This instructional website was created for the purpose of assisting educators in understanding how to effectively incorporate web-based content into their classroom curriculum. The following list of research sites and scholarly search engines are a few instructional gems that we have chosen for their usefulness and approval within the pedagogic community. Included on this site is a short list of annotated bibliographies for use as illustrative examples on how to properly cite and format research sources according to APA Style (6th Edition) Standards.
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Teachers.Net is an all inclusive portal site for educators containing teacher chatboards, lesson plans, classroom projects, teacher mailrings, teacher jobs, and teacher classifieds.
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The Learning Page is a free teaching resource site that provides educators with professionally produced lesson plans, books, worksheets, in addition to links to sister sites that cater to reading, writing, science, and vocabulary.
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Mind/Shift provides educators with a wealth of innovative tools and ideas that help to integrate technology within the classroom setting. The site covers culture, tech tools, research, and learning methods.
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TES Resources is a site for teachers to share free learning materials including lesson plans, activities, games, teaching ideas and worksheets. The resources include everything from early years to special educational needs.
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Teachnology is a site dedicated to providing educators with free and easy resources such as student worksheets, lesson plans, rubrics, newsletters,
and professional development tips for educators. |
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Mendeley is a free reference manager and academic social network that can help you organize your research, collaborate with others online, and discover the latest research.
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ARSights is a project by Inglobe Technologies, an italian company specialized in the development of Virtual and Augmented Reality applications. It provides a simple and astonishing way of integrating digital content in real world.
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Zooburst is a digital storytelling tool that let's anyone create 3D popup books for recreational and educational purposes. Using ZooBurst, storytellers of any age can create their own rich worlds in which their stories can come to life.
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With a library of over 2,600 videos covering everything from arithmetic to physics, finance, and history and 204 practice exercises, Khan Academy is on a mission to help you learn what you want, when you want, at your own pace.
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Curriculum Webs is a book designed to support a unit of curriculum. This text describes the process of building Curriculum Webs web pages. The Companion Web site also includes numerous links to resources and further examples.
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Advanced Common Sense is the homepage for technical consultant and author, Steve Krug. The site is dedicated to teaching web usability workshops that aids companies in developing websites /web apps that are intuitive.
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The eLearn Magazine is a site that aggregates educational articles into a collection of peer-based reviews geared toward the educational community. The site includes case studies, best practices & tips, and personal opinions.
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The International Society for Technology in Education (ISTE®) is the premier educational leaders engaged in improving learning and teaching by advancing the effective use of technology in PK-12 and teacher education.
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Academic Earth was founded with the goal of extending high-quality online learning opportunities to people around the globe. There are many courses from top instructors at various prestigious universities across the country.
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Accredited Schools Online is a comprehensive site dedicated to student career goals and success. Whether K-8, high school, or college and beyond, this online resource provides in-depth, expert-driven content for educators.
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Scholarly Search Engines |
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Annotated Bibliographies |
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Faiola, A. and Matei, S. A. (2005), Cultural Cognitive Style and Web Design: Beyond a Behavioral Inquiry into Computer-Mediated Communication. Journal of Computer-Mediated Communication, 11: 375–394. doi: 10.1111/j.1083-6101.2006.tb00318.x
Anthony Faiola is an Associate Professor of Informatics and Associate Director of the Human-Computer Interaction Graduate Program at the Indiana University School of Informatics and Sorin A. Matei is an Assistant Professor of Communication at Purdue University. This article proposes a new theoretical construct, referred to as cultural cognition theory (CCT). The research behind this article explores the importance and value needed in applying cultural cognition styles toward web design. The researcher's overarching goal for the study was to answer a simple yet fundamental question: Does the cultural cognitive style of Web designers, as reflected in the Web content they design, help users who share the same cultural background as the designer to perform inform-related tasks faster? The hypothesis is that Web designs that do not incorporate the cultural cognitive styles associated with usability and aesthetics can lead to difficulty in a user's ability to navigate and understand the information presented. According to their research findings, a lack of variation toward cognitive styles in website design can create cultural biases that can directly affect a viewer's efficacy and comfort when engaging with online content. 
Fielding, R. T., Whitehead, E. J., Anderson, K. M., Bolcer, G. A., Oreizy, P., & Taylor, R. N. (1998). Web-Based DeComplex Inform. Communications of the ACM, 41(8).
Roy Fielding is an information and computer science student at the University of California, Irvine (UCI). Along with his fellow research collaborators, Fielding's approach and purpose for this study was to identify the aspects of the Web infrastructure that need improvement with focus on recommending ways of improving the user's Web experience in order to realize the full potential of what is deemed a "virtual enterprise." Within the context of shared information and resources, this virtual enterprise is a theoretical concept that can aid in organizing complex pieces of information in a manner that is conducive toward remote coordination and collaboration. According to the study's findings, virtual enterprising is not limited to the exchange of information but also the way policies governing the collaboration of said information is negotiated. The need for a task-oriented perspective of the project is as important as a data-oriented view of the project. The author's provide an introspective and pragmatic view at the potential benefits and possibilities that virtual enterprises can have on complex collaborative projects.
Kay, R., Knaack, L., & Petrarca, D. (2009). Exploring teachers perceptions of Web-based learning tools. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 27-50.
Kay and Knaack are professors and Petrarca is an instructor at the University of Ontario Institute. This literature review studied teachers’ perceptions of Web-based learning tools (WBLTs) in middle and secondary school learning environments. Key elements reviewed pertain to the use, perception of value to learning, teacher-student comparison perceptions, and challenges when using WBLTs. The meta-analysis resulted in identifying several themes such as small sample populations, resulting evidence based on questionable assessment tools, few papers written on the topic, and promising trends for learning performance measures. Samples consisted of teachers and students and a list of WBLTs used in the studies is provided. A thorough analysis of quantitative and qualitative data is presented in tables and text with detail. Results indicate WBLTs enhance the students’ learning experience. The authors provide suggestions to educators who plan to use WBLTs and recommend formal research to improve assessment tools in order to gather quality data. This article provides an in-depth look at the possibilities of WBLTs.
Qiyun, W. (2009). Designing a web-based constructivist learning environment. Interactive Learning Environments, 17(1), 1-13. doi:10.1080/1049482070142457
Qiyun is a professor at the National Institute of Education, Nanyang Technological University, Singapore and has written many scholarly articles. Qiyun’s research includes utilizing technology to design effective learning environments. The purpose of this article is to examine essential components, discuss issues and implications, and gather valuable information regarding the design of web-based constructivist learning environments which can benefit educators. The conceptual framework includes three fundamental categories: a) pedagogical; b) social; and c) technological. The study participants included teaching trainees in higher education and explored implementing constructivist learning for a course via the Internet versus the traditional face-to-face (F2F) delivery. The evaluation of the web-based content investigated how the participants used the environment and their perception of its usefulness. A mixed-methods research yielded quantitative and qualitative data. Results indicate participants perceived the learning environment to be useful in all three categories, encouraged collaborative behavior, and the content accessible. The author also discloses some of the challenges and suggests further research to address other areas of concern which has been identified as a result of the study. This article presents an empirical view of the topic and a foundation for converting F2F instruction to a web-based environment.
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ETEC/OTEC Fall 2011 | Web-Based Content
Adam Halemano & Laureen Kodani
Created on October 4, 2011
Last Modified on October 18, 2011
Adam Halemano & Laureen Kodani
Created on October 4, 2011
Last Modified on October 18, 2011
