How to Integrate Technology into the Curriculum


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05/11/2007--The Southern California Library Literacy Network, Inc. organized the SCLLN Professional Development Day in Anaheim, CA. Workshops on Health Literacy by Kelli Sandman-Hurley, Learn to Use the Wilson Reading System by Marcia Tungate, Integrating Technology into the Curriculum by Sabine Reljic, and A Holistic Approach to Volunteer Management by Cathay Reta were offered to the SCLLN members. My presentation/workshop addresses some interest in using web-based tools to support reading and writing instruction for low literacy adults.(May 11, 2007)

Published in: Technology, Education
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  • How to Integrate Technology into the Curriculum

    1. 1. Sabine Reljic SCLLN, May 11, 2007 Anaheim [email_address]
    2. 2. <ul><li>Pre-Workshop Activity </li></ul><ul><li>Matching terms with definition </li></ul><ul><li>Introduction </li></ul><ul><li>Lexiled Learners ≠ Lexiled Workplace </li></ul><ul><li>The Read/Write Web </li></ul><ul><li>Technology’s Added Value </li></ul><ul><li>Tools </li></ul><ul><li>The Lexile Analyzer </li></ul><ul><li>WebLogs (“blogs”) </li></ul><ul><li>WebQuests </li></ul><ul><li>Electronic magazines (“e-Zines”) </li></ul>
    3. 3. Source : , FAQ Grade Reader Measures (Interquartile Range, Mid-year) Text Measures (from Lexile Framework Map) 1 Up to 300L 200L to 400L 2 140L to 500L 300L to 500L 3 330L to 700L 500L to 700L 4 445L to 810L 650L to 850L 5 565L to 910L 750L to 950L 6 665L to 1000L 850L to 1050L 7 735L to 1065L 950L to 1075L 8 805L to 1100L 1000L to 1100L 9 855L to 1165L 1050L to 1150L 10 905L to 1195L 1100L to 1200L 11 and 12 940L to 1210L 1100L to 1300L
    4. 4. Source: Dr. Jan Jones, ASCD presentation, 2007 Career Cluster Lexile Text Measure Agriculture and Natural Resources 1270-1510 Architecture and Construction 1210-1340 Arts, AV Technology & Communication 1110-1190 Business and Administration 1210-1310 Education and Training 1320-1370 Health Science 1260-1300 Hospitality and Tourism 1230-1260 Human Services 1050-1200 Law and Public Safety 1420-1740 Manufacturing 1200-1310 Retail/Wholesale Sales and Service 1180-1270 Scientific Research/Engineering 1190-1250 Transportation, Distribution, Logistics 1170-1350
    5. 5. <ul><li>CD-DVD Player Instructions (1080L) </li></ul><ul><li>Microsoft Windows User Manual (1150L) </li></ul><ul><li>GM Protection Plan (1150L) </li></ul><ul><li>Installing your child’s safety seat (1170L) </li></ul><ul><li>Federal Tax Form W-4 (1260L) </li></ul><ul><li>Application for a student loan (1270L) </li></ul><ul><li>Medical insurance Benefits Pkg. (1260L) </li></ul><ul><li>Aetna Health Case Discount Form (1360L) </li></ul>Source: Dr. Jan Jones, ASCD presentation, 2007
    6. 6. <ul><li>Flickr, YouTube </li></ul><ul><li>Podcasting, Vodcasting and Screencasting </li></ul><ul><li>RSS (Real Simple Syndication) </li></ul><ul><li>The Social Web </li></ul><ul><ul><li>MySpace, Facebook, Bebo, </li></ul></ul><ul><ul><li>Second Life, There, Active Worlds, Entropia Universe, Dotsoul, Red Light Center, Kaneva </li></ul></ul><ul><li>Weblogs </li></ul><ul><li>WebQuests </li></ul><ul><li>Wikis </li></ul>
    7. 7. <ul><li>‘ What’: The Impact of Technology on the Notion of Text </li></ul><ul><ul><li>Offers new genres and conventions for writing </li></ul></ul><ul><ul><li>Does not adhere to a linear, sequential organization </li></ul></ul><ul><ul><li>Can fuse graphics, video, audio, and the written word to make a message more vivid or compelling </li></ul></ul><ul><li>‘ How’: The Impact of Technology on the Process of Writing </li></ul><ul><ul><li>Can facilitate revision </li></ul></ul><ul><ul><li>Can facilitate how students plan and grapple with content </li></ul></ul><ul><ul><li>Can facilitate collaboration, feedback, and publishing </li></ul></ul><ul><ul><li>Can scaffold writing processes </li></ul></ul><ul><li>‘ How Well’: The Impact of Technology on Students’ Writing Performance </li></ul><ul><ul><li>Can impact assessment of student writing </li></ul></ul>
