The document discusses whether technology has improved literacy. It examines different definitions of literacy and various studies on the topic. Several key points are made:
- Studies have found no significant increase in literacy levels between assessments in the early 2000s and 2003, despite growth in technology use.
- Many teachers report that students' writing skills, homework quality, communication skills, and critical thinking have been negatively impacted by entertainment media like social media, texting, and videos.
- Research shows students who used the internet during a lecture performed worse on subsequent tests compared to those without access. Reading fiction is important for developing skills like imagination and reflection.
- A congressional report found educational software did not significantly increase test scores in
Informal Style Of Electronic Messages Is Showing Up In Schoolwork Study FindsBrent Daigle, Ph.D.
- Teens communicate frequently through electronic means like texting and social media, but do not consider these forms of communication to be "writing." While most teens write something for school daily, they see a distinction between school writing assignments and informal electronic communication.
- Both teens and their parents believe that strong writing skills are important for success, yet teens think writing instruction in their schools could be improved. Teens are motivated to write by engaging topics, high expectations from teachers, opportunities for creative writing, and the ability to write for an audience.
- While school writing is more common, many teens also write outside of class for personal reasons like journaling or music. Teen bloggers tend to write more both in and out
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
This document discusses communication tools that can be used when recruiting new college students. It focuses on print media, email, and digital/social media. Print media is declining in use among teenagers who are increasingly using digital media like the internet and social platforms for over 2 hours per day. While print still has value for providing tangible information, email is widely used but lacks nonverbal context and students may not check or have access to the emailed information. Digital media like social platforms are best for quick updates but content must be concise and engaging to attract students. The document evaluates the benefits and limitations of each tool to determine the most effective options for recruiting the target 16-20 year old demographic.
The document discusses the changing nature of reading in the digital age and the misalignments between public policy, assessment, and instruction regarding new literacies. It argues that online reading requires distinct comprehension skills from offline reading, but these skills are not reflected in most assessments or classroom instruction. The defining technology for this generation's reading is the Internet, yet policies and practices have not fully adapted to incorporate online reading comprehension.
The document discusses a survey of 895 technology experts and stakeholders about the future of the semantic web envisioned by Tim Berners-Lee. About 47% of respondents agreed that by 2020, the semantic web will not be as effective as hoped and average users will not notice a difference. Around 41% agreed it will be achieved to a significant degree and clearly impact users. Experts generally agreed progress will continue making the web more useful, but had no consensus on technical mechanisms or human actions needed to drive further improvements.
1. Conceptions of reading comprehension are shifting due to new online literacies that require new skills, strategies, and social practices for full participation in a global community.
2. Online reading comprehension involves constructing problems, locating, evaluating, synthesizing, and communicating information through links, and differs somewhat from offline reading.
3. Changing instructional practices for online reading comprehension include 1:1 computing, collaborative projects, and new models of professional development delivered through technology.
Informal Style Of Electronic Messages Is Showing Up In Schoolwork Study FindsBrent Daigle, Ph.D.
- Teens communicate frequently through electronic means like texting and social media, but do not consider these forms of communication to be "writing." While most teens write something for school daily, they see a distinction between school writing assignments and informal electronic communication.
- Both teens and their parents believe that strong writing skills are important for success, yet teens think writing instruction in their schools could be improved. Teens are motivated to write by engaging topics, high expectations from teachers, opportunities for creative writing, and the ability to write for an audience.
- While school writing is more common, many teens also write outside of class for personal reasons like journaling or music. Teen bloggers tend to write more both in and out
The document discusses how literacy and reading comprehension have changed with the rise of the internet. It notes that students now spend more time reading online than offline, and that the internet has become this generation's defining technology for reading. However, online reading requires different skills than offline reading, and states are not adequately measuring students' ability to perform literacy skills online like evaluating online information. The document argues that teachers must help students develop new online literacy skills to prepare them for the future.
This document outlines Donald Leu's ideas for integrating new literacies and online reading comprehension skills into the classroom. It discusses how the Internet is now the defining technology for literacy and learning. Additional higher-level thinking and comprehension skills are required for online reading. Leu provides examples of research and instructional models for teaching online reading comprehension. He argues that some states and nations risk losing economic advantages if they do not prepare students for problem-based learning and effective online skills. Finally, the document lists Leu's 15 best ideas for integrating new literacies into the classroom, such as using blogs, videos, and instructional models like Internet Reciprocal Teaching.
This document discusses communication tools that can be used when recruiting new college students. It focuses on print media, email, and digital/social media. Print media is declining in use among teenagers who are increasingly using digital media like the internet and social platforms for over 2 hours per day. While print still has value for providing tangible information, email is widely used but lacks nonverbal context and students may not check or have access to the emailed information. Digital media like social platforms are best for quick updates but content must be concise and engaging to attract students. The document evaluates the benefits and limitations of each tool to determine the most effective options for recruiting the target 16-20 year old demographic.
The document discusses the changing nature of reading in the digital age and the misalignments between public policy, assessment, and instruction regarding new literacies. It argues that online reading requires distinct comprehension skills from offline reading, but these skills are not reflected in most assessments or classroom instruction. The defining technology for this generation's reading is the Internet, yet policies and practices have not fully adapted to incorporate online reading comprehension.
