Hurricane severity is measured using the Saffir-Simpson scale. This scale rates hurricanes from category 1 to 5 based on wind speed and typical types of action or intensity which can be expected. Use of the Internet in your curriculum can also be rated in categories. Check out the Categories of Integration and see how well your lessons are "blowing them away." Links to each of the scenarios will give you some ideas as to how you can begin using the Internet as a more integral part of your lessons, even if your situation is not the ideal one.
Highly effective technology-using educators have developed their skills over time and have learned to refine those skills and how they use them to optimize student learning with technology tools. Start slow and keep adding to your cache of lessons and strategies as you work your way up to being a Category 5 - Internet Using Educator! See "The Seven Habits of Highly Effective Internet-Using Educators" for more tips.
Category 1 - No Activity Yet - All is Calm
You know that the Internet is a good resource but you don't have time to find out how to utilize it in your classroom. In fact, it is sometimes hard to find a computer you or your students can use and the time to use it.
Category 2 - The First Steps - A Breeze Begins
Students use the computer when they finish their work. You have found some software they are interested in but there is not an Internet connection in your class so that doesn't seem to be an option. However there is an Internet connection in the media center which you can access for demonstrations. You've read about how the Internet has good materials for educators.
Category 3 - On Your Way- Wind Speed is Increasing
You can use the Internet connection in your classroom to find materials to use with your students. You may have read about projects done on the Internet and may have tried some of the ideas from the project or printed out some of the information to use with students. You decide to include a lesson(s) you found online.
Category 4 - The Excitement is Building- Trees and Minds are Moving
You have decided to collaborate on a project on the Internet and rework some units you teach by including lessons which use online resources. Your may use your Internet connection in your classroom or schedule time in the school's computer lab/media center in order to get more online time for your students. Student assignments begin to include access to the Internet and possibly some electronic publishing of student work.
You decide to coordinate an online project so that you may become a facilitator, helping students do authentic tasks and collaborate with others. Students access computers in class, lab and/or media center for data collection and publish results online. At this point there is probably community involvement as well.