3. “If a doctor, lawyer, or dentist had 40 people in his
office at one time, all of whom had different
needs, and some of whom didn't want to be there
and were causing trouble, and the doctor, lawyer, or
dentist, without assistance, had to treat them all
with professional excellence for nine months, then
he might have some conception of the classroom
teacher's job. “ ~Donald D. Quinn
4. Past Classrooms Present
VS.
http://justiceblogs.wordpress.com/2011/09/02/the-20th-century-classroom-vs- http://empowerlms.wordpress.com/2012/03/27/technology-in-the-classroom/
the-21st-century-classroom/
5. Past Classrooms Present
VS.
http://justiceblogs.wordpress.com/2011/09/02/the-20th-century-classroom-vs- http://empowerlms.wordpress.com/2012/03/27/technology-in-the-classroom/
the-21st-century-classroom/
20. Scholastic Literacy Place Philosophical Foundations
1. Literacy is developed within the personal, social,
and intellectual contexts of the learner.
2. A literacy program should provide developmental continuity.
3. The successful learner is motivated, strategic, knowledgeable, and
interactive.
4. Children learn best when they have real purposes and can make
connections to real life.
5. Effective learning is a combination of student exploration and teacher
and mentor modeling.
6. Assessment is an ongoing and multidimensional process that is an
integral part of instruction.
7. Making reading and writing connections across multiple sources and
curricula facilitates meaning.
8. Literacy for the future means literacy in multiple technologies.
9. Education must respond to society’s diverse population and must serve
all children.
10. Interactions among students, teachers, parents, and community form
the network that supports learning.
David Rose and Anne Meyer Expanding the Lteracy Toolbox
21. Scholastic Literacy Place Philosophical Foundations
1. Literacy is developed within the personal, social,
and intellectual contexts of the learner.
2. A literacy program should provide developmental continuity.
3. The successful learner is motivated, strategic, knowledgeable, and
interactive.
4. Children learn best when they have real purposes and can make
connections to real life.
5. Effective learning is a combination of student exploration and teacher
and mentor modeling.
6. Assessment is an ongoing and multidimensional process that is an
integral part of instruction.
7. Making reading and writing connections across multiple sources and
curricula facilitates meaning.
9. Education must respond to society’s diverse population and must serve
all children.
10. Interactions among students, teachers, parents, and community form
the network that supports learning.
8. Literacy for the future means literacy in multiple technologies.
David Rose and Anne Meyer Expanding the Lteracy Toolbox
22.
23. Cursive vs. typing:
Which should schools teach?
“Forty out of 50 states in the United States have adopted the
Common Core curriculum, which phases out cursive writing in
the classroom, for their public schools. ...Common Core seeks to
teach skills that are "robust and relevant to the real world,
reflecting the knowledge and skills that our young people need
for success in college and careers." In Common Core, the time
formerly devoted to teaching cursive is spent on learning to type
and other digital skills.”
August 24, 2011|By Rachel Rodriguez, CNN
24.
25.
26.
27. What areas can AT
be used in education?
READING ORGANIZATION
WRITING TIME MANAGEMENT
SPELLING NOTE-TAKING
MATH GRAMMAR
COMMUNICATION COMPREHENSION
ATTENTION BEHAVIOR
31. What can
we do about
it?
Using writing as an example...
32.
33. Use technology
rather than
traditional pencil
and paper tasks
34. “Other educational technologists are
m o re a d a m a nt a b o ut te ac h i n g
keyboarding at the lower grades. "If you
co mbin e keybo ar din g w ith lette r -
recognition and hand-eye coordination
activities in grades K-3, then you provide
a developmentally appropriate skill that
helps reinforce classroom learning and
develop fine motor skills," Vic Jaras,
technology coordinator for the Battle
Creek (Michigan) Schools, told Education
World.“To wait is to deprive the student
of a foundational skill."
“By grade 3, children are developmentally able to touch type on electric
keyboards. Advocates of touch typing generally agree that students should receive
instruction just prior to the time they will need to use touch typing skills for
word processing.”
“Fry (1987) has proposed that schools eliminate the teaching of cursive writing
and substitute keyboarding. He points out that cursive writing is not taught in
European schools....By teaching cursive writing instead of keyboarding.."we are
training for the last century instead of for the next century."
Keyboarding in Elementary Schools, Curricular Issues,
Stephen M. Shuller, 1989
35. “Other educational technologists are
m o re a d a m a nt a b o ut te ac h i n g
keyboarding at the lower grades. "If you
Start teaching co mbin e keybo ar din g w ith lette r -
recognition and hand-eye coordination
activities in grades K-3, then you provide
typing skills in a developmentally appropriate skill that
helps reinforce classroom learning and
develop fine motor skills," Vic Jaras,
third grade
technology coordinator for the Battle
Creek (Michigan) Schools, told Education
World.
“To wait is to deprive the student
of a foundational skill."
“By grade 3, children are developmentally able to touch type on electric
keyboards. Advocates of touch typing generally agree that students should receive
instruction just prior to the time they will need to use touch typing skills for
word processing.”
“Fry (1987) has proposed that schools eliminate the teaching of cursive writing
and substitute keyboarding. He points out that cursive writing is not taught in
European schools....
By teaching cursive writing instead of keyboarding.."we are
training for the last century instead of for the next century."
Keyboarding in Elementary Schools, Curricular Issues,
Stephen M. Shuller, 1989
