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Susan O'Day

Technology In the Classroom - 1 views

www.teach-nology.com/...print.htm

technology reading instruction

shared by Susan O'Day on 16 Oct 10 - Cached
  • Technology should enhance learning. There is no value in just having access to it but more important how it is used.
  • Technology in the classroom can help students become capable users, information seekers, problem solvers and decision-makers.
  • in order to teach to the standards and enhance literacy in this multicultural environment, technology has to be integrated into the classroom in one way or another.
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  • It helps the emergent learner, students with disabilities, students with language disabilities and the gifted child. With the cultural and socioeconomic diversity in our schools today, teaching effectively to these different levels of ability, background, interests, learning styles and modalities is a major challenge. We usually teach to the majority since it is somewhat impractical to try to tailor teaching to each student. Too basic an instruction will help the struggling learner but bore the gifted and visa versa. Thus poorer students are left hanging in their confusion, and the brightest students miss exciting challenges. With computers as tutors, each student has the ability to work at their own pace.
  • With individualized computer instruction, students can always immediately request help if something is unclear. Computers help to make it more interactive. They are extremely effective with the struggling learners because they (unlike humans) have unlimited patience. Computers can teach via a multitude of modalities depending on the learning style of the student (Bennett, 2002).
  • The computer can also be used to educate the smarter students who easily get bored in a traditional classroom since they reach their goal faster
  • Smolin and Lawless (2003) believe that becoming literate in the technological age leads to new responsibilities for teachers.
  • Technology helps connect multicultural education in a number of ways. Media and telecommunications are a vital part of today's youth culture. Individuals with weak or little technological skills will find it difficult to survive in the competitive and global environment of the future.
  • Hypermedia is used as a learning tool for students with Limited English Proficiency (LEP) (Bermudez and Palumbo, 1994). It enables users to access information in a non-linear and self-tailored fashion by creating individualized learning environments.
  • Feldman (n.d.) has appropriately summarized the ways technology supports early literacy. The teacher should facilitate the use of technology based on the instructional objective(s) being taught. Some of these are: Developmentally appropriate (interactive) software that supports instructional outcomes helps develop higher-level reasoning and problem solving skills. Electronic Books benefit young readers, ESOL and Special Education students. Word processing helps students write more fluently. CDs make accommodations for different languages and allow students to hear directions in their native language but require them to read the stories and do word work in English. The World Wide Web makes different types of reading materials more accessible to students. Text size can be increased for students with visual impairments and vocabulary can be simplified for emerging readers. Virtual Field Trips allow children to travel beyond the classroom without actually leaving. Digital Images allow students to record and document their experiences.
  • When teachers used computers for simulations and models or for data analysis, the students scored 5-6 points higher than those that had no computer access.
  • The report showed that moderate use (once or twice a week) proved most beneficial. In classes where students had a daily dose of technology, scores were lower. A recommendation is that technology should be used to enhance the education by engaging students into higher order thinking skills and not as a substitute for teaching.
  • We have seen that technology can act as an individual tutor and a valuable tool for the struggling learner, for ESL students and for multicultural education.
  • We are currently penalizing schools with poor grades. Most of these schools are in the inner cities with lower socioeconomic status, lack of funding, equipment and teachers. Rather than withhold funds from these schools, I believe/recommend that these schools should be the ones to get funding for technology since it benefits the struggling student the most.
  • Computers can provide universal success by dividing lessons into segments to the extent needed to make sure that everyone can accomplish something.
  • When students see their teacher trying new things, they become more engaged in the process.
Susan O'Day

Learning with Audiobooks - Audio Bookshelf - 0 views

www.audiobookshelf.com/teachwith.html

technology reading audiobooks

shared by Susan O'Day on 16 Oct 10 - Cached
  • Audiobooks increase language skills and literacy.
  • Audiobooks pave the way for a lifelong love of reading and extend the genre.
  • By increasing a student's language skills, audiobooks make reading more accessible and appealing.
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  • Audiobooks help reach special needs/gifted students.
  • Audiobooks are the ultimate classroom equalizer. They put everybody on the same page at the same time.
  • Audiobooks enhance reading levels and comprehension.
  • Audiobooks help differentiate between language as written or spoken and provide the link between the two.
  • Reading becomes an enjoyable and anticipated activity.
  • ext dramatization results in a deeper emotional reaction to what's being read
  • Many children are never read to and many parents stop reading to their school-age children, but research has proven being read to is crucial to learning to read well and develop language skills. Audiobooks can fill this gap - resulting in immediate improvement in listening skills, vocabulary levels and reading comprehension.
  • Audiobooks are the link to language for special needs students.
  • using audiobooks as a classroom activity means remedial readers aren't singled out for special classes, but can stay and learn with the others.
  • Audiobooks offer a shared learning experience.
  • Students sharing their impressions and responses to the audiobook can enhance each other's horizons, leading to appreciation of different viewpoints.
Susan O'Day

