SELECTING AND USING INSTRUCTIONAL RESOURCES

TO ENHANCE INSTRUCTION
(Supports PEPE Teacher Indicator 1.3)

Alabama Department of Education

Dr. Joseph B. Morton, Interim State Superintendent of Education

Developed with funding from Alabama's Title II

Teacher Quality Enhancement Grant

A. Selecting and Using Instructional Resources to Enhance

Instruction
This module has the following parts:
A.
introduction to the module
B.

an information section on selecting instructional resources

C.

a self-quiz titled "Check Your Knowledge" for part B

D.

an information section on creating, evaluating, and selecting Instructional Resources

E.

a self-quiz titled "Check Your Knowledge" for Part D

F.

practice activity

G.

classroom application

H.

references and resources

Because this module is lengthy, it has been divided into two informational sections, each
followed by a brief self quiz. The practice activity (F), classroom application (G), and references
and resources (H) utilize and support content in both information sections (B and D).
To complete this module you will need pencil or pen and paper, your computer and printer.

B. Types and Sources of Instructional Resources

In the PEPE teacher evaluation interview, teachers are asked how they make decisions about
instructional methods and resources and why they have made those decisions. That question is
the key to this module.
Making decisions is a natural part of life. One of the most important decisions faced by you
as a teacher is how to select instructional resources that ensure or enhance instruction. You
implement the curriculum adopted by the school district in which you teach, using state approved
and district approved textbooks and other resources provided to you. However, you are
responsible for student learning, and that involves going beyond the resources provided, if
necessary, to create active, motivating learning experiences for your students. When you choose
instructional materials, they should be chosen on the basis of their contributions to the learning
outcomes rather than on the basis of availability or ease of use.

Instructional materials should relate directly to the

purpose(s) and objective(s) of the lesson; extend content or
provide for remediation, reinforcement or enrichment. They
should be appropriate to student differences such as ability,
achievement, interests, and learning styles.
Therefore, regardless of the instructional method used in the classroom, tea
consider each of the following before selecting instructional resources:
*
The objectives: What skills/concepts do the lesson objectives specify for
*

The students: How many students are there? What are their general chara
grade level) as well as their ages, socioeconomic status, previous experie
special needs they may have? What specific knowledge or skills do they a
What are their learning styles and preferences? For instance, do they pref
materials, visuals, interpersonal experiences, or hands-on learning?

The learning environment: Is the space large enough to allow you to conveniently divide
the students into small groups? Will it allow the students to work individually without
distractions?

The available resources: What resources are available (including materials, equipment,
funds)? What are your limitations? How much time would the use of a particular resource
require?
Instructional resources include items purchased, prepared or assembled for student use
as well as those needed by the teacher for his or her own use during instruction. A list of
resources needed for a lesson should be included in the lesson plan. Resources needed for a unit
of work should be listed in the unit plan.
Materials selected for student use should be
consistent with the students' levels of comprehension, ability and responsibility. Examples of
resources for student use include handouts, study guides, bibliographies, project guideline sheets,
books, workbooks and resource materials for students; computers and software; other technology
such as printers, scanners, calculators, PDAs, and various other items or equipment specific to a
subject area; e.g., art, music, vocational studies.
You will need to gather and prepare
resource materials for yourself that will help you prepare for instruction or that you will use
during instruction. These could include transparencies and overhead projector, notes, texts or
other printed resource materials, pictures, posters, charts, maps, globes, computer and computer
programs/software, smart board, filmstrips and/or films and projection equipment, audio tapes,
video tapes, VCR, DVD, television, tape player, laboratory
equipment, supplies.
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Instructional Resources Beyond the Student's

Textbook

There are several categories of resources available to a teacher that go beyond a textbook.
They include:
*
Textbook Support Materials. Suggested activities, learning experiences, and resources are
commonly found in the Teacher's Edition. The publisher of the textbook series may also
have additional support materials available, such as blackline masters of practice
materials/worksheets, workbooks, overhead transparencies, diagnostic and assessment
materials, and record-keeping materials. The school may have purchased additional
supplementary "extras" such as kits, charts, cards, audiocassettes, games, computer
software, and videos. For primary children, there may be "big books" that are a component
of the reading series. Textbooks from other publishers can also be good resources.

