Group items tagged blogging - Reading Tech

shared by Susan O'Day on 12 Oct 10 - No Cached

he "blogs" are gaining traction in education as an online forum for classroom discussion, and to develop students' critical thinking, writing, and reading comprehension skills.
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he Weblog traffic has since grown to encompass different students and schools, making it clear to our students that others are reading and learning from their work. This "sense of audience" gets students excited, and helps to facilitate discussion, debate, and participation, even among reticent students. Blogs also motivate students to become more engaged in reading, think more deeply about the meaning of their writing, and submit higher quality work.
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The flexibility of this online tool makes it well suited for K-12 implementations. Teachers can use blogs to post homework assignments, create links, pose questions, and generate discussion. Students can post homework, create a portfolio, and archive peer feedback, enabling a virtually paperless classroom.
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But collaboration is the most compelling aspect of blogs, which allow teachers to expand classroom walls by inviting outside experts, mentors, and observers to participate.
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shared by Susan O'Day on 10 Oct 10 - No Cached

shared by Susan O'Day on 12 Oct 10 - No Cached

shared by Janene Neal on 12 Oct 10 - No Cached

shared by Susan O'Day on 02 Oct 10 - Cached

The International Reading Association goes so far in its position statement on technology to say students "have a right" to instruction that develops critical forms of literacy for using computers and the Web.
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The key benefits of computer-based reading lessons are simple: They help students practice reading at their own pace and give individualized instruction and immediate feedback -- all when the teacher might be occupied helping other kids,
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a group of experts convened by Congress in 1997 to assess various reading-instruction methods -- found generally positive results in the existing research and called for more study on the best uses of technology for teaching.
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To be digitally literate, Leu argues, students must identify an important problem or question, pinpoint information within an unchecked world of resources, critically evaluate material for bias and reliability, synthesize information from disparate texts, and effectively communicate through email, blogs, and other forums. Those aren't technology issues to be relegated to computer class, he says; those are literacy issues. Both books and computers are technologies for reading.
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shared by Susan O'Day on 10 Oct 10 - No Cached

shared by Susan O'Day on 10 Oct 10 - No Cached

One of the biggest distracters of technology integration is what I like to call the "technology fails."
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Technology fails are inevitable, but can be prevented by putting in place procedures that will allow your classroom to progress smoothly.
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Kiker adds that teachers must persevere and not just give up because technology went wrong during one lesson.
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teve Anderson, an Instructional Technology Director in North Carolina, states that, "The key is to expect the failure, and have a back up plan.
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not trying technology is doing our students a major disservice
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Technology is not something you have to use everyday, but sprinkle it in when you feel it is applicable and will enhance your teaching and students' learning.
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Choose three tools (maybe more, maybe less) that you will commit yourself to learning this year. When you feel comfortable, integrate these tools into your lessons. Stay focused on these tools and don’t try and use something just because someone told you it works in their class. Stay focused and maintain a comfortable pace.
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