Learning Task #1 Theory in Practice
1.
Read the following articles and
•Barone, D., & Wright,
T.E. (2008, December). Literacy Instruction with digital and media
technologies. Retrieved from Sept. 5, 2011, from http://www.readingrockets.org/article/29126/
•Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W.
(2004). Toward a Theory of New Literacies Emerging From the Internet and Other
Information and Communication Technologies. Retrieved Sept. 5, 2011, from http://www.readingonline.org/newliteracies/leu/
2.
Assignment#1 Write a brief summary of the above three articles
(one paragraph) to demonstrate your understanding of the concept and the importance
of new literacies
The Internet is a part of technology that has become a more evident
technological tool in the classroom. It allows the teachers and students to
gain information immediately and quickly. As used in Todd’s classroom,
one-to-one laptops allow endless possibilities of incorporating literacy and
technology (new literacies). It presents literacy in a completely new and
innovative way, instead of the original pen and paper. Through ICTs
(Information and Communication Technologies) such as: webpages, email, blogs,
Youtube, wikis, and Skype etc., students are exposed to literacy in ways that
gain their interest and maintain their attention, thus, allowing them to retain
the information better. Furthermore, the variety of these ICTs and other new
literacies allows for an extremely versatile use. It can be used for any grade
or ability level. These new literacies help prepare the students for the
constant-changing future of literacy.
Learning Task #2 Minds-on “New Literacies Definition and Components”<
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2.
Assignment#2 answering the following questions
• Which ideas from the video reflect what the ELA teachers you
interviewed are currently doing to integrate technology with their literacy
instruction?
One of the ideas from the video the I thought reflected what the
ELA teacher I interviewed is currently doing to integrate technology with their
literacy instruction is the social networking blog. This teacher recently did a
project with the students where instead of writing a paper or making a
presentation to the class, the students were able to create a blog to present
the information they learned. All students agreed that they liked this option
much better because it allowed them to be creative. Furthermore, since the
students were interested in this assignment, they put more thought and effort
into it.
•How can you help change their instructional practices to include
the use of technology and the Internet in their literacy and content-area
curriculum?
To help change their instructional practices to include the use
of technology and the Internet in their literacy and content-are curriculum I
can explain and demonstrate how effective this technology can be. Furthermore,
I can also demonstrate how simple it can be to incorporate this technology and
that it does not always have to take a long time to plan and execute, which is
many teachers’ main concern in incorporating technology in their curriculum.
•What professional development and/or resources will they need in
order to make these changes?
On of the main resources that teachers will need in order to
make these changes is access to computers and Internet in the classroom. They
will also need professional development to learn how to use the Internet and
other technologies most appropriately in their literacy and content-area
curriculum.
•What ideas do you have for grouping students so they will have
equal access to technology in the classroom?
Students can be grouped in a variety of ways to ensure they have
equal access to technology in the classroom. One way of grouping would be to
have groups of mixed ability students and have assigned parts that each student
would be responsible for completing one piece of the assignment. This way, one
student does not do all the work on the computer while the others to not get to
use the technology.
Another way to group students would be by letter days. For
examples, groups 1 & 2 could use the technology at allotted times on A,C
& E days while groups 3 & 4 could use the technology at the allotted time
on B, D & F days.
Learning Task # 3 Hands-on Helping ELA teachers practice new
literacies in their classrooms
Assignment#3 In week 2, you have researched and recommended 5
tools for the FIVE components of ELA instruction. Select one of the five tools
you recommended and ask the ELA how it can be implemented in their ELA
instruction. Be specific. For example, if you selected using blogger to enhance
writing skills. Detail how it can be done in the class (very much like a “needs
analysis” plan). Please include the following components:
•Grade level: 3
•Topic: Nouns (Common and Proper)
•Learning outcomes: The students will be able to identify common
and proper nouns.
•Technologies needed (equipment or software or internet
connection)
Smartboard, computer with Internet access
•Timeline for implementation (how many classes needed): one class
period
•How can it be integrated and implemented in the lessons? (for
example, use blogger during class or afterschool homework?)
For one lesson in particular, the SmartBoard will be used during
class time. The smartboard will be used to present an interactive Smartboard
game dealing with nouns. The teacher will first review types of nouns (common
and proper). After this brief review the teacher can then turn to the
smartboard. Each student will be given the opportunity to come up to the
smartboard. The game is a Noun Dunk, where the student must shoot the
basketball into the appropriate net (common or proper) based on the given noun.
For all ELA lessons, the Smartboard would have to be used in the
classroom. It can be used to enhance students understanding of a learned topic
in many different formats. For example, it can reinforce vocabulary by
presenting a smartboard activity on the vocabulary lesson. Students can
participate in a variety of premade of teacher-made activities that exposes
them to the vocabulary. It could also be used to enhance writing as students
can write on the smartboard. The teacher can request each student to come up
and write a specific type of sentence (for example: statement, question, etc.).
•Assessment (on writing skills and technology skills):
For the specific Noun lesson, the teacher can record students’
individual scores during the game to assess their skills.
For all other topics and lessons, the teacher can either print
the screen that the students wrote on and assess it or take notes during the
use of the smartboard. Furthermore, technological skills will be assessed based
on the student’s evident ability to effectively use the smartboard to complete
the activity. Assessment will be graded on observation.
Good job! :-)
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