State-approved Curriculum Guides. The curriculum guides approved by the state and local
school boards commonly include subject-specific, grade-specific course goals and a fairly
detailed outline of curricular content. Recommended instructional activities, an annotated
bibliography, and annotated lists of films, filmstrips, videotapes, computer software, and
other instructional resources are usually included as well.

Workbooks. Workbooks can be used for student follow-up activities. Students can work on
different exercises or use different workbooks. Workbook activities should be checked for
accuracy and should emphasize higher order thinking and problem solving rather than rote
learning, not busy work where students mechanically follow directions and are required to
exercise little thought or originality. Be careful in selecting workbooks or worksheets.
Many are lacking in motivational qualities, as well as higher order thinking skills.

Journals and publications of professional organizations.

(See References and Resources at the end of this
module.)

The classroom. A classroom library can offer interesting

and instructional material to provide introductory,
background, or follow-up information. Resource
materials could include books, brochures, magazines
and journals, filmstrips, and computer programs.
Specialized classrooms such as science laboratories or
gymnasiums offer specialized resources, some of which
could have value to instruction in other settings.

The school. A school library/media resource center usually contains books, audiovisual
materials, projected and non-projected visuals, audio media, films and videos, computerbased instructional resources, simulations, and games. The school building and/or
grounds often become a site for exploration and learning.

The community. In addition to making available speakers who visit the classroom, the
community offers opportunities for students to leave the classroom to study real
processes, people, and objects that might include libraries, museums, zoos, businesses,
farms, factories, government services, and monuments. The community can be an "after
school" resource for students, as well as a "during school" resource.

Media Resources

There are also several types of mediated resources that a teacher can select or create to
deliver or augment instruction. Audio media, visual media, and specialized media are briefly
discussed below.
Audio Media
Audio media convey information by sound. Some of the audio media that you might find in
your classroom or in the school's library/media resource center are phonograph records,
audiotapes (either pre-recorded or blank), compact disks that contain music, speeches, drama,
poetry, animal and nature sounds, student presentations, etc. Many teachers create audiotapes of
lictures, project directions, student presentations, or other content for student use - particularly
students who are aural learners (those who learn best by listening). There are several advantages
to appropriate use of audio media:
1.
They are inexpensive.

2. They are readily available and simple to use.

3. They can be used by students who do not read.
4. They are essential to learning for aural learners (those who learn primarily from listening).
5. They can record student presentations for playing back.
6. They can present stimulating verbal messages from well-known people from the past or
present.

Visual Media
Projected visuals include slides, overhead transparencies, and computer-generated
PowerPoint or other presentations that can be projected (onto a screen, whiteboard, wall or other
plain surface). Some of the items listed below under "Non-Projected" can also be projected

(graphic materials, still pictures, maps, etc.). DVDs and videocassettes typically contain visual
presentations, as well as aural ones.
Non-projected visuals that might be available in your classroom or in the school's
library/media resource center include:
chalkboards,
multipurpose boards (such as white boards),
bulletin or display boards,
graphic materials (drawings, charts, graphs, posters, and cartoons),
still pictures (photographs, postcards, illustrations from periodicals and books),
flip charts (commercially prepared or blank),
maps and globes,
models (a three-dimensional representation of something not visible to the student , such as
a replica of the human ear, that may be smaller, larger, or the same size as the real thing),
and
realia - real things including animals, plants, artifacts, coins, and minerals.
Specialized Equipment/Resources
Specialized instructional resources range from several types of calculators that might be
used in mathematics and science classes to specialized machinery and equipment applicable to
vocational education programs to kilns and other resources for an art class to specialized
equipment essential to special needs students.
While we won't try to describe and discuss these resources here, other teachers, instructional
supervisors, and building and system administrators should be able to assist you in identifying,
locating, and selecting resources to enhance instruction in special settings and content areas.

Some Considerations in Selecting Certain Visual Equipment and Resources

Selecting visual resources isn't a matter of simply grabbing what is available.
Consideration needs to be given to what the resource can and can't do and how to best use it.

Chalkboard
*
Most students find it difficult to think while they are copying material..

Students need time to copy.

Advance preparation is helpful unless constructing lists

produced by class discussion.
* The chalkboard is best used for essential textual information, not everything the teacher
wishes to say.
*
Use of color (in the chalk) can add interest, identify groups, or provide emphasis.

