The main question that I need to address is "How am I going to incorporate technology into my classroom when I only have two computers?".  First, I must look to see where I was in order to find out where I'd like to be.  I decided to take this class as an elective to hopefully find ways that I could use my two computers more effectively.  When looking at the LoTi framework , I realized that I was at Level 1 - Awareness.  I used the computer for word processing and email for myself.  I had the students use the computers as a word processor  to publish one of their writing pieces.  I used CD-Roms that were viewed on a TV screen that is connected to my computer.  I also would show them websites on the TV screen from links that I pulled up on the computer.  I did a couple of Power Point Presentations for them.  I know our overall goal is to try to move up to Level 4 - Integration (mechanical and routine), but honestly I'd be happy if I could move up to Level 3 - Infusion.  In the LoTi framework, they describe the classroom as having students engaged in webquests and multimedia presentations, using tools for scientific inquiry, and using the web for research.  I feel like this is a good start considering from where I started. Also since I teach third grade, I fell that this level is a good goal because many of them still need supervision and guidance on the computer.  

     There are several new resources that I would like to try with my class that I did not even know about last year.  The first method I would like to use to get the students familiar with the web is a Treasure Hunt or Scavenger Hunt.  This tool is mentioned in Working the Web for Education as an easy way to help students develop some knowledge on a subject.  All a person needs to do is gather 10 or more links and pose a question for each of those sites.  Then there should be a "Big Question" that they should be able to answer by synthesizing all the previous knowledge they gained.  This sounds like a relatively easy task to set up and to get students used to searching the internet for specific information.  Because I am selecting the sites for them, this should help the students that have difficulty staying on task.  As for classroom management, I would probably have to have students take turns on the computer while others are working on seatwork or groupwork.  

     The second tool that I found to be very useful is the Webquest.  After spending much time evaluating a webquest and creating my own, I can truly see the value of a webquest.  A good webquest should be designed so that the students can pretty much complete it on their own with little assistance from the teacher.  The teacher pages included in most webquests are helpful because they can tell you what prior knowledge is necessary and how to organize the students.  I agree with Tom March that a webquest is better if it has different roles for the students and is about a controversial or environmental topic.  He also says that "The reason the Web is so critical is because it offers the breadth of perspectives and viewpoints that are usually needed to construct meaning on complex topics" (10).  A webquest is a great tool because it actively engages students in solving a problem.  One goal of most teachers to create children who can read critically and solve problems.  A good webquest will help students in both of those areas.  The nice thing about a webquest is that there isn't always a right answer.  This allows the students to feel like they have more control.  

    The third use of the internet that I was not aware of before this class is the virtual fieldtrips and telecollaborative projects.  Some of these are fascinating and others are mediocre.  I can definitely see the benefits of telecollaboration.  It allows you to discuss ideas and data with other people from around the world.  Like I mentioned on my listserv recommendation, I received a digest form of HiLites (a place where you can post and reply to projects involving telecollaboration) that had a third grade teacher who wanted to start a rock swap.  Teachers from various places would send each other rocks.  Hopefully the swap would also include the classes communicating with each other about what they found and why they think there might be different types of rocks in different locations.  I can definitely see that there are many opportunities for teachers and their classes to get involved with classes from other states or countries.  The possibilities are amazing.  Instead of just reading about another country, we can email a class in another country and ask each other questions.  We can get feedback from experts in different areas to help us as we research a topic or study a new subject.  The fieldtrips can also be very exciting and I would imagine very motivating because students will want to read the newsletters and check out the pictures.  As is mentioned in Taboo Topic No Longer , internet connections in every classroom are necessary  in order to have a successful telecolloaborative project.  You need to be able to access the other classes while you are with your students so that they are involved. Therefore, to paraphrase Judi Harris in Online to Learn or In Line with Standards ? telecollaboration is most effective when used to help expose students to multiple points of view or beliefs, to allow them to compare information with information collected from various places, to communicate with a real audience or to expand global awareness.  

     Lastly, I'd like to take a look at some of the cautions that I need to be aware of when using the internet.  The internet does offer a lot of resources to students. One can access current information or search through the archives of various resources.  However as is stated in several of the articles that we had to read for this class, there still must be discussion in the classroom.  You can't simply let the internet babysit the students.  The teacher must still play an active role in finding good sites that the students can use and preparing the student for various tasks on the web.   The teacher must also provide guidance as they work on the Web.  Lastly the teacher must evaluate the students and provide valuable extensions for the students.  As stated in Promoting Reflective Discussion , "it is only through reflection and discussion that discrete facts lead to greater understanding."  So the main thing that I've learned from this class is that the information is all out there and now I just need to learn how to use it wisely.  I need to be able to find the correct resources, as well as teach my students how to evaluate cites so that together we can decide whether it has the necessary information.  I need to figure out how to manage my class effectively when there are only two computers in my classroom. Hopefully I'll be able to request some more computers so that I can have students use the computers more often and more effectively.
   
    In conclusion, I have gained a lot of information from this two week course.  I am hoping that with this new-found knowledge I'll be able to find more substantial uses for my computer.  I hope to try the scavenger hunt, webquests, and telecollaboration or fieldtrips.  I think that the listservs I joined will also be helpful because I have a network of teachers that I can go to for help.  My other goals are to create a webpage for my classroom, which might include newsletters and students work.  I know that it will take me a while to achieve some of these goals.  I also know that as our society becomes more technology-driven, I must prepare my students for what is ahead.