Using Movies in the Classroom: Inviting Reluctant Readers into Story Analysis - Associa... - 0 views

www.associatedcontent.com/...in_the_classroom_inviting.html

technology instructional reading

shared by Susan O'Day on 16 Oct 10 - No Cached
  • Movies can be an effective method of drawing reluctant readers into story analysis. Features such as plot, setting, characters, problem, and solution occur in films just like they do in texts.
  • By teaching them how to analyze plot and characters, how to describe setting and main idea, and how to identify the problem, solution, and climax in a movie, we give them tools to then navigate fiction texts.
  • The pause button is invaluable when using movies in the classroom.
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  • Graphic organizers can also be put to good use in this arena.
Susan O'Day

Using Movies in the Classroom: Some Dos and Don'ts for Teaching With Popular Films - 0 views

www.suite101.com/...ovies-in-the-classroom-a169391

technology instructional reading instruction

shared by Susan O'Day on 16 Oct 10 - No Cached
  • Using movies in the classroom can be an effective way for teachers to engage students in course material if teachers take some important precautions.
  • Using popular movies in the high school or college classroom can engage students who might not otherwise read course material and/or help students to better understand course material by being able to relate that material to a medium with which they are more familiar
  • Teachers should work with their schools or departments regarding policies, securing permissions, and designing optional assignments if some students are prohibited from watching the film.
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  • Do discuss the movie with students before, during, and after airing.
  • Do provide students with a viewing guide and/or a series of questions to answer about the film.
  • Do design an assignment or project that explicitly connects the film to course content.
  • Don’t feel that showing the entire film during a class period or multiple class periods is necessary.
  • Don’t violate copyright.
  • Don’t view the film as a one-shot assignment in the course.
  • Film can be an interesting way for teachers to connect sometimes theoretical or abstract course concepts to a world outside the classroom.
Susan O'Day

EBSCOhost: Using media presentations to teach notetaking, main idea, and summarization... - 0 views

web.ebscohost.com/...detail

technology literacy instructional English

shared by Susan O'Day on 16 Oct 10 - No Cached
  • I hit upon the idea of using TV to teach notetaking, main idea, and summarization. As a middle school language arts teacher in a low-income,minority population community, I knew these were skills my students needed to practice and master.
  • The students eventually became so sophisticated that they not only wanted to discuss the news, but also to analyze it.
  • The skills are equally important whether you are 13 or 30: notetaking, main idea, summarization, and particularly the analyzing of media presentations. Through analysis, we all become better decision makers.
Susan O'Day