Overhead Projector
In addition to the items listed above for Chalkboards,
*
They can be used in normal room lighting..

*
They allow teachers to face their students.

*
They can display more than just writing or spontaneous drawings: slides; silhouettes;
graphs; small, opaque objects; enlarged newspaper articles and other print materials that
can be put on a blank transparency with a computer printer or a photocopier.

Video
Instructional technology such as videocassettes or DVDs can be an effective means of
enhancing instruction.

*
They can provide a bridge between the abstract world of the textbook and everyday reality.

*
Students may need advance preparation to develop "critical viewing" skills; i.e., visual
literacy.

*
They can be stopped temporarily to discuss important moments as they occur.

*
Videotaping students' in-class presentations offers students the opportunity of seeing
themselves in action.
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Computer-based Instructional Resources

The computer in your classroom can be used to assist instruction and enhance learning. It is
a tool that can help you manage instruction through computer-based testing, record keeping, and
computer prescription of media, materials, and activities. It can generate puzzles, worksheets,
illustrations, diagrams,, and other instructional materials. It can provide access to both human
resources and an array of multimedia resources through the Internet, web, and CDs or DVDs.
Enhancing Instruction
Computers can be used to incorporate various types of media into a single presentation for
classroom use. Software programs can blend text, diagrams, animation, and recordings of audio
and video to enhance classroom instruction. The use of multimedia presentations, either ones you
have created or ones you have purchased, can be appropriate in
the following situations:
*

to present demonstrations that otherwise would have a considerable safety

dangerous laboratory experiments;

to present demonstrations that otherwise would have a considerable safet

dangerous laboratory experiments;

*
to recreate an experience that would otherwise be cost prohibitive, such as a visit to the
Louvre;

*
to demonstrate phenomena that cannot be observed in real time or seen with the unaided
eye, such as geological movements or chemical reactions;

*
to demonstrate intricate parts of dynamic processes, such as the different phases of weather
changes. Certain complex interactions are difficult to describe verbally and may be best
demonstrated through animation or time lapse photography;

to provide more in-depth material or illustrations, such as historic film clips or excerpts of
speeches; and

to provide various hypothetical scenarios, such as population growth in a world region or

pollution of Lake Erie.

Communication
Using computers for communication minimizes the usual restraints of time and location.
Computers allow students to have greater access to teachers, while teachers can give students
more individualized attention. Class communication can occur via e-mail. Students can also be
linked to persons outside the school. E-mail has a variety of possibilities:

*
Students can submit assignments as attachments to e-mail.

*
Teachers may quickly reply to student work with specific comments and recommendations
for improvement and give students an opportunity to submit a more polished final work.

*
E-mail can increase student-student interactions and student-teacher interactions.

*
E-mail can increase teacher-parent communications when parents have access to e-mail.
*
Students can have interactions with scientists, business representatives, artists, or others
who can provide information, instruction, or just a different perspective on a topic.

*
E-mail mentors can be provided for students interested in particular careers.

*
Students can interact with students and/or teachers in other locations, particularly locations
outside the United States.

C. Check Your Knowledge

DIRECTIONS: For each question below, write the letter corresponding to your answer on
a sheet of paper. Click on the buttons for the answers.
1.
True
False
Instructional resources should be limited to those cited by
the textbook publisher.

2.

True

False

E-mail offers many possibilities for enhancing teaching and

learning.

3.

True

False

A teacher is responsible for student learning in a subject

area, regardless of the resources provided by the school and
school system.

Which of the following are valid reasons for the use of instructional resources? Answer
"yes" if it is a valid reason, "no" if it is not.
4.

Yes

No

Address student interests

5.

Yes

No

Motivate students

6.

Yes

No

Reinforce what is being taught

7.

Yes

No

Appeal to more and different learning styles

8.

Yes

No

Demonstrate activities that cannot be conducted in the

classroom

9.

Yes

No

Relieve the teacher of providing the instruction

10.

