip code:
24. State:
25. E-mail address (optional):
26. The school that you teach at is categorized as (check only one):
Urban Rural Suburban
27. You have Internet access (check all that apply):
At home In the classroom In a resource center In an administrative office
28. The location of computers with Internet connections that your students have access to are (check all that apply):
My classroom School computer lab School media center
29. Specify other location(s) in the textbox provided:
30. Your school’s acceptable use policy allows students to use the Internet for (check all that apply):
E-mail correspondence Participating in online discussions Web publishing Information research Participation in collaborative projects
31. Specify other acceptable use(s) in the textbox provided:
32. You use the Internet for which content area learning goals (check all that apply):
English/Language Arts Fine Arts Health History/Social Studies Interdisciplinary Mathematics Science
33. Specify other content areas in the textbox provided:
34. Identify the grade level(s) you are currently teaching (check all that apply):
K 1 2 3 4 5 6 7 8 9 10 11 12 Preservice Inservice
35. If you are not currently a classroom teacher, identify your occupational title in the textbox provided:
The information you provided in this survey will be aggregated and held in strict confidence by the researchers. No responses will be associated with any individual person in the research report.
Back to “Methods”
From “Literacy Learning on the Net: An Exploratory Study,” by M.L. McNabb, B. Hassel, & L. Steiner Reading Online, June 2002 © 2002 North Central Regional Educational Laboratory