The document discusses a survey of 895 technology experts and stakeholders about the future of the semantic web envisioned by Tim Berners-Lee. About 47% of respondents agreed that by 2020, the semantic web will not be as effective as hoped and average users will not notice a difference. Around 41% agreed it will be achieved to a significant degree and clearly impact users. Experts generally agreed progress will continue making the web more useful, but had no consensus on technical mechanisms or human actions needed to drive further improvements.
1. Conceptions of reading comprehension are shifting due to new online literacies that require new skills, strategies, and social practices for full participation in a global community.
2. Online reading comprehension involves constructing problems, locating, evaluating, synthesizing, and communicating information through links, and differs somewhat from offline reading.
3. Changing instructional practices for online reading comprehension include 1:1 computing, collaborative projects, and new models of professional development delivered through technology.
The document discusses the changing nature of literacy and learning in the digital age. It notes that the internet has become this generation's defining technology for reading and learning, requiring additional online reading comprehension skills. Recent research shows that online and offline reading comprehension skills are not the same. The document outlines a model called Internet Reciprocal Teaching to teach these new online literacy skills. It also discusses the need to update public policies and assessments to measure students' online reading abilities and avoid increasing achievement gaps.
The document discusses new literacies required for reading comprehension in the digital age. It defines new literacies as additional skills needed to comprehend online texts, including locating and evaluating information, synthesizing across sources, and communicating ideas. The document outlines strategies for teaching new literacies, such as using blogs and reciprocal teaching, and emphasizes the need to support students with limited internet access at home. It argues that current policies may widen achievement gaps by not addressing these new literacy skills.
The document discusses new literacies required for reading and learning on the internet. It argues that internet reading requires additional skills beyond offline reading. Research shows a weak correlation between offline and online reading comprehension, indicating they involve different skills. The document advocates updating education standards and assessments to reflect the new literacies of online reading comprehension and problem-based learning.
New technologies in writing instructionTshen Tashi
This document discusses the use of new technologies in writing instruction. It provides examples of how technologies like word processors, online writing tools, and CALL programs can support writing but also notes limitations like lack of access to technology. Research on technology use in writing classrooms in the US, Malaysia, and Bhutan is summarized, finding benefits but also challenges of integrating technology due to insufficient equipment and internet access. Overall, the document advocates for the benefits of technology in writing instruction when available but emphasizes that teachers must guide students and technology should not replace good pedagogy.
The document discusses how online reading comprehension skills are becoming increasingly important for students as the internet becomes a primary tool for reading and learning. It outlines a model called Internet Reciprocal Teaching (IRT) that involves three phases - teacher-led instruction in basic online skills, collaborative modeling of more advanced skills, and independent online inquiry projects. Finally, it provides 15 ideas for school leaders to provide leadership in developing students' new literacies for online reading comprehension.
This document summarizes a presentation on online reading comprehension given by Donald Leu. It received funding from several foundations and organizations. The presentation covered what online reading comprehension is, misalignments between reading assessments, policies and instruction, how the Common Core State Standards address online reading, and examples of classrooms preparing students for these standards. It also discussed research conducted by Leu's lab on online reading comprehension skills.
The document discusses how reading is changing in the 21st century due to the internet becoming the dominant technology for learning. It outlines how online reading comprehension involves new skills like problem-solving, evaluating online sources, and communicating solutions. However, current reading assessments, policies, and instruction have not fully adapted to these changes. The author advocates for improvements to standards, assessments, professional development, instructional models, and research to better support students in developing new literacy skills for online reading comprehension.
This document summarizes a presentation about preparing students for college through the use of web 2.0 and cloud technologies. Research shows these technologies are increasingly important in life, work, and education. Disruptive innovations like online learning are changing education, so teachers must teach skills like collaboration using Google Docs, tagging, and discerning credible online sources. The research emphasizes that cloud technologies and teaching collaborative and technology skills are vital for student career and college readiness.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
This document discusses academic literacy and how to engage the digital generation in academic literacy. It provides definitions of academic literacy and explains why it is important. It then discusses the characteristics of the digital generation and how they differ from previous generations in how they learn, communicate, and search for information using technologies like Google. Some research studies are summarized that explore how the digital generation searches for information online and what challenges those with low literacy may face. The document advocates for rethinking how universities teach to better engage the digital generation.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
For the term project, I decided to do the whole course option that requires me to “Assemble a detailed overview of the course for a group of middle school or high school students; for your parents or grandparents; for business professionals, for university professors; OR for another audience.” I decided that the target audience for this project will be a group of parents and grandparents.
On OERs: Five ideas to guide engagement with the Open Educational Resources ‘...Saide OER Africa
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ‘movement’, the ‘open education movement’.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
This document summarizes research on the new literacies required for online reading comprehension in the 21st century. It finds that the internet is now the defining technology for reading, requiring additional skills like evaluating online information and problem-solving. Research shows online and offline reading skills are distinct. The document calls for changes to standards, assessments, instruction and professional development to support students in developing these new literacies to succeed in a global digital economy. It provides examples of research and policies from other countries that have recognized this need for change to prepare students for their reading and learning futures.