Beliefs about Technology and the Preparation of English Teachers - 0 views

www.ncte.org/...beliefsontechnology

technology english literacy literature Internet instruction

shared by Susan O'Day on 12 Oct 10 - Cached
  • new technologies are changing the types of texts we and our students create and interpret even as they are influencing the social, political, and cultural contexts in which our texts are composed and shared
  • Teachers, individually and collectively, have the capacity and the responsibility to influence the development, modification, adoption, and/or rejection of newer technologies. In order to make these critical decisions, they will need to understand not only how to use these technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching have the potential to create for teachers, students, and the broader community.
  • As multimedia becomes a more prevalent form of communication it becomes important to understand the literacies of “reading” and “writing” using multimedia, and for these skills to be taught in schools and other education institutions.
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  • In sum, today’s students need to cope with a complex mix of visual, oral, and interactive media as well as traditional text. People of lesser education or older people may see themselves falling behind as the informational gap between them and the people literate in the new media and technologies widens.
  • The basic skills of visual literacy include the vocabulary of concepts necessary for understanding and discussing images.
  • Time to prepare for teaching and time with students are finite resources, with their ultimate objectives in mind, English educators might consider what is gained
  • Technology integration in any content area is most effective when the instructor, an expert in his or her discipline, makes important connections between the objectives and pedagogy of his or her content area and the available technology tools.
  • At the K-12, undergraduate, and graduate levels, English educators must integrate digital texts into the curriculum, drawing on a wide range of databases, archives, web sites, web logs, and other online resources. At the K-12, undergraduate, and graduate levels, English educators must encourage students to recognize, analyze, and evaluate connections between print and digital texts, as well as recognize what a reader of print and digital texts needs. At the same time, teachers must challenge students to expand print-based models of text and reader to incorporate new digital genres. At the K-12, undergraduate, and graduate levels, English educators must prepare students to read new media using a range of new literacy skills, including information literacy strategies, multimodal literacy strategies, critical literacy strategies, and media literacy strategies.
  • Using multimodal literacies and multimedia technologies has the potential to make the composing process and the subsequent texts produced more dynamic, interactive, generative, exploratory, visual, and collaborative.
  • his creates opportunities to reinvent and enhance notions of audience, purpose, genre, form, and context. It also has important implications for mechanics, usage, grammar, style, and evaluation.
  • Modalities such as print, still images, video, and sound, along with the arts, and popular culture all have the potential to inform, enhance, and transform the composing process.
  • Adequate access involves more than up-to-date and well-maintained hardware and software; it also includes web connectivity with a bandwidth capable of uploading and downloading complex texts in reasonable amounts of time. It includes access to such peripherals as digital cameras, scanners, LCD projectors, microphones, digital recorders, and camcorders. It involves classrooms that are laid out and furnished with this type of composing in mind, providing the right type of tables, chairs, outlets, and space for students work.
  • Technology has also changed the nature of privacy, personal space, and identity. In contrast to print-based writing, technology allows for vast distribution of any text. Therefore, its audience can be global.
  • Teachers, teacher educators, and prospective teachers must be both knowledgeable about and sensitive to issues of equity and diversity in access to technology and technology expertise in their schools and in their students’ lives.
  • Teachers must discuss issues of equity and diversity with their students, helping them not only to understand their origin in the larger social, political, or economic contexts, but also encouraging them to consider these issues in their own interactions with technology and other technology users within and beyond the classroom.
  • Teachers and teacher educators must address plagiarism, ownership, and authorship in their classrooms.
  • Teachers and teacher educators must help students develop strategies to assess the quality of information and writing on the web
  • There should also be a unified school’s policy about fair use, intellectual property, privacy, and conduct,
  • Teachers and teacher educators must help students develop netiquette
Susan O'Day