Factors to be considered in selecting instructional resources include all but which one of
the following:
Cost
Vocabulary level
Relationship to your objectives
Can be used within your classroom

D. Creating, Evaluating, and Selecting Instructional

Resources

The Cone of Experience

Years ago an educator named Edgar Dale, often cited as the father of modern media in
education, developed from his experience in teaching and his observations of learners the "cone
of experience" (see Figure 1). The cone's utility in selecting instructional resources and activities
is as practical today as when Dale created it.

Figure 1. Dale's Cone of Experience

For our purposes at this time, we don't need to examine the cone and its several levels in
depth; but as you review it, be aware of several principles and definitions:
1.
The cone is based on the relationships of various educational experiences to reality (real
life), and the bottom level of the cone, "direct purposeful experiences," represents reality
or the closest things to real, everyday life. (Think about somebody's experiences in an
apprenticeship or internship.)

2.

The opportunity for a learner to use a variety or several senses (sight, smell, hearing,
touching, movement) is considered in the cone. Direct experience allows us to use all
senses. Verbal symbols involve only hearing. As you move up the cone, fewer senses are
involved at each level. Perceptual learning styles are sensory based. The more sensory

channels possible in interacting with a resource, the better the chance that many students
can learn from it.
3.

Each level of the cone above its base moves a learner a step further away from real- life
experiences, so experiences focusing only on the use of verbal symbols are the furthest
removed from real life. (Think about a student reading material without any pictures or
other visuals or a student listening to a lecture that is nothing but words.)

4.

Motion pictures (also television) is where it is on the cone because it is an observational

experience with little or no opportunity to participate or use senses other than seeing and
hearing. The experiences below this one provide opportunity for the learner to enter into
the experience in more ways, using more senses.

5.

Contrived experiences are ones that are highly participatory and simulate real life
situations or activities.

6.

Dramatized experiences are defined as experiences in which the learner acts out a role or
activity.
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When Dale formulated the cone of experience, computers were not a part of educational or
home settings, so they aren't part of the original cone. Given the fact that computer technology
actively engages the learner, who uses seeing, hearing, and physical activity at the keyboard as
well as a range of mental skills, computer-based instruction (if something more than reading
script on the screen or rote practice) probably becomes level 4 or 5 from the bottom of the cone.
However, we don't know where Dale would have placed it.
The importance of Dale's cone of experience is the tool it provides to help a teacher make
decisions about resources or activities. Using your knowledge of the cone, you can ask yourself
several questions about the potential value of a resource to
student learning:
*

Where will the student's experience with this resource fit on the cone? Ho
from real life experience is it?

What kind of learning experience do I want to provide students through t

bring to them? What will this resource add to developing students' ability
knowledge and skills in daily life?

How does this resource augment the verbal and visual (maybe) symbols s
textbook?

What and how many senses can learners use when interacting with this resources?

We know that the purposes of selecting resources beyond a textbook is to help students
learn more or learn something better and to enable them to apply basic knowledge to life and
work. How will you make those selections? The principles embodied in Dale's cone of
experience can help.

Evaluating Instructional Resources

In evaluating instructional resources, several questions you should ask yourself are
important, regardless of the type of resource you are considering:
1.
Does the content match the curriculum?

2.

Is the content accurate, up to date, and appropriate for the students?.

3.

Do the materials teach and/or reinforce learning effectively?

4.

Will these materials be motivating to the students?

5.

Do these resources enhance instruction?

6.

Is the resource easy for the teacher and students to use?

7.

Are the materials of high quality technically?

8.
Is the use of this resource practical for my teaching setting (cost, needed equipment, etc.)?
s
Application of these questions and other criteria to the selection of any material or
resource can vary depending upon the context in which you want to use it. For example, you may
be considering a computer-based tutorial. Reading level of the tutorial and of your students
would be an important part of your evaluation of that resource. However, reading level might not
be a serious concern in considering an instructional video.

Creating/Selecting Visuals

When selecting or creating visuals (overhead transparencies, slides, PowerPoint

presentations) for use in instruction, some guidelines should be considered:
*
Text should be easy to understand and follow.

Large, bold type is easier to read than smaller type. Italic, script and condensed fonts are
more difficult to read than plain text (san serif, such as Arial and Geneva (for MACs) or
Verdana for PCs). Font size should be 24 or larger, as are the examples below, and should
be readable from the most distant seat in the room. Using combined upper and lower case
is preferable to all upper case.