This document discusses how changes in the global economy require changes in literacy education. The Internet is now the defining technology for reading and learning in the 21st century. Research shows that online reading requires new literacy skills beyond offline reading comprehension. Educators face the challenge of changing classroom instruction to develop these new online reading comprehension skills students need to solve problems and communicate effectively in a global workplace that relies on Internet technologies.
This document summarizes research into designing technologies to help older adults create and share digital content in order to forge social connections. It describes a study where older adults aged 71-92 used an iPad app called Enmesh to share photos and messages with each other. The study found that older adults embraced opportunities for creative self-expression and social engagement through digital content production when systems were designed to allow it. Creating and sharing content can help older adults connect with peers in meaningful ways.
Final Virginia State Reading Association Keynotedjleu
This document provides an overview of online reading comprehension and the need to teach new literacy skills for the digital age. It discusses how the global economy has increased competition and the importance of higher-level thinking skills. It presents a model for teaching online reading comprehension called Internet Reciprocal Teaching and provides 15 easy steps for integrating the internet into classroom literacy instruction. The challenges of educational change are also addressed.
The document discusses the changing nature of literacy and learning in the digital age. It argues that the Internet has become the defining technology for reading and learning for this generation. However, current education policies are not adequately preparing students for online reading comprehension, which requires distinct skills from offline reading. The document proposes a model called Internet Reciprocal Teaching to teach online reading comprehension skills in one-to-one laptop classrooms.
The document discusses using cell phones in classroom instruction. It provides examples of how basic cell phone features like texting, photos, and calling can be used for educational projects in various subjects and grade levels. Specific projects outlined include using phones for podcasting, avatars, polling, note taking, scheduling, and more. Guidelines are presented for developing an inclusive cell phone policy in schools.
The document discusses the use of the SMART Brailler, an electronic braille writer, at the Florida School for the Deaf and Blind. Interviews with teachers, students, and parents found that the SMART Brailler improved braille learning capabilities. It provided audio and visual feedback that allowed independent learning. Students were highly motivated to use the SMART Brailler and saw it as "cool". The SMART Brailler also enabled parents and sighted friends to participate in the learning process. Overall, the interviews indicated that the SMART Brailler significantly enhanced braille instruction and the learning experience compared to traditional methods.
The document describes course offerings at the Jawed Habib Academy in Mumbai. There are 7 hair courses ranging from 1 to 24 weeks in duration, covering topics like haircutting, styling, coloring and chemicals. Counseling helps students understand course benefits and define career paths. Franchisees receive support from the franchiser in the form of bank loans, site evaluation, staff training, marketing and ongoing assistance.
The document discusses the changing nature of literacy and learning in the digital age. It notes that the internet has become this generation's defining technology for reading and learning, requiring additional online reading comprehension skills. Recent research shows that online and offline reading comprehension skills are not the same. The document outlines a model called Internet Reciprocal Teaching to teach these new online literacy skills. It also discusses the need to update public policies and assessments to measure students' online reading abilities and avoid increasing achievement gaps.
The document discusses new literacies required for reading comprehension in the digital age. It defines new literacies as additional skills needed to comprehend online texts, including locating and evaluating information, synthesizing across sources, and communicating ideas. The document outlines strategies for teaching new literacies, such as using blogs and reciprocal teaching, and emphasizes the need to support students with limited internet access at home. It argues that current policies may widen achievement gaps by not addressing these new literacy skills.
The document discusses new literacies required for reading and learning on the internet. It argues that internet reading requires additional skills beyond offline reading. Research shows a weak correlation between offline and online reading comprehension, indicating they involve different skills. The document advocates updating education standards and assessments to reflect the new literacies of online reading comprehension and problem-based learning.
New technologies in writing instructionTshen Tashi
This document discusses the use of new technologies in writing instruction. It provides examples of how technologies like word processors, online writing tools, and CALL programs can support writing but also notes limitations like lack of access to technology. Research on technology use in writing classrooms in the US, Malaysia, and Bhutan is summarized, finding benefits but also challenges of integrating technology due to insufficient equipment and internet access. Overall, the document advocates for the benefits of technology in writing instruction when available but emphasizes that teachers must guide students and technology should not replace good pedagogy.
The document discusses how online reading comprehension skills are becoming increasingly important for students as the internet becomes a primary tool for reading and learning. It outlines a model called Internet Reciprocal Teaching (IRT) that involves three phases - teacher-led instruction in basic online skills, collaborative modeling of more advanced skills, and independent online inquiry projects. Finally, it provides 15 ideas for school leaders to provide leadership in developing students' new literacies for online reading comprehension.
This document summarizes a presentation on online reading comprehension given by Donald Leu. It received funding from several foundations and organizations. The presentation covered what online reading comprehension is, misalignments between reading assessments, policies and instruction, how the Common Core State Standards address online reading, and examples of classrooms preparing students for these standards. It also discussed research conducted by Leu's lab on online reading comprehension skills.
The document discusses how reading is changing in the 21st century due to the internet becoming the dominant technology for learning. It outlines how online reading comprehension involves new skills like problem-solving, evaluating online sources, and communicating solutions. However, current reading assessments, policies, and instruction have not fully adapted to these changes. The author advocates for improvements to standards, assessments, professional development, instructional models, and research to better support students in developing new literacy skills for online reading comprehension.