Reading Online - 0 views

www.readingonline.org/...lit_index.asp

literature Technology reading online Internet

shared by Susan O'Day on 12 Oct 10 - Cached
  • Teaching a student to read is also a transforming experience. It opens new windows to the world and creates a lifetime of opportunities.
  • these new literacies change regularly as technology opens new possibilities for communication and information.
  • As more and more individuals use new technologies to communicate, these linguistic activities come to shape the ways in which we view and use language and literacy.
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  • new literacies, whether intentionally or unintentionally, impact literacy instruction in classrooms
  • Many graduates started their school career with the literacies of paper, pencil, and book technologies but will finish having encountered the literacies demanded by a wide variety of information and communication technologies (ICTs)
  • Given the increasingly rapid pace of change in the technologies of literacy, it is likely that students who begin school this year will experience even more profound changes during their own literacy journeys
  • While it is clear that many new literacies are emerging rapidly, we believe the most essential ones for schools to consider cluster around the Internet and allow students to exploit the extensive ICTs that become available in an online, networked environment.
  • In an information age, we believe it becomes essential to prepare students for these new literacies because they are central to the use of information and the acquisition of knowledge.
  • Another important problem is that we lack a precise definition of what new literacies are. This makes theory development as well as systematic investigation impossible.
  • The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.
  • social contexts profoundly shape the changing nature of literacy.
  • Throughout history, literacy and literacy instruction have changed regularly as a result of changing social contexts and the technologies they often prompt
  • The Internet also is appearing in school classrooms in the United States and other countries at a rate that parallels its appearance in the workplace and at home. In only eight years (1994 to 2002), the percentage of classrooms in the United States possessing at least one computer with Internet access has gone from 3% to 92% (National Center for Education Statistics [NCES], 2003a). This is an adoption rate that is unprecedented in schools for any previous technology including televisions, radios, telephones, videocassette recorders, and even books. The availability of Internet access has had a demonstrated impact on students. In 2001, 94% of children ages 12-17 who had Internet access said that they used the Internet for school-related research (Lenhart, Simon, & Graziano, 2001).
  • Title II, Section D, of the No Child Left Behind Act is devoted to technology with the stated goal, "To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability."
  • Hypermedia reading practices have at least as much to do with the multiple relations between images as they do with the paths among segments of print text. Importantly, the nature of images also permits writers and readers to link them in ways other than paper-based texts.
  • They foreground the important need to develop critical literacies as an essential element of any instructional program because new media forms, globalization, and economic pressures engender messages that increasingly attempt to persuade individuals to act in ways beneficial to an economic or political unit but not necessarily beneficial to the individual. During an age of information, any theoretical perspective that seeks to capture the changes taking place to literacy must include these essential critical literacies.
  • Media literacy perspectives often are closely aligned with critical literacy perspectives, though they focus more on media forms beyond text such as video and the images that often drive a culture.
  • proponents of a media literacy perspective stress the importance of analyzing an author's stance and motives as well as the need for a critical evaluation of the message itself.
  • because locations on the Internet often are populated with commercial, political, and economic motives, it becomes essential to be able to carefully evaluate these while gathering information (Kinzer & Leander, 2003).
  • we believe that a theoretical framework for the new literacies of the Internet and other ICTs needs to be grounded in these technologies themselves, taking advantage of the insights that a variety of different perspectives might bring to understanding the complete picture of the new literacies emerging from these technologies.
  • Our work is pointing us to these principles of a New Literacies Perspective: 1. The Internet and other ICTs are central technologies for literacy within a global community in an information age. 2. The Internet and other ICTs require new literacies to fully access their potential. 3. New literacies are deictic. 4. The relationship between literacy and technology is transactional. 5. New literacies are multiple in nature. 6. Critical literacies are central to the new literacies. 7. New forms of strategic knowledge are central to the new literacies. 8. Speed counts in important ways within the new literacies. 9. Learning often is socially constructed within new literacies. 10 Teachers become more important, though their role changes, within new literacy classrooms.
  • We believe the Internet and other ICTs are quickly becoming the central technologies of literacy for a global community in an information age. As a result, these technologies are quickly defining the new literacies that will increasingly be a part of our future. Literacy theory, research, and practice must begin to recognize this important fact.
  • Perhaps we can best recognize this fundamentally different conception of reading comprehension when we understand that two students, with an identical goal, will construct meaning differently, not only because they bring different background knowledge to the task but also because they will use very different search strategies, follow very different informational paths, read very different sets of information, draw very different critical conclusions about what they have read, and attend to very different informational elements.
  • We encounter new literacies nearly every time we try to read, write, and communicate with the Internet and other ICTs. Examples of new literacies include using a search engine effectively to locate information; evaluating the accuracy and utility of information that is located on a webpage in relation to one's purpose; using a word processor effectively, including using functions such as checking spelling accuracy, inserting graphics, and formatting text; participating effectively in bulletin board or listserv discussions to get needed information; knowing how to use e-mail to communicate effectively; and inferring correctly the information that may be found at a hyperlink on a webpage.
  • new technologies for information and communication require new literacies to fully exploit their potential. It is important to recognize, however, that when we use technology in new ways, we also transform the technology itself, creating additional new literacies in the process.
Susan O'Day

