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Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
Intro warm-up-computers-k3-literacy
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Intro warm-up-computers-k3-literacy

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  • 1. Universidad MetropolitanaEscuela de Educación Continua En Alianza con la Escuela de Educación y laEscuela de Ciencias Sociales, Humanidades y Comunicaciones November 10, 2012 Consultant: Dr. Sally Everson
  • 2. Dr. Sally EversonDept. Social Sciences, Humanities and Communications Metropolitan University – BayamonNovember 10 and November 17, 2012
  • 3.  Review of workshop objectives Pre-test Introduction and Warm Up Activity Move to Computer Lab to access Workshop Wiki Presentation and discussion: NETS-SLUNCH Break Presentation and discussion: TPACK Planning for Technology Integration Effective Technology Integration Activity Types and Appropriate Technologies for K-3 Language Arts Explore and Review e-Learning Sites
  • 4. Objectives At the end of this two-day workshop the participants will be able to:  Recognize their own practices for integrating computer technology in language arts curriculum  Understand the main terms and concepts in education technology  Recognize the principles underlying the development of digital literacy evident in NETS-S  Identify knowledge and processes for effective technology integration using TPACK  Identify Activity Types for K-6 Literacy and Appropriate Technologies  Review, plan, and demonstrate the integration of appropriate technology for a K-3 language arts lesson  Peer-assess technology integration lesson plan using a Technology Integration Assessment Rubric
  • 5. Just as there are many ways to plan a trip, thereare many ways to make lesson plans thatintegrate technologyWhat kind of travel planner are you?
  • 6. Traveler A: packs a suitcasefilled with everything sheneeds. She has reservations forevery place she will stay andhas planned everything she isgoing to do.
  • 7. Traveler B makes a hotelreservation for the first nightand packs an overnightbag. She has a few placesto see, but might changeher mind once she getsthere.
  • 8. Traveler C has decided to leavetoday. She has packed atoothbrush and some pajamas,but will buy the rest of the thingsonce she is there. She has noreservations or plans, but willdecide what to do and where tostay once she gets there.
  • 9. Each person at a table will get a number. In your table groups, each number will have 20 seconds to explain what kind of traveler using the examples as a guide.Group members should only listen and NOT comment until after each person has spoken.There will be a 5-minute Discussion session after the presentations.The Workshop leader will time each person and the Discussion period.After, you will write a brief reflection on this experience.
  • 10. In your groups, for 5 minutes discuss: What are the similarities between planning a trip and planning to use technology in the classroom? Is your style of trip planning the same or different from trip planning? What are the strengths and weaknesses of each style of planning for technology use?
  • 11. Throughout this workshop you will haveopportunities to reflect on your own practiceswith integrating technology into language arts,and the materials presented here.On the Reflection sheet, write down youranswer to question number 1, based on thisdiscussion of planning styles.
  • 12. Using computers in the literacy classroom ispart of the wider and critical issue of theIntegration of Technology in schools today.There are many terms and concepts that arementioned that may make the conversationabout technology integration sound like aforeign language (even more „foreign‟ thanEnglish!Let‟s review a few …
  • 13. See how many you can define or explain: Web 2.0  Apps / Software Digital native  Blogs & Wikis Digital immigrant  Social media Digital divide  Social networks Digital literacy  Simulations Digital citizenship  Web Quests NETS  Pod Casting TPACK  Digital Storytelling  E-Books / Digital Books
  • 14. Web 2.0: current state of the internet in terms of usability: where instant communication, collaboration, file sharing and user-generated content is easier and faster (including sharing video, audio, graphics, and texts).Digital native: someone who was born into a world dominated by and immersed in digital communication technology. Also called the “net generation” or the “millennials.”Digital immigrant: someone who has learned to use digital communication technology as a teenager or older; someone who must consciously learn about and adopt new digital communication technology.
  • 15. Digital divide: the difference between those rich enough to have access to digital technology and high speed internet versus those who are poor and cannot access digital media.Digital literacy: the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. Also called “new media” literacy.Digital citizenship: (based on ISTE standards) understanding the human, cultural, and societal issues related to technology, and practicing legal and ethical behavior.
  • 16.  Apps / Software  Simulations Blogs  Web Quests Wikis  Pod Casting Social media  Digital Storytelling Social networks  E-Books / Digital Books

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