This document summarizes a presentation about preparing students for college through the use of web 2.0 and cloud technologies. Research shows these technologies are increasingly important in life, work, and education. Disruptive innovations like online learning are changing education, so teachers must teach skills like collaboration using Google Docs, tagging, and discerning credible online sources. The research emphasizes that cloud technologies and teaching collaborative and technology skills are vital for student career and college readiness.
This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
This document discusses academic literacy and how to engage the digital generation in academic literacy. It provides definitions of academic literacy and explains why it is important. It then discusses the characteristics of the digital generation and how they differ from previous generations in how they learn, communicate, and search for information using technologies like Google. Some research studies are summarized that explore how the digital generation searches for information online and what challenges those with low literacy may face. The document advocates for rethinking how universities teach to better engage the digital generation.
Shaira DC. De Leon is a third year undergraduate student studying to become a secondary education teacher focusing on Filipino. She provides some background information on herself, noting she was born in Manila but lives in Bulacan with her family. She is interested in integrating technology into teaching and learning to prepare students for the digital world and help them develop 21st century skills. The document discusses constructivist learning theories and how tools like computers can support collaboration, information sharing, and knowledge building between teachers and students. It also emphasizes the importance of technology and digital literacy for both students and teachers in today's society.
For the term project, I decided to do the whole course option that requires me to “Assemble a detailed overview of the course for a group of middle school or high school students; for your parents or grandparents; for business professionals, for university professors; OR for another audience.” I decided that the target audience for this project will be a group of parents and grandparents.
On OERs: Five ideas to guide engagement with the Open Educational Resources ‘...Saide OER Africa
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ‘movement’, the ‘open education movement’.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
This document summarizes research on the new literacies required for online reading comprehension in the 21st century. It finds that the internet is now the defining technology for reading, requiring additional skills like evaluating online information and problem-solving. Research shows online and offline reading skills are distinct. The document calls for changes to standards, assessments, instruction and professional development to support students in developing these new literacies to succeed in a global digital economy. It provides examples of research and policies from other countries that have recognized this need for change to prepare students for their reading and learning futures.
This document discusses how changes in the global economy require changes in literacy education. The Internet is now the defining technology for reading and learning in the 21st century. Research shows that online reading requires new literacy skills beyond offline reading comprehension. Educators face the challenge of changing classroom instruction to develop these new online reading comprehension skills students need to solve problems and communicate effectively in a global workplace that relies on Internet technologies.
This document summarizes research into designing technologies to help older adults create and share digital content in order to forge social connections. It describes a study where older adults aged 71-92 used an iPad app called Enmesh to share photos and messages with each other. The study found that older adults embraced opportunities for creative self-expression and social engagement through digital content production when systems were designed to allow it. Creating and sharing content can help older adults connect with peers in meaningful ways.
Final Virginia State Reading Association Keynotedjleu
This document provides an overview of online reading comprehension and the need to teach new literacy skills for the digital age. It discusses how the global economy has increased competition and the importance of higher-level thinking skills. It presents a model for teaching online reading comprehension called Internet Reciprocal Teaching and provides 15 easy steps for integrating the internet into classroom literacy instruction. The challenges of educational change are also addressed.
The document discusses the changing nature of literacy and learning in the digital age. It argues that the Internet has become the defining technology for reading and learning for this generation. However, current education policies are not adequately preparing students for online reading comprehension, which requires distinct skills from offline reading. The document proposes a model called Internet Reciprocal Teaching to teach online reading comprehension skills in one-to-one laptop classrooms.
The document discusses using cell phones in classroom instruction. It provides examples of how basic cell phone features like texting, photos, and calling can be used for educational projects in various subjects and grade levels. Specific projects outlined include using phones for podcasting, avatars, polling, note taking, scheduling, and more. Guidelines are presented for developing an inclusive cell phone policy in schools.
The document discusses the use of the SMART Brailler, an electronic braille writer, at the Florida School for the Deaf and Blind. Interviews with teachers, students, and parents found that the SMART Brailler improved braille learning capabilities. It provided audio and visual feedback that allowed independent learning. Students were highly motivated to use the SMART Brailler and saw it as "cool". The SMART Brailler also enabled parents and sighted friends to participate in the learning process. Overall, the interviews indicated that the SMART Brailler significantly enhanced braille instruction and the learning experience compared to traditional methods.
The document describes course offerings at the Jawed Habib Academy in Mumbai. There are 7 hair courses ranging from 1 to 24 weeks in duration, covering topics like haircutting, styling, coloring and chemicals. Counseling helps students understand course benefits and define career paths. Franchisees receive support from the franchiser in the form of bank loans, site evaluation, staff training, marketing and ongoing assistance.
The document summarizes the work of the TAFE Queensland Hairdressing Professional Learning Community over 8 weeks. They mapped hairdressing content into topics aligned with qualifications, developed introductory scripts for each unit, and reviewed and rewrote content for one unit. They cut existing haircut structure videos into smaller segments for a YouTube channel. Images were also reviewed and sourced for a unit. Three learning objects from a toolbox were reviewed for tasks and modifications. A word document outlines each topic and identifies subtopics to become online pages with content, questions, and activities.