*
As a general rule, each visual should contain no more than three levels of information.

Information listed with numbers, "bullets" or other graphics need not be complete
sentences.

Limit the number of lines per screen/slide/transparency and words per line. Six words per
line and six lines per transparency is about the maximum that is desirable.

Yellow background with black lettering is thought to be the most readable. Three colors
should be the maximum in text visuals. Red and green sometimes cause difficulties for
students who are color blind.

The consistent use of colors and format is less confusing for the students. Simple darkcolored backgrounds are best (if a colored background is desired). Most presentation
software allows for transitional slides, but their use should be limited so that they will
emphasize distinctions rather than distract the students.

Graphs and diagrams are easier to comprehend than tables.

Presentation software allows for rearranging the sequence of slides and easy copying of a
slide. If a slide needs to be shown more than once during a presentation, it is best to use

copies rather than moving the projection sequence backwards through several slides.

Evaluating and Selecting Instructional Resources From Internet Sources

While the Internet makes available a tremendous number of resources to teachers, all
resources found on the Web are not equally valuable. ANYONE can put something up on the
Internet. There is no review process or standards to ensure quality, so care must be taken by the
teacher in selecting them.
A variety of types of resources are available on the Web:
tools, slideshows, and handouts,
readings,
lesson plans,
unit plans,
references and resources,
web-based activities,
projects,
assessments,
demonstrations (scientific experiments, volcanoes erupting, etc.).
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Whether you are seeking supplementary information,

lesson plans, tutorials, games, virtual tours, or some other type
of resource for either your use or for your students to access
directly, it is important to evaluate the Web materials before
you use them. There is no single model for evaluating Web
materials, but there are many commonalities among those that
do exist.

*
Author: Who developed this work? Is the author named? What are his/her credentials?
Does the author seem qualified to present this work? If you find a lesson plan, was it
developed (and used) by a teacher?

Sponsor: What, if any, organization sponsors the site? What type of site is it? (The threeletter code in the URL indicates whether it is a commercial - .com, educational - .edu,
government - .gov, or other type of site.) Commercial sites frequently provide educational
materials that are high quality. Several state educational agencies support Web lesson plan
libraries that are accessible by the public.

Currency: Can you easily determine the date the page was created or last revised? Does the
material seem to be up-to-date? This is particularly important in social studies and science,
where developments can occur practically overnight. If links to other sites are provided,
are they functional? If not, is enough information provided that you can "search" for the
site using a search engine or going to the home site of the particular source?

Coverage: Does the comprehensiveness of the information suit your purpose? (If you plan
to have students access the site, does it fit their needs and comprehension level?) With the
amount of information available it probably isn't even possible to provide "complete"
information, but it is possible to provide enough information for your needs. Does the
material seem free of bias in its presentation? If you are looking for lesson plans, do they
specify the grade level of the students for whom they were developed? Are they aligned
with appropriate national (and/or state) standards or curriculum frameworks?

Accuracy: Is the material consistent with what you might find in print or at other Internet
sites? Are sources of factual material listed so that you can verify the facts?

Relevance: How does the material relate to your curriculum? How does it relate to the
appropriate standards and/or frameworks at the national, state, and/or school system? How
does it relate to your objectives?
Consumer reviews

Some web sites offer consumer reviews of educational materials. One such searchable
database is available through the library at the University of Buffalo and contains reviews
(written primarily by librarians and faculty from institutions across the U.S. and Canada) of
videos, DVDs and CD-ROMs from major educational and documentary distributors. Another
searchable web site containing reviews of instructional materials is provided by the Southern
Regional Education Board with the support of the North Carolina Department of Public
Instruction.

Determining Who Will Use the Resource

When you select instructional resources, keep in mind who the primary user(s) will be: you
or the students. Remember two questions you are asked by your evaluator during a preobservation conference and select resources with those questions in mind:
*
What will students be doing during this lesson?

What will you (teacher) be doing during this lesson?

Keeping it Legal!

As you collect and use instructional resources, you should be aware of the copyright law.
Publishers of educational materials are willing to sue those who violate copyright laws. If
publishers and educational materials distributors fail to make a profit from sales of their
products, the materials available will be fewer in number and of lower quality. Almost all
materials which might be used by educators are protected by the copyright law unless it is
specifically stated in the work itself that it may be copied and used without permission.
Educators have some special allowances under the concept of "fair use" in copyright law.
Following is a list of criteria that specify when educational use of copyrighted work meets the
fair use guidelines:
*
The educator uses only a brief excerpt from the work.

