Technology in english_and_language_arts_instru[1]
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This document discusses how technology can be integrated into English and language arts instruction to support various concepts and skills. It provides examples of how tools like word processors, blogs, videos, and software can aid writing, reading, listening, speaking, and assistive learning. Guidelines around proper technology use, copyright, and examples of lesson plans and assessments are also presented.
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The document provides resources for integrating technology into English Language Learner and bilingual classrooms. It lists websites to support listening, speaking, reading, and writing skills in both English and Spanish. Many of the sites offer interactive activities, stories, and tools to support language development like flashcards, rhyming dictionaries, and programs for making presentations and graphic organizers.
Key Principles & Digital Tools for ELL Instruction
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
Technology and English Learners: A New Language, or Universal?
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
The Tech Ninja Guide
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/techninja
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Integrating Technology into ELL/Bilingual Classroom
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Key Principles & Digital Tools for ELL Instruction
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Technology and English Learners: A New Language, or Universal?
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CHAPTER 6: MODULE-9'DIGITAL-LITERACY-PART-3.pptx
1. The document discusses integrating digital literacy into classroom learning through various activities like using interactive whiteboards, student blogging and wikis, email/video exchanges, and digital storytelling.
2. Some benefits of integrating digital literacy are that it motivates students by making learning enjoyable, accommodates different learning styles, and allows students to demonstrate their learning in unique ways.
3. The document also discusses potential data privacy implications when researching and collecting information online for schoolwork.
Nebraska educational media association presentation june 27 2012
An updated version of my presentation, including the "just in time" ideas that I talked about with each website.
541 technology slide show
This document discusses the history and types of literacy in the context of technology. It notes that while most classrooms now have computers and internet access, students on average only use computers 12 minutes per week in school. The types of literacy discussed include technological literacy, visual literacy, media literacy, and information literacy. The document recommends ways to successfully integrate computers into literacy curriculum for different populations, including emerging readers, special populations, and skilled readers. It concludes that new digital technologies should be used to enhance, transform, and empower student literacy instruction and prepare students for future literacies.
541 technology slide show
This document discusses the history and types of literacy in the context of technology. It notes that while most classrooms now have computers and internet access, students on average only use computers for 12 minutes per week in school. The document outlines different types of literacy skills needed in today's digital world, including technological literacy, visual literacy, media literacy, and information literacy. It recommends ways to successfully integrate technology into literacy curriculum for students of varying abilities, including using digital books, educational television, and online discussions. The document concludes that new digital technologies should be used to enhance, transform, and empower students' literacy instruction and prepare them for the future.
541 technology slide show
This document discusses the history and types of literacy in the context of technology. It notes that while most classrooms now have computers and internet access, students on average only use computers 12 minutes per week in school. The types of literacy discussed include technological literacy, visual literacy, media literacy, and information literacy. The document recommends ways to successfully integrate computers into literacy curriculum for different populations, including emerging readers, special populations, and skilled readers. It concludes that new digital technologies should be used to enhance, transform, and empower student literacy instruction and prepare students for future literacies.
541 technology slide show
This document discusses the history and types of literacy in the context of technology. It notes that while most classrooms now have computers and internet access, students on average only use computers 12 minutes per week in school. The types of literacy discussed include technological literacy, visual literacy, media literacy, and information literacy. The document recommends ways to successfully integrate computers into literacy curriculum for different populations, including emerging readers, special populations, and skilled readers. It concludes that new digital technologies should be used to enhance, transform, and empower student literacy instruction and prepare students for future literacies.
541 technology slide show
This document discusses the changing nature of literacy as technology becomes more integrated into education. It covers the history of technology use in classrooms, different types of modern literacies including technological, visual, and media literacy. The document also addresses how students engage with literacy outside of school through technologies like texting and social media. It provides recommendations for successfully integrating computers and digital tools into literacy instruction for students of varying abilities and grade levels, such as using digital books, educational videos, and online discussions. Finally, it emphasizes that new digital technologies should be used to enhance, transform, and empower students' literacy learning.
l-ward-ed554-unit-plan-template-7-25-2015
This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.