Hairdressing Skills Interactive EvaluationQwizdom UK
This document contains an interactive evaluation assessing hairdressing skills. It consists of 15 multiple choice questions testing various aspects of hairdressing such as the purpose of surface conditioners, safety checks, ingredients in dry hair shampoo, confidential client information, recording appointment details, examples of non-verbal communication, promptly passing on client concerns, fire extinguisher use, tool sterilization frequency, pH levels of hair products, effects of heat when coloring hair, and removing bleach from hair.
The document discusses action research, which involves teachers examining their own classrooms and instructional practices through a cyclical process of identifying issues, collecting and analyzing data, implementing changes, and reflecting on results to improve the quality and effectiveness of education. Various models and steps of action research are presented, and an example study on using word clouds to improve foreign language writing is examined.
Ch 5 social responsibility and managerial ethicsNardin A
The document is a chapter from a management textbook. It discusses social responsibility and managerial ethics. The chapter covers topics such as defining social responsibility, green management practices, factors that influence ethical behavior, and ways for managers to encourage ethics. It also addresses issues like managing ethical lapses, the role of social entrepreneurs, and how businesses can promote positive social change.
The document provides an outline for a lecture on corporate social responsibility (CSR). It discusses the types and nature of social responsibilities, CSR principles and strategies, models of CSR, best practices, the need for CSR, and arguments for and against CSR. Examples of CSR programs and initiatives from companies like Tesco, Vodafone, and HSBC are also summarized. The document aims to educate about the concept of CSR and how companies can integrate social and environmental concerns into their business operations and interactions with stakeholders.
The document discusses the detrimental effects of excessive computer and internet use in educational settings. It summarizes research showing that visual media like computers and the internet impair verbal skills, reflection, focus, and imagination. Studies found students who accessed the internet during class performed worse on tests compared to students without internet access. Excessive screen time also reduces reading for pleasure, hindering skills like vocabulary and critical thinking. While technology has its place, a balanced approach to media consumption is needed in schools to develop various skills. The document concludes we must limit computer and internet use, especially in educational settings, to avoid negative impacts on youth development.
- Educators are concerned that teenagers' writing habits of diary writing and free writing are being replaced by social media like Facebook and text messaging. This is altering their spelling and grammar skills.
- Some experts argue that cyber communication is not harming writing skills, and may increase self-expression and communication. However, teachers note a rise in spelling, grammar, and punctuation errors in student writing.
- The debate centers around whether students can distinguish between informal online communication and formal writing, and whether poor writing habits from technology will negatively affect students' future education and careers.
Communicating with Students: What Technologies Should You Use?David Compton
The document discusses communication technologies that should be used to reach students, particularly prospective college students aged 16-20. It analyzes print media, email, and digital/social media. While print was traditionally important, reading has declined significantly as students spend more time online. Email is widely used but has drawbacks like requiring prompt responses and potential for miscommunication. Digital media like social networks have become highly popular ways for students to get information, but content must be engaging to stand out. The best approach is a cross-platform strategy using multiple technologies.
The document discusses the Literacy Collaborative framework, which is a program focused on rigorous instruction and meaningful teacher-student interactions. It is based on authentic language acquisition through reading and writing workshops. Teachers differentiate instruction through flexible grouping and provide targeted activities through shared reading, vocabulary lessons, and phonological awareness lessons designed to meet student needs.
The document discusses various evidence-based technologies and interventions that can be used in the classroom to engage and motivate students. It provides examples of programs like Teenbiz3000, Achieve 3000, and Myon Reader that provide personalized learning experiences. Check & Connect and CIRC are discussed as interventions to improve reading comprehension. Best practices mentioned include using digital games, simulations, and social networking. Accelerated Reader, Discovery Education, and digital portfolios are given as examples of technologies used in one teacher's classroom.
This article summarizes and evaluates five research articles that discuss using instructional technology in the classroom. The first article describes how digital storytelling can help struggling writers by making the writing process more organized. The second discusses how teachers can integrate technology like blogs and podcasts into lessons using resources that are freely available. The third evaluates beginning reading software programs. The fourth explains how technology can be used to teach math concepts aligned to national standards. The last explores how a multidisciplinary approach using technologies like movies and role-play can increase comprehension of literacy lessons. The evaluation notes the importance of selecting educational technologies carefully and integrating them effectively to support learning.
The document discusses best practices for using technology in the classroom. It includes several examples:
1) Ennovy discusses programs like Teenbiz3000 and Digital portfolios that allow differentiated instruction and assessment of student comprehension and work.
2) Kenterra discusses tools like Myon Reader that provide leveled digital books to motivate students and allow teachers to track reading growth.
3) Melba emphasizes that technology should supplement instruction and be aligned to learning objectives.
4) The document provides several other examples of technology uses, including digital games, simulations, social networking, eBooks, and learning stations for assessment.
Technology has led to a decline in literacy skills according to the document. People are reading less and looking at screens more, resulting in drops in critical thinking and vocabulary. While a new form of literacy dependent on computers may emerge, individuals will lose existing skills. This is shown in decreasing workplace skills. If this trend continues, future generations may have difficulty communicating clearly in writing or speech. Literacy itself may shift entirely to computer-based skills, losing currently existing abilities. As the current young generation progresses with technology, the loss of traditional literacy skills could increasingly hinder society and the workplace.