The use is spontaneous, spur-of-the-moment.

The use is not cumulative; that is, it only occurs a single time and does not take the place
of purchase.

E. Check Your Knowledge

DIRECTIONS: For each question below, write the letter corresponding to your answerr on
a sheet of paper. Click on the buttons for the answers.
1.
True
False
Dale's Cone of Experience encourages educators to plan
experiences that will help students apply their learning to
real-life situations.

2.

True

False

Teachers can feel confident that materials found on the

Internet are accurate and unbiased.

3.

True

False

Material that appears in print can be copied and used by

teachers without reservations.

4.

True

False

Visuals are effective when they reproduce complex

information in its original form from the textbook.

5.

True

False

Plain text is preferred for visuals.

IF YOU ANSWERED SEVERAL OF THESE QUESTIONS INCORRECTLY, REREAD

SECTION D.
IF YOU ANSWERED MOST OF THE QUESTIONS CORRECTLY, PROCEED TO THE
NEXT SECTION.

F. Practice Activity
1.

Make a list of instructional resources available in your classroom. Indicate potential

lessons/units for which they might be appropriate.

2.

Visit your library/media center in your school. Talk with your media specialist. Make a
second list that includes resources available in the library media center. This can also
include students who operate equipment. Find out the availability and scheduling
requirements.

3.

Determine what, if any, resources are available at the school system level and how you can

obtain them. Your principal and/or instructional supervisors can be helpful.

4.

Explore three Internet sites and evaluate their potential as instructional resources for you.

5.

Talk with three other teachers who teach the same grade level and/or content. Include in
this group of teachers at least one teacher from another school. Share with them what you
have found and ask for additional sources they have used. Ask particularly about resources
in the community. Add their suggestions to your lists.

6.

Talk with teachers in specialized subject areas in your school (science, P.E., art, music,
special education, etc.) Ask them about resources that they have that might be available to
you.

PROCEED TO THE CLASSROOM APPLICATION.

G. Classroom Application
Undertake one of the two activities outlined below and share what you are doing with your
evaluator, mentor, or a colleague.
Activity 1. Select one or more units with which your students' mastery of the content and/or
skills has not been completely satisfying to you.
Locate, evaluate, and select appropriate instructional resources to complement what you are
already doing.
For any resource that you decide to use, append the following information to your unit plan:
a.
b.
c.
d.
e.
f.
g.

Name of the resource

How and where to obtain the resource
Cost, if any
Objective(s) being addressed
How you will use the resource
Amount of class time needed
Special equipment or personnel not ordinarily present in
your room
h.
Learning styles addressed
Activity 2. Begin a file that lists the following information for each resource:
For any resource that you decide to use, append the following information to your unit plan:

a.
b.
c.
d.

Name of the resource

How and when to obtain the resource
How to use the resource and instructional unit/lesson for
which it is appropriate
Evaluative comments

Organize the file by cross-referencing or color coding your system to accommodate the
following categories of resources:
Articles from magazines, newspapers, journals, and
periodicals Compact disc titles and sources
Computer software titles and sources
CD/DVD titles and sources
Games and game sources
Guest speakers and other community resources
Motivational ideas
Pictures, posters, and other stills
Questions Resources to order
Sources of free and inexpensive items
Student activity sheets
Supply catalogs
Thematic Units
Unit and lesson plan ideas
Videocassette titles and sources
Miscellaneous

NOTE: The work you did in your Practice Activity (Secton F) can provide a basis for either of
these activities.
THIS CONCLUDES THE MODULE ON SELECTING AND USING INSTRUCTIONAL
RESOURCES TO ENHANCE INSTRUCTION.
IF YOU HAVE QUESTIONS OR COMMENTS, PLEASE DIRECT THEM TO YOUR
MENTOR TEACHER OR EVALUATOR. THAT PERSON CAN DIRECT YOU TO
OTHER RESOURCES IF NECESSARY.
H. References and Resources