    8. 8. <ul><li>2-Get it “Lexiled” </li></ul><ul><li>Go to ; Click ‘EDUCATORS’ </li></ul><ul><li>Click ‘LEXILE ANALYZER’ </li></ul><ul><li>Click ‘REGISTER TO USE THE ANALYZER’ </li></ul><ul><li>Click ‘BROWSE ‘ then select the text file you saved and want analyzed </li></ul><ul><li>Click ‘Open’ ; Click ‘ANALYZE’ </li></ul><ul><li>1-Prepare document </li></ul><ul><li>Select the text or file you want “lexiled” </li></ul><ul><li>COPY and PASTE in a new document </li></ul><ul><li>SAVE AS .txt </li></ul>
    9. 9. <ul><li>Manage your students’ reading comprehension </li></ul><ul><li>Track progress on day-to-day basis </li></ul><ul><li>Apply Lexiles across the curriculum </li></ul><ul><li>Easily communicated to families </li></ul><ul><li>Using Lexiles in your classroom </li></ul><ul><ul><li> </li></ul></ul>
    10. 10. <ul><li>Blogs </li></ul><ul><ul><li>Definition: a blog (or web-log) is your easy-to-use web site, where you can quickly post thoughts, interact with people, and more.” ( </li></ul></ul><ul><ul><li>Goal: practice writing for an audience, for fluency and automaticity, read others’ writing and provide feedback, write for social networking. (K. Sandman-Hurley, 2007) </li></ul></ul><ul><li>WebQuests </li></ul><ul><li>E-zines </li></ul>
    11. 11. <ul><li>Calendars, events, homework assignments </li></ul><ul><li>Prompts for writing </li></ul><ul><li>Examples of class-work, vocabulary activities, or grammar games </li></ul><ul><li>Online readings to read and react to </li></ul><ul><li>Links to sites and annotation of links </li></ul><ul><li>Showcase student art, poetry, creative stories </li></ul><ul><li>Activities, discussion topics </li></ul><ul><li>Online book club </li></ul><ul><li>Class newsletter with student-written articles and photos they take, … </li></ul>source: W. Richardson, 2006, p41
    12. 12. <ul><li> high-school in Longmont, CO </li></ul><ul><li> math teacher in Winnipeg </li></ul><ul><li> fifth graders and their learning about writing. </li></ul><ul><li> EduBlog Insights, from the Write Weblog’s teacher herself. </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    13. 13. <ul><li>Start small </li></ul><ul><li>Be a public blogger* </li></ul><ul><li>Blogging with students </li></ul><ul><ul><li>Prepare a list of weblogs </li></ul></ul><ul><ul><li>Do some modeling </li></ul></ul><ul><ul><li>Have them reply </li></ul></ul><ul><ul><li>Create their own blogs </li></ul></ul><ul><li>Blog safety ( see , Blogging Policies and Resources Wiki) </li></ul>Source: W. Richardson, 2006, p46
    14. 14. <ul><li>CHOICES </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Free </li></ul><ul><li>Privacy levels </li></ul><ul><li>Dashboard management of multiple blogs </li></ul><ul><li>Blogger-for-Word tool </li></ul><ul><li>RSS feed </li></ul><ul><li>Blog Roll </li></ul><ul><li>Pictures </li></ul>
    15. 15. <ul><li>Count numbers of posts (*) </li></ul><ul><li>Read each post for form and content (***) </li></ul><ul><li>Include every post in some overall assessment of effort </li></ul><ul><li>Student self-assessment: </li></ul><ul><ul><li>selection, reflection, and evaluation of their blog use. </li></ul></ul><ul><li>Rubric: </li></ul><ul><ul><li>level of participation, </li></ul></ul><ul><ul><li>intellectual depth of the posts, </li></ul></ul><ul><ul><li>effectiveness of the writing, </li></ul></ul><ul><ul><li>level of reflection regarding the ideas expressed, </li></ul></ul><ul><ul><li>willingness to contribute and </li></ul></ul><ul><ul><li>collaborate with the work of others. </li></ul></ul>Source: W. Richardson, 2006, p49
    16. 16. <ul><li>Blogs </li></ul><ul><li>WebQuests </li></ul><ul><ul><li>Definition: a method used to engage students in inquiry based learning. A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product ( </li></ul></ul><ul><ul><li>Goal: Improve reading comprehension, critical-thinking skills, internet navigation skills (K. Sandman-Hurley, 2007) </li></ul></ul><ul><li>E-zines </li></ul>