This document discusses three journal articles about the impact of web-based learning resources and technology in education. The first article defines web-based learning resources and evaluates their effectiveness in teaching. The second examines how digital literacy skills change over time between younger and older students. The third emphasizes how learner attitudes change towards new classroom technologies.
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Castek Coiro Hartman Henry Leu Zawilinsky 2010 New LiteraciesDouglas K. Hartman
This document outlines three challenges facing reading research as literacy evolves with new technologies: 1) Insufficient research capacity due to a lack of trained researchers, 2) Rapidly changing nature of literacy as reading and writing increasingly occur online, and 3) Little understanding of how online reading comprehension differs from offline and how to teach these new skills. It argues that the field must take bold steps to reconceptualize reading research and better prepare students, teachers, and the research community for the new literacies of the digital age.
The proposed research topic is whether parents', teachers', and mental health professionals' digital wisdom and self-efficacy predict participation in cyber deviance dialogue. This topic is important to family psychology because cyber transgression is a new issue affecting responsible adults. While laws have been made, adults vary in cyber knowledge and responsibility for teaching children cyber ethics is unclear. The research problem is that the literature does not examine how families, schools, and communities can collaborate on cyber safety education or adults' self-efficacy in teaching children these topics, despite technology changing communication and some cyber issues originating at home.
Is Social Media Use Bad for Students’ Academic Performance?daffygraveyard868
Social media use, especially Facebook, has become widespread among students. Some research has found that Facebook use can negatively impact academic performance by reducing study time. However, other studies have found no strong correlation, and suggest that educators should consider students' other activities and habits rather than solely blaming social media. Proper use of technology can actually enhance learning, but students need guidance to avoid improper use becoming a hindrance to their studies.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
Impact of growing technology on reading skills .pptxShivamChaurasia66
This document discusses the impact of growing technology on reading skills. It notes that technology has changed how information is accessed and integrated into education. While technology provides benefits like increased access to information, it may also negatively impact reading skills. Studies show average screen time for children has increased significantly while reading scores have declined or stagnated. Struggling readers face challenges with comprehension that technology may help with by providing tools like audiobooks, but overuse of technology can also isolate students and reduce in-person social interactions and handwriting skills. Overall, technology needs to be integrated carefully to both engage students and continue developing important literacy skills.
Effectiveness of blogging to practice reading at a freshman efl programericortiz24
This document summarizes a study on using blogs to promote extra reading practice for students in a freshman English as a foreign language (EFL) program. The study found that blogs are effective online social environments that students perceive positively. Blogs allow students to practice reading outside the traditional classroom and interact with each other. Results showed blogs encouraged student participation and interaction among students, teachers, and others. Blogs provide opportunities for learner-centered education and help prepare students for future skills needed in a technology-driven world.
The document discusses several ways that internet use can negatively impact adolescents. It argues that internet has contributed to a decline in education among adolescents by promoting the use of "chat language" in writing. It also asserts that internet reduces morality by giving easy access to pornography and normalizing behaviors like homosexuality. The document further claims that internet reduces thinking capacity by encouraging plagiarism and exam cheating as adolescents copy information directly from online sources without understanding it. It posits that internet use reduces face-to-face communication as adolescents rely more on online communication through social media on their phones.
This document provides an overview of the board game Trade Secrets. It describes the setup which involves 2-4 players each represented by a card suit and receiving a custom player board. Two decks of cards are used, one for battle cards dealt to players and one for information cards placed on the game board or dealt face down to players. Players score points by taking opponents' information cards from the board or their secret pile and adding them to their own secret pile. The highest card wins battles over information cards.
Technology is becoming more integrated and harmonious, allowing activities like listening to music and navigation while driving. As the limits of silicon are reached, companies are investing billions in new technologies. One potential new technology is organic - reprogramming blood cells by injecting DNA to change their function. This could be used to create textiles, fuels, medicines or data storage. While most research focuses on medical uses, companies are also exploring biological technology to replace silicon. Reprogramming cells could allow technology to literally become part of and integrated with the human body.
The document discusses the author's goal of obtaining a PhD in game design before age 40. They chose Dr. Chris Bateman, who is the only person to have earned a doctorate in gaming, as their role model. The author outlines the steps needed to achieve their goal, including maintaining a high GPA, acquiring good references, and applying for internships. They discuss how Dr. Bateman's career and views on game design have inspired and motivated them to pursue their dream.
This document provides Matthew Burkett's contact information and schedule for an online degree program. It details his name, student number, degree, computers and internet access, backup options, and email. It then lists his weekly schedule over 4 weeks, noting which days he will check emails, discussion boards, work on assignments, and assignment due dates. It also includes estimated time commitments for assignments from the instructor and his own estimates.
Matthew Burkett is tracking his happiness by keeping a daily journal of positive experiences and activities. For his second task, he played with Legos for an hour, which brought him joy from his childhood. For his third task, he spent quality time without technology with his pregnant wife, enjoying activities like chess and walks. Burkett is using the PERMA model of happiness to set goals in positive emotion, engagement, relationships, meaning, and achievement to increase his overall well-being.
