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nathaniel neveu

Literacy Instruction with Digital and Media Technologies | Reading Rockets - 0 views

www.readingrockets.org/...29126

technology literacy reading digital instruction

shared by nathaniel neveu on 14 Mar 14 - Cached
  • This article describes how digital and media literacies are woven into a fourth-grade classroom. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support.
  • As new literacies that include digital and media technologies evolve, preparing students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure and work (International Reading Association, 2001; Leu, Mallette, Karchmer, & Kara-Soteriou, 2005).
  • Simply using software programs on computers does not prepare students for new literacies' expectations. New literacies are deictic in that they constantly change and require teachers to embrace these changes. New literacies are essential in classrooms so that equal opportunities are offered to all students.
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  • The Internet has caused educators to confront issues related to new technologies, as previous technological innovations have never been adopted so rapidly and in so many places simultaneously.
  • Students use instant messaging (IM) to pair-share during the reading of the story with their 8 o'clock buddy.
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      Something not used by most of us growing up is now learned at the age of 9.
  • As more classrooms and schools adopt one-to-one laptop instruction, the need to document the work of teachers and students in such settings is important (Dunleavy et al., 2007). The descriptions found in this article provide the pragmatic details of making such a transition in instruction and can serve as roadmaps for teachers considering such a shift in their instructional practice.
  • Once these activities are complete, he checks to see what the morning sponge is (an activity to keep students engaged as Todd checks in with individual students). Today the sponge is centered on vocabulary, so Michael uses the thesaurus on his laptop for the word launched so that he can gain an idea of what this word means and learn about related words. He then uses his word processing application to write a sentence using this word, thereby demonstrating his understanding of its definition. Complementing the sentence is a nonlinguistic representation of the word that he creates by using a drawing application (see Figure 3). This activity and the class webpage demonstrate the hybridity evident in new literacies documents (Lemke, 1998), where students use word processing, drawing, or music in a single document.
  • Warschauer's (2006) research found that laptops and connections to the Internet provided scaffolding for many classroom topics, thus building background knowledge. He noted increased student engagement in wireless classrooms as students participated in more diverse writing activities, analysis of reading, and use of media-production software. Finally, he observed how students gained control of reading on the page as well as the screen. The students realized that there was more to a computer than games or chatting and gained practice in reading for a variety of purposes, such as interpreting the textual and visual elements in a document and knowing how to navigate and find information
  • When working independently, Michael does one of three things. The first is to respond to a writing prompt on his computer that is directly related to the story or informational text read that day. Michael also completes a digital practice sheet or worksheet, a more traditional use of technology. The third activity is a book study. Students are offered multiple titles that are related to the theme of the core program from which to choose.
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      The teacher is creating an equal balance of traditional text learning combined with new age technology learning as well.
  • Breaks in Instruction During recess breaks throughout the day, students are free to stay in the room and engage in noninstructional activities. Michael engages in sending IMs, checking and sending e-mail, and going online to enter kid-friendly virtual worlds like Club Penguin (www.miniclip.com/games/club-penguin/en/). Students, particularly those who do not have Internet access at home, enjoy engaging in these activities during breaks in instruction.
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      A new alternative to just playing the the grass outside. give them free time with the same technology they use to learn on.
  • End of the Day Routines Before leaving school, Michael picks up his homework from the server. Tonight's homework is a graphic organizer that is to be filled out from a webpage. Todd saved a copy of the webpage for pickup because not all of Michael's classmates have Internet access at home. Michael leaves school with his laptop tucked into his backpack, ready for out-of-school learning.
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      Definitely a new age in learning.
  • nathaniel neveu on 14 Mar 14
     
    Completely for this type of teaching. while most older teachers are used to the same old school text book learning this teacher has seen what this age is coming to and is teaching in a way the student will be able to use it years after his teachings. great article.
nathaniel neveu

Using Technology for Text Complexity Instruction and Vocabulary Learning - 0 views

www.reading.org/...uction-and-vocabulary-learning

technology learning

shared by nathaniel neveu on 14 Mar 14 - No Cached
  • Using Technology for Text Complexity Instruction and Vocabulary Learning
  • Vocabulogic
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      first step in how technology helps learn literacy.
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      The 3 headlines highlighted explain how technology has helped with an increase in learning.
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  • E-Books
  • eVoc Strategies
  • nathaniel neveu on 14 Mar 14
     
    Helpful article in steps of technology helping with the digital natives in learning.
nathaniel neveu

TILE-SIG Feature: Digital Recursive Writing with Mobile Apps on the iPad - 0 views

www.reading.org/...g-with-mobile-apps-on-the-ipad

technology kids ipad apps

shared by nathaniel neveu on 14 Mar 14 - No Cached
  • Tablet PCs are one of the most cutting-edge educational tools in recent years.
  • Even though writing is not the initial purpose of the use of the iPad, some educators in the United States have explored how to integrate them with K-12 writing instruction (e.g., Dalton, 2012; Hutchison, Beschorner & Schmidt-Crawford, 2012; Karchmer-Klein, 2013). Particularly, Karchmer-Klein (2013) proposed a new term, digital recursive writing, to describe the unique writing processes on the iPad
    • nathaniel neveu
      nathaniel neveu on 14 Mar 14
       
      With children these days learning and staying interested is much harder with the technology out there this day and age but using one of todays modern ipads in thousands of homes around the US has made it easier to learn and at an earlier age.
  • Independent Planning: Switching Between Notability and Safari
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  • A School Context and the Writing Task
  • Collaborative Planning: Go Back and Forth Between Popplet and Notability
  • Potential Benefits of Digital Recursive Writing on the iPad
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