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Tawnya Woronec

EBSCOhost: More than Machines - 0 views

web.ebscohost.com/...detail

technology integration laptops technology Engagement

shared by Tawnya Woronec on 07 Oct 10 - No Cached
  • Overall, 66 percent of Chesterfield students exceeded their expected subtest scores in reading on the Measures of Academic Progress assessment, and 48 percent exceeded their normative growth expectation in math. Even an improvement in behavior is credited to STEP. There were 361 disciplinary incidents in the Chesterfield district during the project year, whereas 823 incidents were recorded a year earlier.
  • We believe that the laptop technology served to enhance student motivation, resulting in a more productive learning environment."
  • Among the school's seventh-graders, the pass rate on the reading portion of the TAKS rose from 62 percent to 75 percent, and on math from 51 percent to 65 percent.
  • ...2 more annotations...
  • founded on strong leadership, professional development, increased broadband access, and project-based learning in the core curriculum areas.
  • The rise in student engagement is reflected in the testing data: Pennsylvania System of School Assessment (PSSA) reading, writing, and math scores for Southern Columbia 11th-graders have increased, including an 8 percent increase in math scores over the two years since CFF was implemented.
Tawnya Woronec

Technology in Reading Instruction - 0 views

education.ucf.edu/...gy%20Reading%20Instruction.pdf

technology education reading 21st century skills

shared by Tawnya Woronec on 03 Oct 10 - No Cached
  • Tawnya Woronec on 03 Oct 10
     
    How can technology be used? Will it increase student achievement, motivation and engagement?
Tawnya Woronec

What Students Read - 0 views

www.scribd.com/...What-Students-Read

Motivation literacy 21st century skills

shared by Tawnya Woronec on 29 Oct 10 - No Cached
  • If we want an engaged citizenry, then we need engaged readers.
  • Saying we want to nurture children to be lifelong readers has become a cliché. While most educators do want their students to fall in love with reading, and especially with reading books, it would be naive to believe that we’re practicing what we preach.
  • How can we claim that we’re educating chil- dren for the 21st century when students today are reading the same texts — and the same kinds of texts — that students read 50 years ago?
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  • If we want to nurture lifelong readers and thinkers, to cultivate social responsibility, to make reading relevant to the 21st century, and to bring joy to reading, then the status quo will not suffice.
  • And simply reading a text doesn’t mean students are intellectually engaged. Much of their school reading is done with little thought. They read to get the assignment done as quickly as possible. Why do we perpetuate this school culture of fake reading when our world is filled with so many astonishing things to read?
  • One of the most disheartening things about the reading students do in school is that it is sopredictable. As students enter their classrooms each day, they al- ready know what they’ll be reading: another novel similar to the last novel, another story out of their lit- erature anthology, another chapter in the social stud- ies textbook, another five-paragraph essay. When they leave school at the end of the day, they know the texts they’ll be reading the following day and the fol- lowing year. How often are students genuinely and happily surprised by a new assigned reading?
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