Listed below are textbooks and/or web sites that will provide
additional help with selecting instructional resources to enhance
instruction.
Professional Books and Journals
Dale, Edgar.
(1969). Audiovisual Methods in Teaching, 3rd edition. New York: Holt/Dryden
Publications. (for more information on the cone of experience) .
Heinrich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002).
Instructional Media and Technologies for Learning, 7th edition. Upper Saddle
River, New Jersey: Merrill Prentice Hall.
Web sites:
Most subject

fields have a professional organization that produces journals, books,

monographs, videotapes, and other resource materials that relate to the
curriculum and instruction of that discipline. Examples are listed below.
American Educational Research Association (AERA) - http://www.aera.net/
International Reading Association (IRA) - http://www.reading.org/ National
Council of Teachers of English (NCTE) - http://www.ncte.org/ National
Council for the Social Studies (NCSS) - http://www.ncss.org/ National Council
of Teachers of Mathematics (NCTM) - http://www.nctm.org/ National Art
Education Association - http://www.naea-reston.org/ National Science
Teachers Association (NSTA) - http://www.nsta.org/ Phi Delta Kappa (PDK) http://www.pdkintl.org/ Teachers of English to Speakers of Other Languages
(TESOL) - http://www.tesol.org Eisenhower National Clearinghouse for
Science and Math - http://www.enc.org
Sample sites that respond to
user questions: Ask Jeeves - http://www.ask.com Ask Jeeves for Kids http://www.ajkids.com Ask ERIC - http://askeric.org Online encyclopedia http://britannica.com Encyclopedia Smithsonian http://www.si.edu/resource/faq/start.htm National Geographic Online http://nationalgeographic.com Math Forum: Ask Dr. Math - Elementary
School Level - http://forum.Swarthmore.edu/dr.math/drmath.elem.html
Examples (a few from among a vast number) of search engines or
searchable sites for educational purposes: http://www.Google.com - a
general search engine http://www.yahooligans.com - a search engine of
sites edited for students
http://www.ala.org/content/navigationmenu/greatALSC/great_web_sites_for_kids/Great_web_
sites_for-Kids.htm - sites for students that have been edited by the American

Library Association http://sunsite.berkeley.edu/KidsClick! - A direct link to

one of the sites available from the ALA site above
http://school.discovery.com/schrockguide - Kathy Schrock's Guide for
Educators http://www.thegateway.org/ -Gateway to Educational Materials,
sponsored by the U.S. Department of Education with links to educational
materials found on federal, state, university, non-profit and commercial Web
sites http://www.pbs.org/teachersource/ http://discoveryschool.com
http://ali.apple.com/ali/resources.shtml -The Apple Learning Interchange (by
Apple computers) contains resources called applets in various content areas.
The network of government Regional Educational Laboratories
provide information and sources to teachers for dealing with
particular student groups and other educational issues: Teaching
diverse students - http://www.lab.brown.edu Northeast and Islands Regional
Educational Laboratory at Brown University Educational technology http://www.ael.org Appalachia Educational Laboratory and
http://www.ncrel.org North Central Regional Educational Laboratory
Expanded Learning Opportunities - http://www.serve.org SERVE Family and
Community Involvement - http://www.sedl.org Southwest Educational
Development Laboratory Standards-based Instructional Practice http://www.mcrel.org/ Mid-Continent Research for Education and Learning
Assessment of Educational Achievement - http://www.wested.org WestEd

Re-engineering Schools - http://www.nwrel.org Northwest Regional

Educational Laboratory Curriculum and Instruction Related to Reading and
Language Mastery - http://www.prel.org Pacific Resources for Education and
Learning Educational Leadership - http://www.temple.edu/lss Laboratory for
Student Success
Some sites with information on evaluating
resources on the Web: www.virtualsalt.com/evalu8it.htm
www.mnstate.edu/library/instruct/evaluate.htm
www.nmu.edu/olsonlibrary/WEBEVAL.HTM
http://www.ericfacility.net/ericdigests/ed456864.html Eric Identifier
ED456864 Mardis, Marcia, October 2001. Uncovering the Hidden Web, Part II:
Resources for Your Classroom. ERIC Digest.
Web sites (cited in the
module) that contain reviews of instructional materials:
http://libweb.lib.buffalo.edu/emro/search.html
http://www.evalutech.sreb.org