    17. 17. <ul><li>1-Introduction </li></ul><ul><li>set the stage for the activity. </li></ul><ul><li>catch the reader's attention to draw them into the quest </li></ul><ul><li>provide background information. </li></ul><ul><li>2-Task </li></ul><ul><li>state what the students will be required to do </li></ul><ul><li>avoid surprises down the road </li></ul><ul><li>detail what products will be expected and the tools that are to be used to produce them. </li></ul><ul><li>3-Process </li></ul><ul><li>give a step-by-step description, concise and clearly laid out </li></ul><ul><li>provide links to Internet sites interwoven within the steps. </li></ul><ul><li>4-Evaluation </li></ul><ul><li>display a rubric to measure the product as objectively as possible </li></ul><ul><li>leave little room for question </li></ul><ul><li>5-Conclusion </li></ul><ul><li>summarize the experience </li></ul><ul><li>allow reflection about the process. </li></ul><ul><li>add higher level questions that may be researched at another time. </li></ul><ul><li>Give food for thought as to where they can go with the info they have learned, using it in a different situation. </li></ul>Source:
    18. 18. <ul><li>Sacramento County Office of Education </li></ul><ul><ul><li>How to Find a Job </li></ul></ul><ul><ul><li>Eating Right for a Healthier Life </li></ul></ul><ul><ul><li>Managing Your Money </li></ul></ul><ul><li>A WebQuest on Blogging : “Blogging, It’s Elementary” </li></ul><ul><ul><li> </li></ul></ul><ul><li>Meet the Immigrants (5 th graders) http:// </li></ul>
    19. 19. <ul><li>Visit webquests </li></ul><ul><li>Prepare your to-do list </li></ul><ul><ul><li>Choose a Topic ( ) </li></ul></ul><ul><ul><li>Select a Design ( ) </li></ul></ul><ul><ul><li>Choose Development Tools ( ) </li></ul></ul><ul><ul><li>Create Assessments ( ) </li></ul></ul><ul><ul><li>Develop the Process ( ) </li></ul></ul><ul><ul><li>Put It All Together ( ) </li></ul></ul><ul><ul><li>Evaluate Your WebQuest ( ) </li></ul></ul>
    20. 20. <ul><li>Topic </li></ul><ul><ul><li>What are your standards? </li></ul></ul><ul><ul><li>What do you teach? </li></ul></ul><ul><ul><li>What needs outside info? </li></ul></ul><ul><ul><li>What needs shared? </li></ul></ul><ul><ul><li>What needs thought? </li></ul></ul><ul><ul><li>What’s difficult? </li></ul></ul>Source:
    21. 21. <ul><li>Design </li></ul><ul><ul><ul><li>Retelling </li></ul></ul></ul><ul><ul><ul><li>Compilation </li></ul></ul></ul><ul><ul><ul><li>Mystery </li></ul></ul></ul><ul><ul><ul><li>Journalistic </li></ul></ul></ul><ul><ul><ul><li>Design </li></ul></ul></ul><ul><ul><ul><li>Creative product </li></ul></ul></ul><ul><ul><li>Consensus building </li></ul></ul><ul><ul><li>Persuasion </li></ul></ul><ul><ul><li>Self-knowledge </li></ul></ul><ul><ul><li>Analytical </li></ul></ul><ul><ul><li>Judgment </li></ul></ul><ul><ul><li>Scientific </li></ul></ul>Source:
    22. 22. <ul><li>Development Tools </li></ul><ul><ul><li>See WebQuest Design Patterns </li></ul></ul><ul><ul><li>Others </li></ul></ul><ul><ul><li>Templates and hosting ( ) </li></ul></ul><ul><ul><li>Filamentality ( ) </li></ul></ul><ul><ul><li>WebQuest generator: ( ) </li></ul></ul><ul><ul><li>Teacher WebQuest ( ) </li></ul></ul><ul><ul><li>or </li></ul></ul><ul><ul><li>PowerQuest, a PowerPoint-based WebQuest (search “powerquest” at ) </li></ul></ul>
    23. 23. <ul><li>Assessment </li></ul><ul><ul><li>Are your activities helping students develop the proficiencies outlined in the standards? </li></ul></ul><ul><ul><li>Are your assessments determining whether students can perform at the levels you’ve established? </li></ul></ul><ul><ul><li>A rubric ( ) and ( ) </li></ul></ul><ul><ul><ul><li>Create potential dimensions </li></ul></ul></ul><ul><ul><ul><li>Select a reasonable number of dimensions </li></ul></ul></ul><ul><ul><ul><li>Write benchmark descriptions </li></ul></ul></ul>Source:
    24. 24. <ul><li>The Process </li></ul><ul><ul><li>Pre-selecting resources </li></ul></ul><ul><ul><ul><li>Four NETS for Better Searching ( ) </li></ul></ul></ul><ul><ul><ul><li>Specialized Search Engines and Directories ( ) </li></ul></ul></ul><ul><ul><li>Student guides </li></ul></ul><ul><ul><ul><li>Student Guides ( ) </li></ul></ul></ul><ul><ul><ul><li>Skim the options and select the most useful. </li></ul></ul></ul><ul><ul><li>Process Checklist </li></ul></ul>
    25. 25. <ul><li>Put It All Together </li></ul><ul><li>Add an engaging introduction, a dynamic conclusion. Include credits and a teacher section. Add graphics and other features. </li></ul><ul><ul><ul><li>Focus on Introduction </li></ul></ul></ul><ul><ul><ul><li>Create the Task </li></ul></ul></ul><ul><ul><ul><li>Information Resources </li></ul></ul></ul><ul><ul><ul><li>Processes </li></ul></ul></ul><ul><ul><ul><li>Learning Advice </li></ul></ul></ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul><ul><ul><ul><li>Conclusion </li></ul></ul></ul><ul><ul><ul><li>Other elements </li></ul></ul></ul>Source:
    26. 26. <ul><li>Evaluate Your WebQuest </li></ul><ul><ul><li>Does it operate properly? </li></ul></ul><ul><ul><li>Do the links work? </li></ul></ul><ul><ul><li>How does it look on different computers? </li></ul></ul><ul><ul><li>Ask a colleague to look at it </li></ul></ul><ul><ul><li>Ask students to examine it </li></ul></ul><ul><ul><li>Tools </li></ul></ul><ul><ul><li>The Evaluating Rubric ( ) </li></ul></ul><ul><ul><li>The Fine Points Checklist ( ) </li></ul></ul>Source:
    27. 27. <ul><li>Definition: </li></ul><ul><ul><li>Alternative publications published by anyone </li></ul></ul><ul><ul><li>Accessed by anyone on the internet </li></ul></ul><ul><ul><li>Also called “email newsletter” </li></ul></ul><ul><li>Characteristics </li></ul><ul><li>Interactive </li></ul><ul><li>Student involvement </li></ul><ul><li>Stories with multiple lexile ranges </li></ul><ul><li>Stories on students’ goals </li></ul><ul><li>Communication skills </li></ul><ul><li>Online learning </li></ul><ul><li>Read-to capability </li></ul><ul><li>Verbal directions </li></ul><ul><li>Example: The Learning Edge </li></ul><ul><ul><li>Encourage student writings to be shared with other students </li></ul></ul><ul><ul><li>Support authentic context </li></ul></ul>
    28. 28. <ul><li>**text-only** (.txt) </li></ul><ul><li>Monospaced or fixed width font (e.g., 10 point Courier New) </li></ul><ul><li>Formatting </li></ul><ul><ul><li>Use a Text Editor to create your files (e.g., Notepad in Windows. If you don’t have one, search “text editor” at .) </li></ul></ul><ul><ul><li>Press the ENTER key to end each line at 65 characters </li></ul></ul><ul><ul><li>Use space for indentation </li></ul></ul><ul><ul><li>Avoid using ALL CAPS. </li></ul></ul><ul><li>Search for a free ezine template </li></ul><ul><li>Create your list of subscribers </li></ul><ul><li>ezine publishing ( ) </li></ul>
    29. 29. <ul><li>Social Networking </li></ul><ul><ul><li> (comm) </li></ul></ul><ul><ul><li> (comm) </li></ul></ul><ul><ul><li> (comm) </li></ul></ul><ul><ul><li>Second Life, There, …(V.E.) </li></ul></ul><ul><ul><li> (video) </li></ul></ul><ul><ul><li> (pictures) </li></ul></ul><ul><ul><li> (pictures) </li></ul></ul><ul><li>Tools </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Audio </li></ul><ul><li>Telephony: </li></ul><ul><li> </li></ul><ul><li>iChat ( </li></ul><ul><li>AIM ( </li></ul><ul><li>Audio recording/mixing : </li></ul><ul><li> </li></ul><ul><li>GarageBand ( </li></ul>
    30. 30. (to post straight from your word.doc to your blogger account) WebNote: online tool for taking notes Wiki Engines list Wiki hosting sites: web Collaborator (wiki and blog) wikialong plug-in with Firefox and more. Most of them are free. Wiki communities (example of collaborative wiki/blog for sharing writing projects) (to keep an annotated resource bibliography of websites)