CITE Journal Article - 0 views

www.citejournal.org/...article1.htm

technology English literature reading Web 2.0 Internet

shared by Susan O'Day on 12 Oct 10 - Cached
  • Technology should be a naturally supporting background for both the content and the pedagogical content knowledge (Shulman, 1987) of English language arts
  • Another context to consider when making instructional decisions is the students themselves. They will be at different levels of development as users of technology, and we must determine and honor those levels.
  • it is critical to acknowledge the impact technology has had on our language—how we read, write, view, and visually represent information.
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  • Besides the dynamic impact of technology on our vocabulary, technology has also brought us an expanded view of "what is considered text and how text is prepared"
  • we need to address these literacy shifts, varying text forms, and the attendant skills new teachers will need to both use and teach these new texts and languages.
  • One of the critical lessons to learn as a teacher in a technologically rich environment is that we will never be completely caught up; we will never know everything. We will constantly learn with and from our students. As a result, the English language arts classroom will necessarily become learn ing -centered and learn er -centered, with both teacher and student functioning in both roles.
  • Literacy is knowing where the truth lies.' He deliberately implies two meanings with this statement: people need to develop the necessary `reading' skills to enable them to seek out and identify sources of honest, straightforward, `truthful' information; and they also need to detect and read accurately those electronic texts that distort the truth. The skills of analysis, synthesis, and evaluation have always been important reading skills for students to master; but now, with the presence and operation of the Internet, these skills have become critical tools for the literate person." (Golub, 1999, pp. 53-54)
  • Teacher educators, as well as our students, need to be critical consumers of technology, to be thoughtful users who question, reflect, and refract (Pope, 1999) on the best times and ways to integrate technology.
  • Technology products are new genres for most of us, and they require a new set of process skills.
  • According to the NCTE Guidelines , English language arts "teachers should be sensitive to student needs so that all students, regardless of differences, receive encouragement, support, and opportunities to learn"
  • We need for our soon-to-be-teachers to both witness and understand the diverse accessibility to technology their school and their students will have. And they must consider this variability in their class assignments, opportunities for use in the school day, and homework expectations.
  • We need to devise ways of responding and coping with the inequities the division of computer access will be between poor children and the middle and upper class children.
  • In such an environment students participate actively and directly in their own education. They will not rely solely on the teacher but will use the Internet and electronic tools and media to gather information and gain insights.
  • This shift to a learning-centered classroom does not mean, however, that the teacher is obsolete. Instead, it demands that the teacher's role change from that of an "information-giver" to one of "designer" and "director" of instruction.
  • we suggest that English language arts methods classes can infuse technology in a way that does not interfere with the content pedagogy but supports it in a way that actively involves students and prepares them with the technical and pedagogical skills for creating the new learning-centered classroom.
Susan O'Day

Reading Online - 1 views

www.readingonline.org/...lit_index.asp

shared by Susan O'Day on 12 Oct 10 - Cached
  • The union of reading and technology on the Internet is causing educators to take a new look at what it means to be literate in today's society (Leu, 2002). New forms of literacy call upon students to know how to read and write not only in the print world but also in the digital world. Today's definition of literacy is being broadened to include "literacy skills necessary for individuals, groups, and societies to access the best information in the shortest time to identify and solve the most important problems and then communicate this information" (Leu, 2000, p. 476). The Internet has provided the world of work with global competition and an informational economy (Leu, 2000). Knowing how to access, evaluate, and apply information is necessary for success in the workplace and at school.
  • First, the Internet reader must be able to handle the sheer volume of text, which can be described as massive.
  • Second, much Internet content has blinking graphics, vivid color, and lots of eye-catching phrases that can guide or distract from the reading. A reader must be able to evaluate all the features of a webpage and quickly decide which one will likely be the most helpful in accessing information.
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  • Third, most of the text on the Internet is expository. Being able to read such text requires familiarity with its concepts, vocabulary, and organizational format.
  • By selecting links in various orders, a reader creates his or her own path when reading on the Internet.
  • Text on the Internet is not static whereas the text of a book remains the same each time the book is opened.
  • One answer is to begin with what we know about strategic readers of print text: They tend to use a set of comprehension strategies (Dole, Duffy, Roehler, & Pearson, 1991; Pearson, 1985).
  • To be adept at seeking, evaluating, and using information found on the Internet, readers must navigate through Internet text and apply their knowledge of the reading process. The merging of these skills is seen when the Internet reader performs a reading act
  • Educators can guide students to be successful Internet readers by helping them recognize their experiences with various types of text and applying this knowledge to Internet reading.
  • These Internet readers have taken the strategies used for reading print text and applied them to the reading of Internet text.
Susan O'Day

