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The document discusses using technology to support reading instruction while keeping the lesson's core skills and content the primary focus. It provides examples of how technology can be used, including iPads to interact with text through highlighting and note-taking, graphic organizers to complete thoughts, digital books that students can read along with or get more information by clicking images, webquests for research related to stories, blogs for discussion, newsletters created by students about stories, and drill/practice websites for vocabulary. The key message is that technology should enhance reading lessons without replacing essential skills and content.
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This document discusses various collaborative tools that can be used in an elementary classroom, including:
1. Educational online programs that allow teachers to show students images from around the world and for students to research more in-depth information.
2. BrainPOP.com, which offers free lesson plans, videos, and graphic organizers to engage students through mini lessons on various curriculum topics.
3. FunBrain.com, which provides educational games about grammar, math, and reading, as well as interactive storybooks.
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This document provides information on various online tools including iGoogle for personalized homepage customization, First Class for email functionality, Blogger for free blogging, Wiki Spaces for collaborative editing, Cool Text for creative text generation, and highlights learning about blogging, email, wikis, and presentations from the class.
Collaborative digital video
This document discusses various collaborative tools that can be used in an elementary classroom, including:
1. Educational online programs that allow teachers to show students images from around the world and for students to research more in-depth information.
2. BrainPOP.com, which offers free lesson plans, videos, and graphic organizers to engage students through mini lessons on various curriculum topics.
3. FunBrain.com, which provides educational games about grammar, math, and reading, as well as interactive storybooks.
4. Podcasts that allow students to listen to audio recordings of books and lessons to help with learning foreign languages.
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This document discusses various collaborative tools that can be used in an elementary classroom, including:
1. Educational online programs that allow teachers to show students images from around the world and for students to research more in-depth information.
2. BrainPOP.com, which offers free lesson plans, videos, and graphic organizers to engage students through mini lessons on various curriculum topics.
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This document discusses the resources and services available at a school library, including the physical space, collection, and programming. It outlines the various areas for student use, such as desktop computers, tables, and conference rooms. Digital resources like databases and streaming videos are also available. The library staff provides instructional support to teachers through developing online content like websites, blogs, and wikis for classes. They can also assist with research assignments, integrating technology into lessons, and obtaining other materials.
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This document discusses how early years students can build learning networks through blogging, video conferencing, Twitter, and collaborative projects. It provides examples of how a Grade 1 teacher used these tools to connect her students with experts, other classes locally and globally, and individual students around the world. Students shared their work, learned from others, and taught lessons themselves. Building these networks allowed for authentic learning opportunities and feedback beyond the classroom.
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1) The document discusses a classroom teacher's experience at a Spotlight training session where they learned about assistive technologies that could help struggling readers and writers in their classroom, but realized their school lacked access to such technologies.
2) The teacher was then tasked with creating a group project with their students but received little guidance. They came up with the idea of creating comic books since their class was studying fictional narratives.
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Intro p.
1) The document discusses a classroom teacher's experience at a Spotlight training session where they learned about assistive technologies that could help struggling readers and writers in their classroom, but realized their school lacked access to such technologies.
2) The teacher was then tasked with creating a group project with their students but received little guidance. They came up with the idea of creating comic books since their class was studying fictional narratives.
3) To create the comic books, the teacher planned to use both low-tech and high-tech tools, as well as peer supports and collaborative groups, since their students had varying reading and writing abilities.
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The document discusses the author's learning preferences based on a learning styles assessment. They scored highest in global and intuitive learning and lowest in active, reflective, sensing, and verbal styles. They found using flashcards on their iPod and screenshots/internet on their iPad engaged their strengths in visual, global, and intuitive learning. Instant messaging also helped by allowing feedback to broaden their knowledge. Going forward, the author plans to continue using their iPad for its engagement of learning preferences and convenience, while using their iPod primarily for games and music.
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- Quizlet allows teachers to create vocabulary lists that students can study and access on desktop or mobile devices. Teachers can monitor student usage and create classes.
- Wallwisher is a digital bulletin board where teachers and students can post notes to provide feedback or share ideas. There is a Spanish language wall available for sharing reading and listening exam tips.
- Twitter allows teachers to follow other language educators to access continuous professional development resources like ideas, games and activities. Teachers can also share their own resources.
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This document outlines the agenda for an education class, including discussing lesson plan assessments, Bloom's Taxonomy, content standards, and a WebQuest model. It provides deadlines for the week for posting reactions to a chapter, reading classmates' papers, and posting a WebQuest project. Looking ahead, it notes upcoming readings and assignments, including creating a technology-rich lesson plan and classroom newsletter. It closes with quotes emphasizing the importance of teachers being role models for students in using technology.
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This document outlines the agenda for an education class, including discussing lesson plan assessments, Bloom's Taxonomy, content standards, and a WebQuest model. It provides deadlines for the week for posting reactions to a chapter, reading classmates' papers, and posting a WebQuest project. Looking ahead, it notes upcoming readings and assignments, including creating a technology-rich lesson plan and classroom newsletter. It closes with quotes emphasizing the importance of teachers being role models for students in using technology.
