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Module 6 2


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Module 6 2

  1. 1. By: Megan Demaree
  2. 2.  1. Baker, Elizabeth; Rozendal, Mary; Whitenack, Joy. Audience Awareness in Technology-rich Elementary Classroom (2000). Slides: 3,4,5. /ai_n8922499 2. Dall, Stephen A. Technology in the Classroom: Teaching the Process of Editing (2001). Slides: 6,7,8. 3. Chotiner, Melissa. Momentum for Collaborative Technology Builds in K-12 Classrooms (2008). Slides: 9,10,11
  3. 3.  Study done in a fourth grade classroom for five months infused with technology.  Every student had a computer on their desk. They were also provided with additional computers with multimedia and print stations.  “Because authors can remove and insert words, sentences, and even paragraphs, they find it easier to compose with technology than with paper and pencil.”
  4. 4.  Students were learning to work with peers better. Students were asked to gather resource books from the library and information from internet.  Study showed that students had gathered more and same efficiency information on the internet than that of library resources.  Students were able to make presentations on directed subject to the class with videos, slide shows, student-made magazines, books, newspaper, etc.
  5. 5.  I feel that this article shows that students were given every resource and it showed that having technology in the classroom really seemed to help. Students were able to gather information faster, giving the teacher more time to teach than to have students researching. This gave students time to have other students read or check there work and gave time for corrections without starting all over on another sheet of paper. I think teachers can appreciate having papers typed out opposed to written with some students not having the best writing.
  6. 6.  “… reading and editing an integral part of the process of language instruction and learning.  Students are able to watch the teacher do it on their computer, students can follow along and do it with them.  Teaches the importance of editing.
  7. 7.  Instead of teachers reading aloud articles, students can get them on their computers and read along or by themselves.  Teachers teaching a foreign language can translate words easier.  This can save paper!!
  8. 8.  This article is very true. This is very important in the editing process. Gives students the opportunity to have students read over their work. Students have the ability to translate words, sentences, paragraphs to another language.
  9. 9.  "Technology has enabled many new educational opportunities, including support for different learning styles and providing greater access to high quality coursework.“  Teacher and student collaboration with an interactive learning enviroment.  Schools looking toward a online program called Wimba.
  10. 10.  Wimba extends beyond obvious subject like foreign language and speech.  Allows students to learn material through visualization through video.  Very active environment.
  11. 11.  Wimba sounds like a very interesting source. I would love to watch students interact on it. I would wonder if they have to update their site very often, would that slow students down by updating the software, or is it easily done? I do believe that having the visual aides might have helped me in the classroom setting as a child, I always had to watch something first and then do it.
  12. 12.  Students are very interested in technology.  It seems that students are learning more and getting information faster than text books.  Students are learning to work with each other at a younger age.  I think that overall technology has its positives and negatives. It is something we need to keep trying, the computer world is growing and growing.