CITE Journal - Language Arts - 0 views

www.citejournal.org/...article1.cfm

technology English literature Internet

shared by Susan O'Day on 12 Oct 10 - Cached
  • While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction
  • To maximize technology's benefits, educators must develop a heightened, critical view of technology to determine its potential for the classroom. The steps for doing this include: To recognize the complexity of technology integration and its status in the field. To recognize and understand the evolving and continuous effect computer, information, and Internet technology has on literacy. To recognize the importance of creating relevant contexts for effective technology integration by Developing a pedagogical framework. Asking the important questions. Establishing working guidelines. Implementing these strategies while integrating technology. Reflecting on the experience and revisiting these strategies regularly.
  • Bangert-Drowns and Pyke (1999) pointed out that, although there has been a large financial investment in bringing technology to schools, there has been little commensurate investment in preparing teachers to implement it effectively. Although access to computers in schools continues to improve for students, schools are spending only a small percentage of technology dollars on professional development despite the fact that teachers say they need more of it (Ansell & Park, 2003).
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  • A recent body of literature reveals a "disconnect" between the idealism of those advocating for the use of technology in schools and the reality of integrating technology effectively into today's classrooms (see Cuban, Kirkpatrick, & Peck, 2001).
  • While significant potential exists for technology to improve learning opportunities for schools with low-income students, issues of access and equity continue to be a challenge today.
  • the speed and haste at which new technologies are rushed into schools has often overshadowed the necessary pedagogical discussions that guide the use of those technologies.
  • In order to inspire the kind of media and technology literacy in our students called for by Shaw and others, we must simultaneously be cultivating it in our teachers.
  • evidence to suggest that computer literacy should not be thought of as simply possessing specific computer skills as much as developing a confident and flexible attitude about technology
  • Technology use must have a relevant context, as well, and in terms of using it to teach the English language arts, developing a critical mindset is key for teachers to implement technologies efficiently and effectively
  • To integrate technologies in a classroom without an understanding of context risks using technologies ineffectively or inappropriately
  • Develop a pedagogical framework. Ask the important questions. Establish working guidelines. After implementing the strategies, teachers should try integrating the technology and reflect upon the experience as a way of revisiting and revising the strategies regularly
  • In other words, the power of the pedagogy must drive the technology being implemented, so that instruction, skills, content, or literacy is enhanced in some meaningful way. Otherwise, the technology itself often becomes the content focus rather than the English language arts.
  • when we bring technologies into our English language arts classrooms, we should do so with forethought—we should do so critically, with an explicit understanding of why we want to do it and how it will affect students, instruction, and curricular goals.
  • We developed the framework by defining the issues we consider when we bring technologies into the classroom, by observing other teachers who use technologies, and by engaging others in discussions about problems and challenges they faced
  • thoughtful and informed use of technology" in a classroom, was dependent on teachers' implicit or explicit understanding of key contextual issues
  • it is important to consider our overall goals
  • Will this use of technology enhance the conversation of the classroom? Will it validate the work of the classroom? Will it validate the individual? Is it worth the time and effort? (p. 38)
  • Technology should... Work to validate individual students and empower their ability to achieve academic and "real world" success. Supplement and enhance instruction and, in effect, work almost transparently and seamlessly with content instruction. Supplement and enhance traditional print/literature/media materials. Provide additional resources and create wider access to them. Expand students' means of expression and broaden their opportunities to reach meaningful and authentic audiences. Deepen students' understanding of complex issues and enhance their ability to make more global connections. Expand and enhance the definitions and dimensions of literacy (critical, digital, media and otherwise). Facilitate an open forum for discussion that allows for more opportunities for free and democratic participation and dialogue.
  • Technology should not... Replace complex language and developmental goals with more simplistic "learn technology" goals. Replace teachers or pedagogy. Complicate or supercede content instruction or become the content focus of instruction itself. Replace or overshadow traditional print/ literature/media materials. Limit appropriate resources or access to them. Disrupt or complicate normal classroom community efforts and objectives for addressing audience. Diminish students' ability to participate or contribute by favoring students with advantaged access to technology. Deepen social, racial, gender, and economic inequalities. Stifle creativity or opportunities for using the imagination or multiple intelligences. Completely replace teacher-student and/or student-student "face-to-face" communication and interaction.
  • Although technology alone may not be the saving grace of education, there are important ways in which we can use it to support and enhance our teaching practices in the English language arts classroom—the key to which is developing a critical perspective that informs our pedagogical approach.
Susan O'Day