Technology and curriculum issues day 4 vikki bridgewater nr
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
Edpy 497 presentation
Universal Design for Learning is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It aims to reduce barriers and support all students, including those with disabilities. When integrating assistive technology into instruction, educators must consider each student's needs and how technology can help access the curriculum, improve instruction, and increase motivation. Teachers should design instruction around the student, curriculum, adaptations, and classroom environment and evaluate how well adaptations help students accomplish tasks.
Online resources, educational sites and portals
Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.
Nebraska educational media association presentation june 27 2012
The document discusses a presentation given by Laura Warren-Gross on just-in-time technology ideas that can be implemented when school begins. It provides examples of technologies like Socrative, Educreations, Popplet, Khan Academy and Scratch that allow interactive lessons and activities. The presentation links these tools to standards for 21st century learning and discusses AASL technology initiatives. Examples are given for how each tool can be used and which learning standards it supports.
Northlands presentation
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
Adapting Digital Story Telling in Moroccan Classrooms! Aissam ELHANI.
This document provides an overview of adapting digital storytelling in Moroccan classrooms. It begins with definitions of digital storytelling and discusses why it is being incorporated into education. Digital storytelling takes a constructivist approach to learning by encouraging collaboration, problem solving, and deep learning. The document outlines the seven elements of digital storytelling and how it can be used as an effective instructional tool for teachers and learning tool for students. It discusses 21st century skills developed through digital storytelling and provides suggestions for how to implement it in the classroom.
Pp to use
This document outlines the concept of a "flat classroom" which connects students globally through collaboration using online tools. It defines a flat classroom as one that engages students with multiple resources and audiences to create authentic collaborative learning. It discusses how students who do not participate in global collaboration may miss future opportunities. The document then describes the five phases of flattening a classroom which involves connecting the classroom internally first before expanding outwards to connect with other classrooms, experts, and many-to-many collaboration between students and classes. It provides examples of online tools that can be used and emphasizes teaching digital citizenship and safety.
Pp to use
This document outlines the concept of a "flat classroom" which connects students globally through collaboration using online tools. It defines a flat classroom as one that engages students with multiple resources and audiences to create authentic collaborative learning. The document then describes five phases of flattening a classroom: starting with intra-classroom collaboration and expanding to inter-classroom, many-to-one/one-to-many, many-to-many with teacher guidance, and finally many-to-many student led collaboration. It provides examples of tools like Edmodo and wikis that can enable this type of flattened global collaboration.
Pp to use
This document outlines the concept of a "flat classroom" which connects students globally through collaboration using online tools. It defines a flat classroom as one that engages students with multiple online resources and audiences to create authentic collaborative learning. It discusses how students who do not participate in global collaboration may miss future opportunities. The document then describes the five phases of flattening a classroom which involves connecting students within and between classrooms, with experts, and in student-managed collaborations using tools like Edmodo, Skype and wikis. It provides examples of projects and steps teachers can take to implement this approach, including digital citizenship training and collaborative writing activities.
Technology in english language arts
This document discusses how technology can be used to support language arts instruction. It provides examples of using devices like e-books, reading programs, and digital storytelling to develop literacy skills like decoding, comprehension, and writing. Webquests and online resources are presented as activities to practice skills. Productivity tools, research databases, and communication/collaboration platforms are reviewed. Guidelines around ethical use, copyright, and accessibility for special needs students are covered. Examples of instructional software, online projects, and rubrics for assessment are also provided.
Technology in english language arts
This document discusses how technology can be used to support language arts instruction. It provides examples of using devices like e-books, reading programs, and digital storytelling to develop literacy skills like decoding, comprehension, and writing. Webquests and online resources are presented as activities to practice skills. Productivity tools, research methods, and instructional software are reviewed. Considerations around ethical use, copyright, and accessibility for all students are covered. Examples of rubrics for assessing student work and lesson plans utilizing technology are also included.
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The document discusses several methods and technologies for teaching English to students with disabilities. It describes approaches for absolute and false beginners, using computers in the classroom, assistive technologies for mild disabilities, empowering rural students with disabilities through assistive tech, how computer technology can help learning disabilities, modifications for students with learning disabilities in inclusive settings, equipment needed for language learners, maximizing language learning through total physical response methods, using total physical response in the classroom, and using computer-assisted language learning in the ESL classroom.
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