The document discusses Ubisoft Entertainment as a company the author chose for an assignment. The author notes that they have enjoyed many of Ubisoft's games over the years and developed high expectations for quality. As someone studying video game design, the author hopes to one day help develop high quality games themselves at Ubisoft.
The document summarizes how technology aided in apprehending the Boston Marathon bombers in 2013. Security cameras, cell phones, and an infrared camera on a police helicopter helped identify the brothers as suspects. Closed circuit TV cameras and eyewitness reports allowed police to track the brothers' movements after the bombing. Additional cameras positively identified them after they hijacked a vehicle. Police were able to locate the younger brother hiding in a boat when a thermal camera detected his body heat signature. Throughout the manhunt, police provided updates on social media to inform the public and coordinate the response.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. HASTECHNOLOGY LEDTO AN
INCREASE IN LITERACY SKILLS?
The onslaught of Digital information
hinders the storage of factual knowledge
and it affects our ability to learn.
In his recently published book, ‘The
Shallows: What The Internet Is Doing To
Our Brains’ technology writer Nicholas
Carr argues that “we are sabotaging
ourselves, trading away the seriousness
of sustained attention for the frantic
superficiality of the Internet”. He
observes that the “mere existence of the
online world has made it much harder to
engage with difficult texts and complex
ideas.”
So where do we start to debunk the big
question – has technology actually
improved literacy?
3. WHAT IS LITERACY?
In order to find if
technology has or has not
improved literacy in our
society, we first have to
define what literacy
means. So what exactly
does the word literacy
mean to us?
4. THE DEFINITION OF LITERACY:
The National Assessment of
Adult Literacy (NAAL) divides
literacy into two categories.
These categories are task-based
literacy and skills-based literacy.
NAAL further defines task-
based literacy as “the ability to
use printed and written
information to function in
society, to achieve one's goals,
and to develop one's knowledge
and potential.”
NAAL also supports that skills-
based literacy is the “successful
use of printed material”, which
falls into two subclasses:
•Word-level reading skills
•Higher level literacy skills
5. THREETYPES OF LITERACY:
When the National Center for Education Statistics
sponsored the 2003 National Assessment of Adult
Literacy, they decided to add other types of
literacy to better reflect how adults use
information in functional ways. This became a
more thorough assessment since it went beyond
the traditional standard of literacy, which is
measuring how many people read.
The three types of literacy they defined are:
•Prose, which covers the skills needed to
comprehend the written word and search for things
in text, among other things.
•Document, which covers skills necessary to use
things like maps, fill out forms, read food labels, and
other related things.
•Quantitative, which includes the skills of using
numbers in calculations, for things like figuring out a
tip, determining the amount of something, and so
on.
NAAL reported there was no increase in these
prose and document literacy between the last
assessment and the one done in 2003.
6. THE BREAKDOWN:
Essentially what we’re
looking for is an increase
in literary cognitive skills –
which boils down to a
person’s ability to read
and comprehend words or
literature, and use words
properly and in context.
7. HOW DOESTV AFFECT US?
We have seen there is a direct correlation to bad
writing skills and attention span when it comes to
the new technology of today. But sometimes
there are some details that we don’t attribute to
the decline of what were common literacy skills. In
the article “The Effects of Electronic Media on a
Developing Brain” by Robert Sylwester, Professor
Emeritus, it was noted that the generation in
today’s time emotionally communicate with
media. What is seen on the screen is more of a
reality to them, rather than just a communicator.
This concept has turned what used to be news into
exaggerated entertainment based on true events.
The author of this article also made it clear that
there are several components that enable our
brains to act. “Emotion drives attention, which
drives learning, memory and behavior, so mass
media often insert strong primal emotional
elements into their programming to increase
attention.” Says Sylwester.
8. WHAT ROLE DOESTEXT
MESSAGING HAVETO PLAY?
According to an article in UAB News, English
teacher Carrie Beth Buchanan, the English
Department chair at Clay-Chalkville High School in
Alabama, is already starting to notice the negative
effects of texting on her students’ grammar and
language skills. “Many high school students have
become dependent on electronic spell-checkers.
As a result, I spend a significant amount of time
circling misspelled words on assignments.”
Many teachers are starting to ask themselves if it
is the text and autocorrect functions of their
students’ phones and computers.
Buchanan often gets papers from her students
that are riddled with misspellings. She feels that
many of these problems could be resolved by
supplying the students with more options to
complete assignments handwritten. She also
hopes that it might help the students to realize the
difference between the informal setting of text
messaging and the more formal setting of an
assignment.
9. WHAT ISTWITTER’S PART?
According to an article in San Jose Mercury News,
Twitter has affected literacy in a way that is
causing concerns for the older generation as well
as teachers and professors all around. The 140
character limit of Twitter is forcing those
"tweeting" to shorten, abbreviate, misspell, and at
most times use acronyms just to make everything
fit.
In the long run doing so will affect their ability to
construct proper sentences as it will become
second nature for them to form a sentence in the
least amount of words as possible.
"I was recently assigned to review resumes for an
entry-level position at my company, a job that
includes social media responsibilities. I read
through dozens of cover letters and resumes, and
was surprised by the informal word choice and
poor grammar many of these candidates used,“
said Jamie Perkins, associate marketing director
of Sunset Publishing
Jamies goes on to state that "While there is a time
and place for informalities, one should always
adhere to proper grammar, sentence structure
and spelling, especially when reaching out to a
potential employer."