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This unit plan outlines instruction for a 3rd grade English Language Arts class for the first 9 weeks. The primary reading focus is on the novel Because of Winn Dixie by Kate DiCamillo. Students will read this extended text as well as shorter, thematically connected texts. The theme is friendship. Students will complete writing assignments focused on opinion and narrative writing. They will also do research on topics related to the reading such as service dogs. The unit includes plans for whole-class instruction, independent reading, and assessment.
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Sample presentation
The document discusses using technology to support reading instruction while keeping the lesson's core skills and content the primary focus. It provides examples of how technology can be used seamlessly, such as iPads allowing interactive highlighting and note-taking; graphic organizers helping students organize thoughts; digital books providing text-to-speech and interactive elements; and webquests, blogs, newsletters, and drill programs extending reading comprehension and practice. The key message is that technology should enhance reading lessons without replacing essential skills and content.
Sample presentation
The document discusses using technology to support reading instruction while keeping the lesson's core skills and content the primary focus. It provides examples of how technology can be used, including iPads to interact with text through highlighting and note-taking, graphic organizers to complete thoughts, digital books that students can read along with or get more information by clicking images, webquests for research related to stories, blogs for discussion, newsletters created by students about stories, and drill/practice websites for vocabulary. The key message is that technology should enhance reading lessons without replacing essential skills and content.
Sample presentation
The document discusses using technology to support reading instruction while keeping the lesson's core skills and content the primary focus. It provides examples of how technology can be used, including iPads to interact with text through highlighting and note-taking, graphic organizers to complete thoughts, digital books that students can read along with or get more information by clicking images, webquests for research related to stories, blogs for discussion, newsletters created by students about stories, and drill/practice websites for vocabulary. The key message is that technology should enhance reading lessons without replacing essential skills and content.
EDU309: Week5
The document outlines the agenda for an education class, including a discussion on learning styles and individualizing instruction. It introduces the concept of Response to Interaction and how learning styles relate. It assigns students to complete a WebQuest on their content area and reflect on how technology supports individualized learning. Finally, it provides an overview of the following week's assignments which include a learning styles report and introduction to blogging.
EDU309wk1
This document provides an overview of the agenda and assignments for an instructional technology course over the coming weeks. It outlines that each week students will read material on Mondays and Tuesdays, react to it by posting reaction papers on Wednesdays, respond to classmates' posts on Fridays, post technology projects on Saturdays, and reflect on the material by email on Sundays. It reminds students of the upcoming assignments, including posting their "Who Am I" paper and reflecting on the introductory reading and videos. It also previews the topics for discussion in the next class meeting and encourages students to come prepared to participate.
Learningstyles
Group students based on learning styles determined by inventories.
Visual: Provide visual aids like graphic organizers, pictures, diagrams, written directions.
Auditory: Allow opportunities for discussion, group work, lectures where information is presented orally.
Kinesthetic: Encourage hands-on activities, manipulatives, movement.
Product Group students based on Projects
(how the student will interests, learning styles, Presentations
demonstrate what they and product preferences Build/make something
have learned) determined by student Act it out/role play
interviews. Hands-on demonstrations
Charts/graphs/tables
Maps
Models
Posters
Songs/raps
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This document provides an agenda and discussion topics for an education technology course. It outlines the focus areas to be covered, things to discuss regarding how technology can help in schools, and assignments due for the current and upcoming weeks. Students are asked to post a reaction paper to Chapter 3 of their textbook by midnight, reply to at least three classmates by Friday midnight, and email their weekly reflection to the instructor by Sunday midnight. They should also begin working on their presentation due the following week and read Chapter 5 of their textbook in preparation.
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Sample presentation
- 1. Reading and Technology: The Man/Machine Interface
- 2. Reading comes first: When thinking about adding technology to lessons, keep the integrity of the lesson in tact; the most important thing is that students master the skill. Technology should be seamless; it should support the instruction. Technology can be used to help students make a personal connection to what they are reading.
- 3. Let’s look at some examples:
- 4. iPads More and more students are using iPads in class. Using an iPad allows students to have text that is interactive: Highlight Take notes Use the dictionary
- 5. Graphic Organizers Students can use graphic organizers to complete thoughts. For example, the teacher gives a statement and the students have to fill in the evidence.
- 6. Digital Books A big advantage to some of the digital books is that students can hear the text being read to them. This is especially useful for students who struggle with comprehension. Digital books are becoming more interactive; for example, if you click on the picture you get more information about what is happening. This encourages students to be engaged and explore as they read.
- 7. WebQuests Students can use webquests to explore beyond the story. They can research the: Setting Characters History Etc.
- 8. Blogging Teachers can leave “food for thought” on a blog concerning what is happening in the novel students are reading. For example: What did you visualize when you read about James and his Aunt? Can you make a personal connection to how Sarah felt when she realized her mother was not coming back?
- 9. Newsletter Students can use the computer to create a newsletter about the time and place in the book they are reading. For example: In Charley Skedaddle, students are reading about a young boy in the Civil War. What would his family be reading about while he was away? Teachers can also use newsletters to keep parents informed about what is happening in the reading class.
- 10. Drill and Practice There are many software programs or websites that allow students to drill on things like sight words or spelling words. Example: www.spelling.com This website allows teachers to enter the words and students can drill from any computer at school or at home.