Students are digital natives and we need to embrace their use of technology in the classroom Technology offers students powerful tools for producing, editing, and distributing writing as well as for collaboration Technology has an impact on our language, how we read, write, view and visually represent information.
Use discovery streaming videos Use YouTube & teacher tube Videojug at www.videojug.com – free factual video content to use in classroom Watch and listen to content specific professionals, experts and be able to discuss the information given Listen a minute at www.listenaminute.com – online listening skills Interviewing (record on iPod or smartphone) Use SmartBoard tools and SmartNotebook Have students collaborate with students in another school, state, country by using Google Docs, Twitter, Google Blogger
Use the computer lab as a writing tool – have students write drafts and then every student moves from computer to computer reading the drafts and offering revision suggestions in another color Begin ongoing e-mail correspondence with students in another school to peer edit Have students experience the different texts we have today: the internet, documents, websites, bibliographies with url addresses, e-mail, facebook, twitter Being able to respond through e-mail gives the shy student their voice to say what they couldn’t in another situation Copy and paste a paper for revision in http://vozme.com and it will read the text to the student to help find errors in grammar, etc.
For students who are uncomfortable presenting in front of the class PowerPoint – advanced narrate the presentation Can also use PPT or Notebook software to show pictures, charts, graphs etc. when giving a presentation Use hyperlinks Embed audio and video Can share the presentation online using www.slideshare.com
Either use iPods or can use www.podomatic.com to create online podcasts or minicasts (photo slideshows) › Summarize what they heard during a podcast or broadcast Create video & publish to YouTube
Use Google Blogger – free › Helps students connect with others across the world › Ability to move beyond an immediate circle of peers › Updated frequently offering opportunity to learn technology tools such as creating texts, adding graphics, pictures, determine appropriate formats, revise extensively, and edit › Teachers and or students could post questions and get answers that everyone can see – this would eliminate the need to repeat the same question and answer multiple times – students would understand homework better › Teacher can post a prompt on the blog and students would be required to respond
Use of twitter in the classroom › Twitter is a free micro blogging service (140 characters) Students could tweet responses to a reading and have to summarize in 140 characters › Valuable for sharing information and organizing conversation › Follow real time world events and discuss with others
Enhance communication skills through asking questions, expressing opinions, constructing narratives, and writing for an audience Develop and strengthen computer skills using software that combines text, still images, audio, video, and other media http://www.techsoup.org/learningcenter /techplan/page5897.cfm Digital Storytelling Tutorial
A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web http://www.teachnology.com/teachers/les son_plans/computing/web_quests/languag e/ http://www.middleschool.net/less_tut/web quests/lawq.htm http://bestwebquests.com/bwq/listarea.as p?wqcatid=3&edid http://alicechristie.org/edtech/wq/matrix/ middle_la.html
#1 place to go to incorporate technology into the curriculum Use the video chat plugin or Google talk to create collaborative stories then print out the discussion and copy and paste it into a word processing program Google Docs for everything from a word document to a spreadsheet – all free – all saved in the cloud and easily accessible from anywhere › Perfect for collaboration › Saves every 15-30 seconds › Teacher/peer can make revisions in color for the students Use Google Presentation instead of PowerPoint, or upload a PowerPoint to Google and share with anyone online Google Earth can be used to research settings, create snapshots and import into PowerPoint or Google presentations
Vocabulary: Use an online thesaurus and a print thesaurus for alternatives to words on a vocab list and compare the findings Create a vocabulary list of foreign words and phrases by accessing international sites. At the week’s end, write a story or essay containing these words using Google Docs. Or Word Assign students to create word finds or crossword puzzles using puzzlemaker.com
Write round robin stories individually or in a group on the computer. Have different students add paragraphs to the existing story. Share round robin stories by e-mail with students in other classrooms or schools Write stories interactively with a remote partner using either e-mail or Google Docs. Ask the partner pairs to develop guidelines for editing Read part of a story to the class and assign an individual or a student group to use a word processing program to finish the story, while other students work on an alternative assignment. Rote the “computer writers” during subsequent writing assignments. Give students two topics for a brief essay. Write one version using paper and pencil and a second version using word processing. Compare the ease of creating and revising the work. Create a classroom newsletter or newspaper to encourage writing, peer review, editing, layout, and publishing skills. Microsoft Publisher and Word both have newspaper templates to use. Share the publication online through email or on your own Google site (free) Create reports that require adding graphics and clip art or create, scan, and place their own art in the report
Create a list of authors and assign student groups to search the internet for sites relating to the author. Compile a list of websites about the author. Using a current theme, assign students to search the internet to find poetry related to the theme
http://www.readwritethink.org/classroom-resources/lesson- plans/blog-anne-frank-taking-30721.html After reading or viewing The Diary of Anne Frank, students will consider how political news spread in the time of World War 2. Then, they investigate how online digital media contributes to the distribution of news in recent events such as the Iranian revolution in 2009. http://www.readwritethink.org/classroom-resources/lesson- plans/making-memories-year-digital-30727.html The goal of this lesson is to strengthen students’ writing skills through image and text correlation. Students use their prior knowledge to reflect upon the school year. They create a story of their memories using digital images, clip art, and PowerPoint. Images are placed in sequential order and enhanced using descriptive text captions. After the digital scrapbook is complete, classmates edit one another’s work using a checklist. Students present their digital scrapbooks to an audience to reflect on what they have learned and to share their knowledge with the school community
http://www.readwritethink.org/classroom- resources/student-interactives/compare- contrast-30066.html COMPARE AND CONTRAST MAP This interactive graphic organizer helps students develop an outline for one of three types of comparison essays: whole-to-whole, similarities-to-differences, or point-to-point. A link in the introduction to the Compare and Contrast Guide give students the chance to get definitions and look at examples before they begin working. The tool offers multiple ways to navigate information including a graphic on the right that allows students to move around the map without having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.
http://www.readwritethink.org/classroom- resources/student-interactives/timeline- 30007.html INTERACTIVE TIMELINE for organizing and summarizing http://www.bama.ua.edu/~rmayben/tim/e sheetws.htm Using E-Sheets in your classroom - An E-Sheet is a simple technology integration strategy that directs student research on the Internet. › An E-Sheet consists of 2 parts: One to three websites selected by the teacher and A set of questions designed by the teacher to guide the student through the information on the selected websites › Students are able to practice reading comprehension and information literacy skills as they are guided through the content of the selected websites.
http://tewt.org/ Teaching English With Technology http://onlinebooks.library.upenn.edu/sea rch.html Online books for students to read over 20,000 titles free http://onlinebooks.library.upenn.edu/sea rch.html The Purdue Online Writing Lab http://www.readwritethink.org/classroo m-resources/student-interactives/ readwritethink – great language arts resources
http://mywebspiration.com/ webspiration is a free online version of Inspiration www.delicious.com online social bookmarking site http://teachnology.pbworks.com/w/page/19978658/ Technology%20and%20Language%20Arts Lots of Technology and Language Arts resources http://zooburst.com/index.php ZooBurst is a digital storytelling tool that lets anyone easily create his or her own 3D pop-up books. Using ZooBurst, storytellers of any age can create their own rich worlds in which their stories can come to life. www.wordia.com A free visual video dictionary. www.idiondictionary.com A free dictionary that explains over 5,000 English language idioms http://www.noodletools.com/debbie/literacies/basic /yngwrite.htm Lists online sites that accept student writing submissions
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