10. HOW DOES FACEBOOK FIT IN?
Facebook has opened the door to short-handed
typing, inappropriate grammar, and misspellings.
Social media is taking the place of social skills and
the ability to hold a logical conversation outside of
a computer screen. With a new social age new
habits are made that have become harmful to an
education standpoint and social standpoint.
We live in a world full of shortcuts with LOL,
OMG, and ROFL. There is nothing wrong with
using these phrases, but we are sometimes unable
to distinguish when these are appropriate and
when they should not even be thought about and
that can lead to problems. But the bigger problem
here would be incorrect grammar usage.
An article from hoofprint.net points to this and
many other deficiencies that technology
contributes towards personal development.
11. WHAT ARETEACHERS SEEING?
According to Common
Sense Media many teachers
are starting to report that
their students are beginning
to be adversely affected by
different forms of
technology. Some of the
more common forms of
technology are “defined as
TV, music, video games,
texting, iPods, cell phone
games, social networking
sites, apps, computer
programs, online videos,
and websites students use
for fun.”
12. LET’S LOOK ATTHE NUMBERS:
Technology’s Effect On
Students’ Writing Skills
Decreased A
Lot
Decreased
Somewhat
No Change
or Improved
If we want to look at studied numbers,
71% of these teachers are saying most
forms of entertainment media use has
affected their students either “a lot
(34%)” or “somewhat (37%)” in that area.
If we want to find another problem spot
for teachers we can look at writing skills
where 6 out of 10 teachers will agree that
the use of entertainment media “has
hurt their writing skills ‘a lot’ (19%) or
‘somewhat’ (39%.)”
Teachers also point to the time
consumption of media as a major factor
of incomplete studies and homework.
slightly less than half (48%) inform us
that media meant for entertainment use
has impaired the “quality of students’
homework ‘a lot’ (15%) or ‘somewhat’
(33%).” a more specific form of media
could be looked at as entertainment
media. which is just as detrimental in
affecting their student with their face to
face communication skills (59%) and
their critical thinking skills (42%).
13. WHAT DO STUDIES SHOW?
Science Daily reports that in a study conducted by
Patricia Greenfield, a distinguished professor of
psychology at UCLA, where she gave an amount
of students in a classroom access to the internet
during a lecture and encouraged them to use it.
After the lecture they were tested on what was
taught and results showed that those given access
to the internet during the lecture performed worse
than those who had no internet access. This study
has proven that the use of technology during a
class or lecture prevents students from getting a
greater grasp on the information that was
provided to them.
Other studies have shown that reading for
pleasure develops imagination, reflection and
critical thinking, as well as vocabulary. "Reading
for pleasure is the key to developing these skills.
Students today have more visual literacy and less
print literacy. Many students do not read for
pleasure and have not for decades,” says
Greenfield.
(Graph depicts data from the NAEP program.)
14. WHAT DO OFFICIAL REPORTS
SAY?
Between the years 2004 and
2007, the No Child Left
Behind Act called for the
U.S. Department of
Education to head a think
tank to investigate the
effectiveness of educational
technology in selected
schools.Their findings were
collaborated into a
congressional report called
‘Effectiveness of Reading
and Mathematics Software
Products: Findings From
Two Student Cohorts’.
15. WHAT DIDTHE REPORT SAY?
In the executive summary
published in 2009, the document
states that in the first year’s study
there was no significant increase in
test scores for the schools that had
been chosen to implement the
learning software.The document
further stated that “effects on test
scores were not statistically
different than zero.”
In the second year of observation,
there were further data collection
restraints placed on the program,
but the results were essentially the
same. While some school districts
would benefit from the software,
others would suffer.
16. WHAT ISTHE DATA SAYING?
The collected data shows us that,
overall, literacy rates have not
changed significantly. It also shows
us that geographical location,
social class, and whether or not
one’s parents went to college have
the most drastic effects on literacy
rates, while technology has
virtually no effect at all.
So what exactly is technologies
role in literary development if any
at all?
(Graph depicts data from the
NAEP program.)
17. FINAL STATEMENT
Has technology made literacy worse? Not in all ways.
Has technology made literacy better? The answer to
that, so far, is no.
It’s possible that in the future technology will be able to
help us enhance all forms of literacy, but we’re not there
yet. To paraphrase Sherry Turkle in her Ted Talk
Connected, But Alone? we are still in the young lovers
stage with technology. We like it and we don’t want to
see its faults, but the problems are there.
One problem we are seeing is that people rely so much
on technology that they are losing some aspects of
functional literacy, such as figuring out the meanings of
words based on context clues.
In the most technical sense of the word you could say a
lot of people are literate because they know how to read,
but is it true literacy if they can’t comprehend what they
read, write a professional paper, or perform other basic
literary functions? The data and research we have
provided in this presentation is indicative of this.
Technology has the ability to improve the way we learn,
but it still has a ways to go.
18. TEAM SNARK
Imani Burger, Esteban Burgos, Matthew Burkett, Dallin Burns, Alicia
Corley, NicholasCornett, AaronCoronado,ValindaCoyle, JacobWard
(Global Document)