Education 2.0 - How Technology is Changing the Way We Learn | Educational Technology In... - 0 views

edtech.twinisles.com/rb

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  • Learning is the acquisition of new knowledge and/or skills. It also encompasses the updating or improvement of existing knowledge/skills.
  • Traditional learning New Model Learning Learning takes place in the early part of life, from infancy through early adulthood. Learning takes place throughout life to keep pace with rapid change. Learning takes place at particular times and places, as specified by the educatiing body. Learning takes place at the time and place convenient to the learner. Learning occurs in the presence of a human teacher. Learner interacts more directly with learning content (as opposed to human teacher). Primary communication is from teacher to learner. Learner communicates with teacher(s) and peers. Everyone following a particular course learns from the same syllabus. Learning is individualized. Every learner follows a unique “course”. Learners can control what is learned and how learning is delivered. Everyone following a particular course is presented with the same learning experience. Learners can learn in different ways depending on their particular learning style and preferences. Learning is a full time activity. Learning is flexible, it can be part-time, full-time, face-to-face, distance or blended. Learning occurs in parallel with life (work, family etc). Part-time, distance learning is the dominant mode. Learning is a passive experience of memorization followed by regurgitation. Learning is quickly forgotten after exams, if not applied in daily life. Learning is an active experience. Learning becomes part of the learner (constructivism). Theory is learned before being applied in practice. Theory is learned in parallel with practical application.
  • Surface or shallow learning is learning in which the learner tries to do just enough to avoid failure. It involves committing facts to memory without any attempt to understand their meaning or add them to the learner’s internal knowledge model. Shallow learning is often used by immature learners, or learners for whom the learning itself is not the primary goal
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  • Deep learning is learning in which the learner seeks to understand the meaning of the learning and to make it part of his/her internal knowledge model. Deep learning tends to occur among more mature learners and where the learner has a genuine interest in the subject of study.
  • Strategic learners may use a combination of shallow and deep learning and often their efforts will be focussed on satisfying assessment requirements.
  • Constructivism is the educational approach that views learning as the process of learners developing and refining their personal internal models of knowledge.
  • Constructivism should produce learning of a higher quality because it builds mental models that can be generalised to novel situations rather than rote memorization
  • In general people change slower than technology. It will take time for the acceptance of constructivist or technology-mediated learning as being of equivalent value to the traditional, classroom based, variety. But the ultimate acceptance of new model learning by all stakeholders (learners, teachers, institutions, government, employers…) is inevitable, as is its eventual ubiquity.
Susan O'Day

Tech Teaches: Screen Time Isn't Necessarily a Bad Thing | Edutopia - 1 views

www.edutopia.org/tech-teaches

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.
  • 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,
  • 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.
Susan O'Day

Web Literacy and Critical Thinking: A Teacher's Tool Kit - 1 views

www.techlearning.com/...17824

shared by Susan O'Day on 13 Oct 10 - No Cached
  • On the positive side, this means our students have access to a huge array of valuable information—primary resources, up-to-the-minute news, and networking opportunities they never would have had before the Internet age. But sending young people out into these uncharted waters without understanding what Alan November refers to as "the grammar of the Internet" can be dangerous indeed.
  • it is equally unsafe to send students out on the Web without the ability to validate the information they find.
  • The Internet grammar he proposes teaching them includes "a range of critical thinking strategies, from decoding Web addresses to understanding the pattern of links to searching for the owner of a site."
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  • The best thing to teach them, today, is how to teach themselves."
  • As your students work on refining their search skills, take the opportunity to discuss what they have learned. Can they come up with a list of tips for other students trying to narrow in on information quickly? What suggestions - from tutorials, teachers, peers, or elsewhere - were most helpful to them?
Susan O'Day

Listening to Literature: Struggling Readers Respond to Recorded Books | Edutopia - 1 views

www.edutopia.org/listening-literature

shared by Susan O'Day on 02 Oct 10 - Cached
  • Using recorded books from Pacific Learning's New Heights program, they asked children to listen to the text on tape while following along on paper, and repeat the exercise until they could read each story on their own. Between November and April, the number of grade-level readers in Root's class doubled
  • teacher Pat Harder (a member of The George Lucas Educational Foundation's National Advisory Board), uses audio books to expose students to text that's beyond their reading ability but that challenges their vocabulary and comprehension. That way, struggling readers aren't stuck with boring content, and they have the chance to learn to love literature.
  • A perk of audio books is their accessibility
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  • With a click, educators can download a book for multiple students to hear, either digitally or by burning the narrative onto a CD
  • Denise Johnson, assistant professor of reading education at the College of William and Mary, cautions in the Web-based journal Reading Online that audio books are not for every student. They're too fast or slow for some, and too cumbersome for those who prefer to read only on paper.
  • can introduce children to new genres, cultivate critical listening, and highlight the humor in text,
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